DSpace Collection: Thesis - Special Needs Education

ATTITUDES OF PARENTS ON THE INCLUSION or CHILDREN WITH MENTAL RETARDATION (The case of 6 parents in and around Addis Ababa.)

Tue, 27 Nov 2012 08:33:51 GMT

Title: ATTITUDES OF PARENTS ON THE INCLUSION or CHILDREN WITH MENTAL RETARDATION (The case of 6 parents in and around Addis Ababa.)

Authors: Mekdes, Gebretensay

Abstract: This study focused on the attitudes of parents on the inclusion of children with mental retardation with objectives of finding out the scene on the inclusion of the children at home level, neighborhood and the school or training in the community. The method used was qualitative including feelings of 6 parents in Addis Ababa and the surrounding rural community. Their statuses are one educated and high economical status, two medium level with farm economy; two single mothers and a couple with low education and low economy. Variety is observed among the children whose problem of intensity ranges from mild to sever levels of adaptive behaviors. Their types and chronological age levels were; two girls with Down Syndromes of age 7&11; a girl with microcephally of age 23; age 7 boy of multiple disability with brain damage; a boy with hydrocephally of age 27, with multiple disability; and a boy of age 25 with an unidentified type but with moderate retardation. The findings showed the parents' attitudes to be very similar but one parent although uneducated and from low income is positive and has a quality relationship with the child. This created the possibility for the inclusion of her child at home and as well as in a regular school, except the isolation in the neighborhood. The major factors for generation and maintenance of positive attitudes were; parental style of the mother's (the way the parents were brought up), educational background, exposure during childhood development to have virtues like intuition, love and tolerant behavior together with the existence of a CBR intervention of an NGO in the area. The prevalent attitudes on the inclusion of the children at all levels are surprisingly negative. It was also observed that there was a distinct gender difference when it comes to sharing of responsibility and caring for children. The roles played by fathers is negligible. The contributing causes are the psychological coping mechanism of the parents, lack of awareness on the causes and treatment, lack of early intervention, and any community programs concerning training or education to the children, parents, the neighbors and siblings. The study has recommended detail intervention strategies from macro to micro level with the implementation of the rights of children with disabilities, parent empowerment, sensitization of the community and the neighborhood, individual intervention to parents (counseling), early intervention, training of education to the child, Child to child programs to the siblings in the neighborhood and in the school.

VOCATIONAL EDUCATION AND SKILL TRAINING NEEDS OF HEARING-IMPAIRED STUDENTS In some selected special Deaf schools

Fri, 23 Nov 2012 08:28:29 GMT

Title: VOCATIONAL EDUCATION AND SKILL TRAINING NEEDS OF HEARING-IMPAIRED STUDENTS In some selected special Deaf schools

Authors: DAGNE, BELACHEW

Abstract: The aim of this study is to look into, the present conditions of educational practices that exist and prevail in primary/secondary, governmental/nongovernmental, and day/boarding special schools for the deaf. The total number of the participants of the study were 166, where 115 Hearing-Impaired students of grades 7-12, 39 special school professionals, and 12 parents/guardians of the sampled hearing-impaired students. The study revealed that the special needs educational services that are provided to the hearing-impaired students in governmental and non-governmental schools have certain disparities in terms of qualification, training and retraining of teachers, proper educational facilities and services, budget allocation, preparing and enabling deaf students to learn and work. Lack of vocational skills training guideline/strategy for deaf students' education is identified as to be the major precondition to start and continue the training. With regard to the importance of vocational education and skill training needs for the hearing-impaired students, there is obviously a very noticeable need for it. That is, 89.9%, of the respondents (sampled students, school personnel, and parents) preferred to provide vocational skills education and training for deaf students.

Status of Parents involvement in schools and the need for empowering them The Case of Three Specials Day Schools for the Hearing Impaired

Fri, 23 Nov 2012 06:42:16 GMT

Title: Status of Parents involvement in schools and the need for empowering them The Case of Three Specials Day Schools for the Hearing Impaired

Authors: MERGA, LlGDI

Abstract: It was intended to investigate the status of parents' involvement in three schools for the hearing impaired and the need for parental empowerment. Data sources were parents, teachers and principals. The basic /research/ questions investigate issues surrounding the part parents of hearing impaired children (PHIC) play in schools, the endeavor of the school (teachers and principals) to build the capacity of parents for involvement and the channels in operation for parent-school communication. The instruments used were sets of interview guides, focus-group discussion and a check list. The data gathered were analyzed qualitatively in the main, except for the use of numbers and percentage in a part of it. The finding was that: 1) the effort of staff to raise parental participation in schools is insignificant. 2) parental interaction with school (by way of commenting, suggesting etc) on issues of their children was found to be low. 3) the channels connecting the school with parents are loose. Generally, only staff, are involved in the education of CWHI in school. The implication is that the administration should conduct awareness creation/raising programs for parents on their role in the education of the children with hearing impairment. The staff, moreover, has to empower parents to involve in meetings, conferences, seminars to suggest, or comment, etc about the education of their hearing impaired children. To this end, of course, teachers and administration should devise feasible parent-school/teacher communication channels. Moreover, the staff needs to help parents foster the experience and courage of classroom visit. Above all, it is highly invaluable that parents are empowered toward exercising their rights The Ministry of Education should technically collaborate with the organizations financing the schools, especially in staff professional up-grading which seems to tolerate no more delay.

COMPARATIVE STUDY OF INTERVENTION FOR CHILDREN WITH MODERATE MENTAL RETARDATION

Thu, 22 Nov 2012 12:38:02 GMT

Title: COMPARATIVE STUDY OF INTERVENTION FOR CHILDREN WITH MODERATE MENTAL RETARDATION

Authors: Dereje, Bezabeh

Abstract: A comparative investigation of the interventions rendered by Mekane Yesus Day Care Center and Kokebe Tsebah Special Unit is the target of this study. To this end qualitative method, with instruments such as interview guide, and observation checklist, as well as document analysis is employed. The document analysis is used to analyse the general intervention activities, the interview guide is used to analyse the intervention activities on specific adaptive skill areas, and the observation checklist is used to compare the two " schools" based on the present level of functioning of the students of the two "schools" on adaptive skill areas such as self-care, communication, social skills, and functional academics. In comparing the functioning level of the students major variables such as sex, age, period of stay in the" schools" are perfectly controlled, while other variables are controlled to the extent possible. The study came up with the significance of the setting, that is where intervention for children with mental retardation should take place along with the quality of the intervention. The children in the integrated setting showed better functioning level on social skills and communication skills which are basic for every activity of life. The result gained on the two adaptive skill areas is attributed to the opportunities for social interaction in the integrated setting. While the children in the segregated setting showed better functioning level on self-care and functional academics. The result gained on the two adaptive skill areas is attributed to the availability of teaching aids and other facilities in the segregated setting, which could provide concrete and practical opportunities to practice these skills. The study also found out that the existence of parental participation in the intervention activities is very minimal even if it is desirable for effective outcome.