Learning Challenges Influencing Preschool Children with Disabilities in Some Selected Public and Private Schools: The Case of Worabe City

Abstract

The objective of this study was to identify learning challenges encountered by preschool children with disabilities in selected public and private preschools of Worabe city. The study used a phenomenological research design. Data collection instruments were in-depth interviews, interviews, FGD, and observation. The data obtained from different sources were analyzed using the phenomenological condensation approach. Findings of the study revealed that the Learning of preschool children with disabilities is influenced by socio-cultural challenges in public and private preschools. Families of children with disabilities still hide their children with disabilities, because of discrimination. There is thinking among the community that disability is caused due to curse of God. Private schools resist receiving preschool children with disabilities. Roads and entrances to schools are not suitable for CwDs. Toilets are not accessible and appropriate for CwDs. There are no teaching aids that support the learning of children with disabilities and there are not enough play materials that suit their individual needs. Compounds of private schools are too narrow, and that of public schools is relatively wider. The majority of teachers of preschool children with disabilities are not qualified and they lack the knowledge, skill, and attitude to teach children with disabilities. Based on the results of the study, the following recommendations are given: Awareness creation programs should be launched to correct the thinking among the members of the society that disability, is caused due to curse of God and, schools should be barrier-free and child-friendly, teachers of preschool children should be trained