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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
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http://hdl.handle.net/123456789/2345
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| 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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