THE ROLE OF SCHOOL IMPROVEMENT PROGRAM IN ACCESSING EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN SOME SELECTED PRIMARY SCHOOLS OF BURSA WOREDA, SIDAMA REGION

<strong>ABSTRACT: </strong>The purpose of this study was to assess the role of school improvement program in accessing education for children with special needs in some selected primary schools of Bursa Woreda, Sidama Region. To serve this purpose descriptive research design along with concurrent mixed both qualitative and quantitative method was employed. For the study 5 primary schools were included in the study using simple random sampling. From these sample schools, 58 teachers were selected using simple random sampling, 6 principals, 5 parents and 5 students of special needs included through purposive sampling. Questionnaires were used as main tool of data collection. Interview and document analysis were used to support the data gathered through questionnaires. The result of the study indicated that special needs education teachers are not provided adequate opportunities to directly involve in the schools' decision making. The schools physical environment is not easily accessible to children with difficulty in mobility. The study indicated that lack of skilled man power and material resources are the most severally affecting factors of the implementation of the school improvement program in relation to special need education. So that they could affect the quality of education of students with special needs. Based on these findings, the study would like to conclude that the status of primary schools in the study area in implementing the school improvement program in relation to in special needs education is very low. Finally, it is recommended that the collaboration between special needs education teachers and the schools and other organizations, sectors, institutions etc should be further strengthened in a planned and organized school improvement program in special needs education as it could minimize financial, material and human resource constraints. Furthermore, the development and publications of curricular materials at the central level should consider students with special need education.