Lived Experiences of Primary School Teachers in Implementing Inclusive Education at Primary Schools of Sebeta Town, Oromia

This study investigates the lived experiences of primary school teachers implementing Inclusive Education (IE) in Ethiopia, where research on this topic remains limited. Using a hermeneutic phenomenological approach, six SNIE-trained teachers from two schools in Sebeta town were purposively selected. Data were collected through semi-structured interviews and classroom observations, then analyzed thematically. Findings revealed that despite formal training, teachers lacked basic skills such as sign language, limiting effective inclusion. Generic teaching approaches prevailed, failing to meet diverse student needs. The study emphasizes the need for practical skills, continuous professional development, and institutional support. A key limitation is the small, non-representative sample.