The aim of the study was to investigate the extent of engagement, inclusion and influence of engagement on inclusion of Students with Disabilities (SWDs) in Higher Education Institutions (HEIs). Convergent Parallel Mixed research design was employed though only quantitative data presentation, interpretation and discussion was considered in this paper. Student Engagement Scale (SES) and College Student Experience Questionnaire (CSEQ) were used to collect data. Reliability and validity of the instruments was scrutinized properly. For example, pilot study of the instruments was undertaken involving 30 SWDs who were attending their education at Mekelle University. Target population were 773 SWDs from 5 HEIs in the country, yet through Taro (1967) stratified proportionate random sampling technique (deaf, blind and physical impairment strata) 264 SWDs were determined to be sample populations. The data collected by the two questionnaire were analyzed by using one-sample t-test and multiple stepwise regression. Results indicated that SWDs were engaged highly in their sense of valuing (psychological engagement I) and cognitive engagements. However, they have lower sense of belonging, lower relationships with faculty members, peers and behavioral engagements. On the contrary, SWDs were found to be included and this inclusion was influenced by SWDs’ engagement. Recommendation was therefore, training about engagement need to be delivered to SWDs at various levels of education before entering to HEIs.

General education teachers’ self-efficacy is often identified as the main factor for the successful implementation of inclusion for students with visual impairment (SVI), yet limited research has been conducted in this area. Thus, the purpose of this study is to investigate the general education teachers’ self-efficacy toward including SVI in the government secondary schools of Wolaita Zone. In this study, a mixed-methods approach with convergent design was employed. The target population included teachers, SVI, and principals. The sample consisting of 440 participants was selected using purposive and multistage sampling techniques. Data were collected using questionnaire, semi-structured interview, and focus group discussion (FGD). One-sample t-test and thematic analysis were used for analyzing the quantitative and qualitative data, respectively. The findings revealed that, in general, teachers showed positive self-efficacy in student engagement, instructional strategies, and classroom management of inclusion for SVI.