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Abstract
This study examines the academic status, challenges, and prospects of students with disabilities in integrated school settings in karat town of Konso Zone. The study utilized a convergent mixed research design. The findings revealed low academic statusamong students with disabilities in integrated school setting. Key challenges include a rigid curriculum, shortage of special needs education teachers, inaccessible physical environments, negative attitudes, communication barriers, lack of assistive learning materials, parental overload and limited participation in extracurricular activities. Academic prospects of students with disabilities have when schools provide accessible environments and sufficient assistive learning materials, students with disabilities are able to meet academic standards and pursue their education successfully. Moreover, the result of multiple regression (p=.00) proved that the predictor and residence variable had strong relationship and there is no multi-collinearity problem and they are auto-correlated. The result of two-way ANOVA indicated that the variables are statistically significant (P<0.05), we will reject the null hypothesis. Finally, the recommendations emphasize the school should make accessible and become active inclusion of students with disabilities.
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