Browsing by Author "Aman, Nurye"

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    The School Social Interaction Problem of Students with Intellectual Disability with teachers and school mates at Yekatit 23 Primary School
    (AAU, 2020-06) Aman, Nurye; Tsega, Sewalem(Phd
    The study focused on the school social interaction problems of students with intellectual disabilities at Yekatit 23 primary school on the objective of finding out the school social interaction problem and the method was qualitative. The study used interview, observations and focus group discussions from Yekatit 23 primary school based on Purposive sampling method. Since the study has descriptive account, the data compressed and linked together in a narrative that conveyed the meaning the researcher derived from the empirical data. Thus, the study used the narrative data analysis strategy in this qualitative research. The data gathered from the respondents were contextually analyzed. The result of descriptive statistics shows that the students with intellectual disability in the school have a iot of problems to interact with their peers and with students without disability which are afraid of the unknown, a problem of speaking, moving, cleaning. The concerned authorities those are responsible for students with intellectual disability do not have sufficient background knowledge in special needs education and they don’t have the initiative to give special support for these students and are recommended to improve this area. The researcher has recommended that the school must create favorable condition for students with intellectual disability to interact with others, detail intervention from macro to micro level with the implementation of the school social interaction of students with intellectual disabilities, parents empowerment, sensitization of the community and the neighborhood, individual intervention to parents(counseling) early intervention, child to child programs to the siblings in the community and in the school.
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    The School Social Interaction Problem of Students with Intellectual Disability with teachers and school mates at Yekatit 23 Primary School
    (AAU, 2020-06) Aman, Nurye; Tsega, Sewalem
    The study focused on the school social interaction problems of students with intellectual disabilities at Yekatit 23 primary school on the objective of finding out the school social interaction problem and the method was qualitative. The study used interview, observations and focus group discussions from Yekatit 23 primary school based on Purposive sampling method. Since the study has descriptive account, the data compressed and linked together in a narrative that conveyed the meaning the researcher derived from the empirical data. Thus, the study used the narrative data analysis strategy in this qualitative research. The data gathered from the respondents were contextually analyzed. The result of descriptive statistics shows that the students with intellectual disability in the school have a iot of problems to interact with their peers and with students without disability which are afraid of the unknown, a problem of speaking, moving, cleaning. The concerned authorities those are responsible for students with intellectual disability do not have sufficient background knowledge in special needs education and they don’t have the initiative to give special support for these students and are recommended to improve this area. The researcher has recommended that the school must create favorable condition for students with intellectual disability to interact with others, detail intervention from macro to micro level with the implementation of the school social interaction of students with intellectual disabilities, parents empowerment, sensitization of the community and the neighborhood, individual intervention to parents(counseling) early intervention, child to child programs to the siblings in the community and in the school.
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    The Thesis Submitted To the Partial Fulfillment of the Requirements for MA Degree in Special Needs Education
    (AAU, 2020-06) Aman, Nurye; Tsega, Sewalem(Phd
    The study focused on the school social interaction problems of students with intellectual disabilities at Yekatit 23 primary school on the objective of finding out the school social interaction problem and the method was qualitative. The study used interview, observations and focus group discussions from Yekatit 23 primary school based on Purposive sampling method. Since the study has descriptive account, the data compressed and linked together in a narrative that conveyed the meaning the researcher derived from the empirical data. Thus, the study used the narrative data analysis strategy in this qualitative research. The data gathered from the respondents were contextually analyzed. The result of descriptive statistics shows that the students with intellectual disability in the school have a iot of problems to interact with their peers and with students without disability which are afraid of the unknown, a problem of speaking, moving, cleaning. The concerned authorities those are responsible for students with intellectual disability do not have sufficient background knowledge in special needs education and they don’t have the initiative to give special support for these students and are recommended to improve this area. The researcher has recommended that the school must create favorable condition for students with intellectual disability to interact with others, detail intervention from macro to micro level with the implementation of the school social interaction of students with intellectual disabilities, parents empowerment, sensitization of the community and the neighborhood, individual intervention to parents(counseling) early intervention, child to child programs to the siblings in the community and in the school.