Accommodating Students with Special Needs in Puntland, Somalia: An Examination of the Current State, Existing Legal Frameworks, and Adaptable Accommodation Strategies

Abstract

The right to education is one of the critical human rights, and all governments have obligations and commitments to ensure every child has access to and enjoys the right to quality education. In Somalia, children with disabilities have minimal access to education and are disproportionately affected. This qualitative study aimed to explore the current state, access constraints, and accommodation strategies of students with special needs and disabilities in the education system in Garowe, Somalia. Seventeen key informant interviews have been conducted with parents, school headteachers, students with special needs, community members, officials from the Ministry of Education, and education experts. Nine themes have emerged from the interviews through an inductive approach. The study identified several constraints faced by students with special needs. These included academic difficulties, limited teacher training on special needs, teaching and learning materials shortage, financial constraints, inadequate inclusive school infrastructure, and negative social-cultural attitudes. The study emphasized the importance of school support, parental and community involvement, and inclusive strategies to promote the inclusion and well-being of students with special needs. Further efforts are needed to address the identified constraints and improve the implementation of inclusive education policies in Somalia