Browsing by Author "Admas, Fantahun (PhD)"

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    Attitude of Persons with Disabilities towards Inclusive Education in Dire Dawa Town
    (Addis Ababa University, 2018-11) Kebede, Yimegnushal; Admas, Fantahun (PhD)
    This study is conduct to examine the attitudes of persons with disability toward inclusive education in Dire Dawa Town. To conduct the study, descriptive survey research design was used. Students with disabilities who were enrolled from grade 5 to 8, and members of disability organizations were the participants of the study. Participants were selected using systematic random sampling. Questionnaires were used to collect data from the participants. In order to analyze the data both descriptive and inferential statistics; t-test and one-way ANOVA were used. Regarding the attitudes of persons with disabilities towards inclusive education, the result showed that they do have positive attitude towards inclusive education. Moreover, there were significant differences in attitudes towards inclusive education among persons with different types of disability, and also there were significant statistical differences between males and females and in of the disability. However, there were no statistical significant difference observed in attitudes towards inclusive education as a function of age, educational status, modality of education, and religion. Hence the result implies that there is attitude difference towards inclusive education among persons with disability and it imply that inclusive education could work for students with disabilities, consequently based on the finding of the study recommendation were forwarded.
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    Current Practices of Early Childhood Education at Nekemte Administrative Town Compaired among Private, Faith Based and Governmental Centers
    (Addis Ababa University, 2014-06) Aga, Dinke; Admas, Fantahun (PhD)
    The purpose of this study was to describe current practices of ECE at Nekemte Administrative Town. The study employed concurrent embedded design. Teachers, directors, care givers, parents, and experts (regional, zonal and administrative town). Questionnaire, interview, observation and document review were used to gather data. Data were analyzed using both quantitative and qualitative methods of data analyses. The results of the analyses revealed that teachers had satisfactory practice in ECE but the contents of curriculum did not consider holistic development and learning needs of the children. Parents and government were not sufficiently participating in ECE. The indoor and outdoor environment of ECE centers was not favorable and childsized. Accessibility of ECE for children with special needs was weak. Shortage of supervision, well-designed curriculum, quality pre-service and in-service training, awareness among stakeholders, adequate resources and budgetary system, materials and equipment, awareness of parents and interest of professionals were challenges hindering preschools at Nekemte Administrative Town. Although there were opportunities of using materials like early childhood education standard, guideline for preschool education, guide line for children with disabilities, locally available materials, the preschools were not properly using these opportunities. The findings implied that stakeholders need to have awareness about early childhood education, its benefits and its effective practices. Furthermore, pre-service and in service quality trainings should be given for teachers. At last to be successful in early childhood education, the preschools need to use the opportunities
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    Early Childhood Education: Parental Perceptions of Government Private and Faith- Based Preschools in Addis Ababa
    (Addis Ababa University, 2016-06) Lemessa, Aweke; Admas, Fantahun (PhD)
    Parental perceptions play pivotal rule for preschool children education. The purpose of this research was to investigate about preschool education: parental perceptions of government, private and faith- based preschools in Addis Ababa. Based on the purpose of the study, perceived reasons of parents for sending their children to preschools, the perceived benefit of preschool, how parents evaluate the curriculum their children learn and parents of preschooler involved in the preschool setting assessed. To this end, qualitative method was used for the study. Data were gathered from 9 preschool parents. The instrument used was semi- structured interview. The data gathered through in depth- interview transcribed and analyzed. The findings of the study showed that parents perceived to send their children to preschools develop children cognitive ability and prepare them for formal schooling, secondly, parent perceived the benefit of preschool in order to get social development, develop language skill and health and safe environment; thirdly, parent perceived the lesson their children attend in preschools, language and math activities included in the curriculum more preferable; finally parent perceived the involvement of them to preschool education to follow up their children daily activities and involved preschool committee member. Also based on the findings some suggestions have been recommended
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    Educational and Psychosocial Challenges of Orphan and Vulnerable Children: the Case of Abyot Ermija Primary School, Addis Ababa
    (Addis Ababa University, 2016-06) Nigusie, Bekure; Admas, Fantahun (PhD)
    The general objective of this study was to assess educational and psychosocial challenges of orphan and vulnerable children in Kirkos sub city wereda 01 Abyot Ermija primary school, Addis Ababa. The data were collected through interview of five orphan and vulnerable children, two teachers and two volunteer care givers, observation of orphan and vulnerable children and analysis of documents. Qualitative data analysis was employed to analyze the data. Results revealed that educational challenges of orphan and vulnerable children include work burdens outside school, absence of special classes like makeup and tutorials, inappropriate teaching method for case in point fast lecturing, physical punishments, mark reduction and absence of follow up whereas psychological challenges include discrimination, isolation, peer influences like insults and gossips, verbal abuses from teachers and unable to express ideas which are internal to the child as a result, orphan and vulnerable children develop feeling of helplessness, worthlessness, hopelessness, inferiority, stress, worry, tension, frustration, passiveness, emotionality, depression. Social challenges include social withdrawal due to fear of criticism, poor social skill, no need of socialization, and poor life skills such as communications and decision making Teachers in the school and stake holders should fully participate to intervene educational and psychosocial challenges of orphan and vulnerable children
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    Inclusive Education Practices of Primary Schools in Yeka Sub City
    (Addis Ababa University, 2014-06) Abebe, Demisew; Admas, Fantahun (PhD)
    The purpose of this study is to investigate and identify the special Needs/inclusive education practices and challenges of students with disabilities at primary schools. Having special needs/inclusive education is to value children with special needs(disabilities) so they can participate equally in all educational activities alongside their peers( without special needs). There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs. The study conducted in three primary schools in Yeka sub city of Addis Ababa and seeks to investigate the wereda and primary schools teachers’ views and experiences on the special needs/ Inclusive Education practices in regular schools. Primary and secondary Data for the study were gathered and analyzed from the interview transcripts, observation and documents review. The findings from the study revealed that most teachers and woreda officials supported the notion of special needs/Inclusive Education Policies and strategy and would like to implement it. However, they indicated that their needs to be a change in attitudes of teachers, peers, leaders, parents/caregivers and the community to provide sufficient assistance for children with special needs (Disabilities). Most teachers felt that their needs to be more awareness of the strategies, conventions and the importance of SNE /inclusion. The barriers for teachers with in SNE/inclusive education practices are likely the result of their beliefs and experience in relationship to students with disabilities and professional supports. Teachers’ limited knowledge of teaching children with special needs also highlighted. In this study, teachers admitted that they need more training in the field of educating children with special education in order to accommodate and teach children with special needs and the woreda officers also need to get training in the field of SNE. The lack of budget and learning materials allocation, and commitment are also the major challenges for practicing the Special needs/Inclusive education. All these issues highlighted are very important and it hoped that the outcome of the Findings would provide the sub city with new strategies to improve and strengthen their commitment to practice SNE/Inclusive Education. The results suggest that there are important to provide the trainings, assessment tools, incentives, budget and material allocation, available accessibilities and brings the attitudinal changes in each educational levels
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    Lived Experiences of Children with Physical and Health Impairments at Jewi Refugee Camp: Gambella Region
    (Addis Ababa University, 2017-06) Tadesse, Belay; Admas, Fantahun (PhD)
    The main aim of this study was to describe the lived experiences of refugee children with disabilities from their own perspective. Descriptive phenomenological research design was used. Five children with disabilities in which the four have different types of physical disability and one child was living with epilepsy, who were drawn using purposive sampling, were participated in the study. Data were collected using unstructured face to face interview and observations field notes. The interviews were made in ARRA field office of the refugee camp. In order to analyze the data coding, categorizing and organization of major and sub themes were done. After repeated reviews and coding of the data, four major themes were identified. These are 1. Refugee camps as a survival for life, 2. Views of children with disability towards the nature of their disability; 3. Challenges and obstacles within refugee camp, and 4. Outcomes of refugee members’ observation and feelings on the life of children with disabilities. The findings revealed that children with disabilities consider the refugee camp as a better place for their life to survive. They also have different understandings on the nature of their disability and their views lied on more of the traditional model of disabilities. The finding also showed that children with disabilities face several challenges as a result of being a child with disability, and these challenges and obstacle lead them to develop several problems because of the prejudice and discriminations. Consequently based on the findings of the study recommendation were forwarded
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    Psychosocial and Educational Experiences of Students from Potter Family at Primary Schools; Soro Woreda in Focus
    (Addis Ababa University, 2015-06) Tadesse, Ephrem; Admas, Fantahun (PhD)
    The major purpose of this study was to investigate the psychosocial experiences and educational challenges of students from potter family and assesse the existed support system at primary schools of Soro woreda, Hadiya zone. Qualitative case study research design was employed. Six students from potter family, six teachers, three school directors, two supervisors and head of woreda education office participated in this study. They were selected using purposeful sampling technique. Data were obtained through semi-structure interview, observation and Focus Group Discussion. The data were analyzed based on thematic data analysis technique. The findings revealed that the traditional harmful practice of social discrimination and looking down potter family was still vivid. Hence, students from potter family were despised and undermined by their schoolmates from non-potter family. As a result, lack of self-confidence, frustration, and feeling of inferiority, feeling of hopelessness and worthlessness, and depression were manifested in the everyday lives of the students from potter family. In addition, continuous social stigma and exclusion had made their life bitter, sorrowful and full of intimidation. Some students from potter family had dropped of school. Aside from their psychosocial pain, students from potter family faced economic problems including lack of getting enough food and school materials. Moreover, they have educational problems related to child work and labor, low parent‘s education and perception, poor teacher- student interaction and lack of adequate social support which ultimately lead to the difficult situation. The study concluded that, students from potter group are surrounded by many alarming circumstances that made their schooling at risk. The implication was made
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    The Relation Between Primary Education Attendance and Academic Performance of Grade 3 Students in Haile Bubamo, Government Primary School, Hossana Town
    (Addis Ababa University, 2016-06) Michael, Ashenefech; Admas, Fantahun (PhD)
    Pre-primary education is a salient factor in later life; and it is considered as the first step in students’ educational journey. The aim of this study was to examine the impact of pre-primary education on academic performance by grade 3 in Haile Bubamo Government primary school in Hosanna Town. The academic performance of students with KG, “0” class and students without pre-primary attendance was compared.. Data from 91 selected students was obtained . Analysis was under taken using percentage, mean, standard deviation, one way ANOVA, and General linear model. The result revealed a statistically significant difference among the three groups ( KG, “0” class, and without pre-primary education). Attending pre- primary education programs has statistically significance association with students’ academic performance. Students who attend KG achieve better than their peers who attended “0” class. Since KG schools in Ethiopia are largely of the private sector, it couldn’t afford all children. Thus reconsideration is needed to improve and change pre-primary education system and allow all children to have the opportunity of education. The study is significant by providing information, for administrative and teachers to improve and expand the services. In addition extensive research has to be conducted.