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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2345

Title: THE RIGHT TO EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITY AND ITS IMPLEMENTATION
Authors: HIWOT, ABEBE
Advisors: Pro. Tilahun Teshome
Keywords: Intellectual Disability
Right to Education
Special Needs Education
Inclusive Education
Special Class
Inclusive Regular Class
Copyright: Mar-2011
Date Added: 3-May-2012
Publisher: AAU
Abstract: The purpose of this research is to assess the implementation of the right to education of children with intellectual disability in Addis Ababa. To this end, a descriptive survey is employed. Quantitative and qualitative research methodologies were administered. Questionnaires, interviews, and field visits were used as data gathering tools. The responses were interpreted and analyzed. The primary sources of data were children with intellectual disabilities from special and regular classes, inclusive regular class teachers, special class teachers, inclusive regular class students, school directors, concerned Government body and NGOs. A total of 160 respondents were selected using purposive sampling techniques. Secondary sources of data are reports of the Central Statistic Agency on the status of disability in Ethiopia and Education Abstract published by Ministry of Education. Finally the quantitative data were analyzed using percentage while the qualitative ones were transcribed and analyzed. The core findings of the study are; 1st) The study finds out that schools in Addis Ababa having special and inclusive classes are not available and physically accessible for children with intellectual disability as a result a great majority of children with intellectual disability are out of reach of education. 2nd) The study disclose the fact that those available schools are not equipped with relevant learning materials and teaching aids pertaining the special needs of children with intellectual disability. 3rd) The study reveals that the school environment in most of the schools with special and inclusive classes are not convenient and comfortable for children with intellectual disability. 4th) At last, the good thing is there is favorable policy environment for fully adopting inclusive education in the future in Ethiopia.
URI: http://hdl.handle.net/123456789/2345
Appears in:Thesis - Law

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