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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/15781
Title: Clarified causal factors and The associated societal Attitude towards oriental Retardation
???metadata.dc.contributor.*???: Yusuf Omar (Dr)
Abdu, Ebrahim
Keywords: societal attitude towards mental retardation
Issue Date: Jun-2004
Publisher: Addis Ababa University
Abstract: This study examines sore claimed causal factors of mental retardation, the associated societal attitude towards mental retardation, and its impact on the support systen1s for persons with mental retardation in the City Administration of Addis Ababa. The study includes both quantitative and qualitative research designs. A Self- Report Questionnaire was prepared and administered for 142 participants in the three sti-ata (SO parents, 42 special needs teachers, and 50 regular elementary school atchers) for the quantitative interpretation of the data. The data Was analyzed through the application of both descriptive (percentage, Jeannie, and standard deviation) and inferential (ANOVA, Chi-square (Xi), Standardized Rcsiduals (R) and Cramer's Phi (Ø)) statistics. The specific objective of the qualitative study was to understand the quality, quantity, current situation, and future prospects of the support systems for persons with mental retardation. It was also helpful to understand some claimed causal factors and supplements other findings. Thus, in the qualitative method, individual interview was conducted with 22 participants (7 leaders of special needs unit, l leader of FILENAME\/ICY, 5 school directors, 6 special needs teachers, and 3 government officials) while only eight (4 special needs teachers, and 4 parents) participants were included in the focus group discussions. All the support providing organizations, schools, centers, and units were also visited by the researcher. The main points gathered through this method were explained and discussed briefly. The researcher found that 80 percent of the total participants were socially interactive (65 percent highly and 15 percent occasionally socially interactive), while the rest 20 percent of them were non-socially interactive individuals with persons with mental retardation. Of all the participants all special needs teachers, 90 percent of parents, and 54 percent of regular school teaehers have social interaction With these people. l\/Iore interesting was that significant differences were observed both in the type and frequency of social interaction annong the total participants based on their relationship (parent, special needs teachers, and regular school teacher) and religious affiliation. The causal factors for mental retardation found to be unknown for most parents of children with mental retardation. Based on the ranking of all the three groups of participants the organie/physiological related causes, aecident, and cultural-familial factors were chosen in that respective order. The causal factors related to God, supernatural beliefs and evil spirits got the last priority by each of the three groups and their curnulative participation. All the three groups of participants have shown positive general attitude towards mental retardation and persons with mental retardation. There were no significant group differences on the general and the four specific dimensions of attitude based on their type of relationship and types and levels of social interaction. Although they have shown good acceptance of the rights of these community and understands better the mediation of mental retardation, they have shown general negative belief and social rejection. The effects of all the four biographic and socioeconomic variables (sex, age, religion, and educational level) both on the general and specific dimensions of the participants' attitude were insignificant. The current situation of the support systems for children with mental retardation found to be less organized, poor, and limited. The rate of school attendance, eatchnicnts, and maintenance on the student population was very low. Higher rate of absence, repetition and dropouts were recorded in the different special needs units. Lack of appropriate school facilities and materials, trained human power, budget, awareness and orientation were also the major setbacks on the developments of the support systeins. l\/lore worst was that the limited and unevenly distributed support systems increases the burdens of family members of children with mental rctardation and facilitate the absencc, repetition and dropout rates among these population. Thus, social integration was the prior recornrnendation. It should be practiced through awareness and advoeacy programs through media. Opening of small centers in every small city administration stratum (kebele for example) should be implemented. This will lead to the envisioned social integration, eventually of elusiveness.
URI: http://hdl.handle.net/123456789/15781
Appears in Collections:Thesis - Educational Research & Development

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