Inclusive Education in a Conflict Zone: Practices, Barriers for Students with Disabilities at Weldu Nigus Secondary School.

Abstract

This study examines the implementation of inclusive education for students with disabilities in conflictaffected contexts, focusing on Weldu Nigus Secondary School in Tigray, Ethiopia. Using a mixedmethods approach, data were collected from 177 respondents, including students with disabilities, parents, teachers, staff, and community stakeholders, through surveys, interviews, focus groups, and observations.The research explores current inclusive practices, identifies physical, social, economic, and policy-related barriers, and analyzes stakeholder perceptions. Findings indicate that while classroom accessibility is high, significant gaps remain in restroom and pathway accessibility, availability of supportive professionals, assistive technologies, and learning materials. Teachers’ understanding of diverse learning needs is inconsistent, and psychosocial support services are insufficient. The ongoing conflict exacerbates these challenges by disrupting infrastructure, reducing resources, and intensifying stigma. The study recommends targeted investment in human resources, assistive devices, and inclusive infrastructure, as well as policy reforms and community awareness initiatives to strengthen inclusive education in crisis settings. These insights provide a foundation for evidence-based interventions to ensure that students with disabilities are not left behind during and after conflict.