The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia

Mebrat Gedfie, Dawit Negassa


The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office.


Inclusion, Professional Development, Resource Center

Full Text:



CERES. (1995). A Study on resource centre structure. A Report Submitted to Basic and Primary Education Project. Kesarmahal: MOEC.

CERID. (2004). Re-conceptualizing resource center model in the context of decentralization and education for all frameworks of action. Kathmandu.

Dahl, S. (2015). Teacher resource centre. Retrieved from on 9th January, 2015.

Department of Education. (2005). Conceptual and operational guidelines for the implementation of inclusive education: special schools as resource centers. Pretoria, South Africa.

Ekanem, J.E. (2013). Problems and prospects of education resource centers in Nigeria.Journal of Education and Practice, 6(30), 66.

Giordano, E.A. (2008). School clusters and teachers resource centers. Published by UNESCO.

Govender, D. (2005). The status and role of resource centers in exHouse of Delegates (ExHOD) schools under post-apartheid. International Journal of Whole Schooling, 2(1), 20-28.

Kassie, S. (2013). Inclusive teaching involving visually impaired students in English language teaching settings (Doctoral dissertation), Andhra University, India.

Khaniya, T.R. (1997). Teacher support through resource centers: The Nepalese case. International Institute for Educational Planning, UNESCO, Paris.

Knamiller, W. (1999). Teacher resource centres in developing countries: An effective strategy for improving the quality of education in schools? 5(1), 52-71.

Mahder S. (2013). Benefits and experiences of inclusive education programme for physically disabled pupils at public primary school in Bishoftu Town, South-East Ethiopia. (MA Thesis). Indira Gandhi National Open University.

MoE. (2012). Special/inclusive education strategy. Addis Ababa, Ethiopia.

MoE. (2015). Guideline for establishing and managing resource centers. Addis Ababa, Ethiopia.

Mosha, M. A. (2015). The Role of teachers' resource centres in teachers' professional development and enhancing primary education. Journal of Education and Practice, 6(8), 44-61.

Mirambo, D. N. (2007). Management of Teachers’ Resource Centres in Improving Primary School Teachers’ Classroom Performance.Master’s Thesis.University of Dar Salaam.

Misrak, T. (2006). Challenges and opportunities of access and mobility in Addis Ababa: the case of people with Motor and Visual Impairments.MA thesis, Addis Ababa University, Ethiopia.

Quijano, Y. (n.d.) SpEd center as resource center for inclusion. Philippines.

Rafferty, Y., Boettcher, C., & Griffin, K. W. (2001). Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents' perspectives. Journal of Early Intervention, 24(4), 266-286.

Santwona Memorial Academy Pvt. Ltd. (2011). Role of resource centres for improving quality education: Research report document. Nepal.

UNESCO. (1994). The Salamanca Statement and framework for action on special needs. UNESCO. Paris.

Wiersma, W., & Jurs, S. (2009). Research methods in education: An introduction. MA: Pearson.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the '' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.