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The aims of the research were twofold, namely, investigate challenges that hindered the implementation of inclusive education in Ethiopia and develop a framework that can enhance the inclusion of children with disabilities (CwDs). The ecology of human development has served as the theoretical lens underpinning this study to discover challenges that hindered the implementation of inclusive education. These barriers were also investigated from micro, meso, exo, and macro perspectives in the system. With this, I employed qualitative approach under the hegemony of constructivism paradigm. The hermeneutic design of the study enabled me to build knowledge about the barriers that hindered the implementation of inclusive education. Subsequently, using semi-structured interview and focus group discussion as instrument, I listened to experts in education, school supervisors, professionals in SNE and education vice heads. Thereafter, the data analysis went by transcribing the recorded interview verbatim. Then, using the transcribed and chunked data, I mapped the range and nature of phenomena, created typologies and found out associations between themes with a view to provide explanations for the findings. The process of mapping and interpretation was also guided by the original research aims as well as by the themes that have emerged from the data themselves. The participants revealed that the challenges to implement inclusive education ranged from the absence of mandatory national inclusive policy to the low income of the families of CwDs. Therefore, lack of collaboration among stakeholders of education, misconception of inclusive education, shortage of trained teachers, poor allocation of finance, poor school infrastructure and lack of mandatory inclusive policy were the few identified barriers among others. Finally, I have recommended collaborative effort among stakeholders to ensure inclusion of CwDs. / Inclusive Education / D. Phil.