Geletu Birhanu Sufa1 
Ph.D. Student, Education Department, Hankuk University of Foreign Studies, Seoul, Korea

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Kim Yonglyun
 Professor, Education Department, Hankuk University of Foreign Studies, Seoul, Korea

Corresponding Author: Geletu Birhanu Sufa

Abstract:This study is conducted to analyze the implementation of inclusive policy in public middle schools, emphasizing the issues that schools are performing for the successful accomplishment of inclusivity. A descriptive survey design with a mixed-methods approach, integrating both quantitative and qualitative methodologies, was employed to gather comprehensive data. Three schools from the cluster resource center were selected purposively. This selection is mainly due to the existence of human and material resources in the cluster resource centers compared to other satellite schools. A simple random sampling technique was utilized to select 258 students for the questionnaire, while interview questions were conducted with three school principals, three itinerant teachers, and one education office expert from the sub-city. Descriptive and inferential statistics were used to analyze quantitative data, and interviews were narrated in words. The findings of the study indicated that the implementation of inclusive education remains in the initial stage. The core challenges for the effective implementation of inclusive education include inadequate facilities and infrastructure and a dearth of trained human resources. The study indicated a gap in policy implementation, emphasizing cooperation between stakeholders to alleviate the challenges of inclusive education. Consequently, public middle schools and education offices need to raise awareness, mobilize resources, and ensure the availability of professionally skilled and adequately trained educators to advance the goals of inclusivity.

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Keywords: Inclusive Education Policy implementation, middle school, Itinerant Teacher, Ethiopia