STIGMA AND DISCRIMINATORY ISSUES ON STUDENTS WITH SPECIAL NEEDS: THE CASE OF SOME SELECTED PRIMARY SCHOOLS OF SHASHOGO WOREDA, HADIYA ZONE, SOUTHERN NATIONS

<strong>ABSTRACT: </strong>The purpose of this study was to investigate stigma and discriminatory issues on students with special needs in some selected primary schools of Shashogo woreda, Hadiya zone, Southern nations. The objectives of the study were identifying the factors that contribute to stigma and discrimination on SWSNs, assessing teachers action to reduce stigma and discrimination in education against SWSNs, examining the approach of teachers towards disability and their attitudes towards IE, determining the level of preparedness of teachers in the study area to create equal educational opportunities for students with and without special needs, examining the role of parents in reducing stigma and discrimination on SWSNs, identifying the role of principals in the reduction of stigma and discrimination on SWSNs and in the schools. Mixed method research approach was employed to achieve the objectives of the study. Within the mixed method, sequential explanatory design was used. 40 regular teachers, 40 SWOSNs, eight SWSNs, two SNE teachers, four principals and six parents; totally 100 participants were participated. Regular teachers were selected by simple random sampling technique and SWSNs, SWOSNs, parents, principals and SNE teachers were selected by purposive sampling technique. Data were obtained through questionnaire and semi-structured interview. Quantitative data was analyzed and presented using tables, frequencies and percentages where as qualitative data was analyzed by categorizing into themes and presented in the form of narratives. The study found that SWSNs faced with many stigma and discriminatory issues. The significant ones were lack of feeling of comfort from regular teachers, lack of support from regular teachers, lack of trained teachers in the area of IE, attitudinal and awareness problem of school community, lack of parents participation in school activity, lack parents willingness to work with concerned bodies, inaccessible school environment such as doors of toilets and classrooms without ramps, inaccessible school gates, and lack of inclusive lesson plan. Generally, majority of the investigated issues were out of reach by single body thus; it needs a combined effort of concerned bodies to address the issue with joint force, therefore based on the findings and analysis, conclusions and recommendations were forwarded.