Browsing by Author "ABRHAM, MEKURIA"

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    PRACTICE AND CHALLENGES OF TEACHERS IN IDENTIFYING AND SUPPORTING STUDENTS WITH DYSGRAPHIA IN MELKAM- ERMIJACHIN KG AND PRIMARY SCHOOL.
    (AAU, 2020-06) ABRHAM, MEKURIA; Bekele, Yirgashewa(PhD
    The main objective of this study was to describe challenges of teachers’ in identifying and supporting students with writing disorder (Dysgraphia) and to identify problems affecting the implementation of support in teaching writing. The study was conducted at Melkam Ermijachin primary school in Addis Ababa city. Qualitative research method and case study design was employed to conduct this study. The study used 10 teachers by using purposive sampling technique from a total of 29 teachers. And five teachers were selected for questionnaires and another five teachers for interview in a purposive sampling. The data collection tools were questionnaires and semi-structured interviews, observation of the teaching process and review of teachers’ document. Interview and observation were used to enrich the data which was obtained through questionnaire for the sake of triangulation. Before administrating the questionnaire for the main study, pilot study was conducted. Qualitative approach ,data analysis was carried out to analyze the data collected through the above mentioned tools. The findings of this study revealed that the teachers have a little awareness and practice regarding children with writing disorder. This made challenges to teachers,students and the school in general and directly affects students with writing disorder in their academic performance. This was because of the shortage of adequate knowledge and training with teachers about writing disorder and on how to manage and teach the skill for these children, absence of the necessary facilities, time and collaborative work among the school’s directors ,teachers and parents. And the study recommended teachers should give a great value for training on ways of teaching ,identifying, using standard screening tools and give the necessary support for students with dysgraphia in time and they should support these students with commitment in collaboration with their colleagues and students’ parents.