Integrating Indigenous Knowledge into inclusive education: a quest for culturally responsive practices and epistemic justice for students with disabilities in North Wollo, Ethiopia

This qualitative study explores how Indigenous Knowledge (IK) can be integrated into inclusive education for students with disabilities in North Wollo, Ethiopia. Drawing on interviews, focus groups, and document analysis with 44 participants, the research finds that while IK holds great potential to enhance learning outcomes, its integration is blocked by systemic barriers. Specifically, unclear national policies, a Eurocentric curriculum that silences local knowledge, and teachers who lack training and confidence in IK-based methods all hinder progress. On the other hand, successful practices have emerged, including community engagement, culturally responsive pedagogies, Indigenous psychosocial care, and mother-tongue instruction. As a result, these approaches boost students’ participation, sense of belonging, self-esteem, and overall well-being. Finally, this paper offers practical recommendations to reshape learning environments, affirm cultural identity, advance genuine inclusion, and achieve epistemic justice for students with disabilities.