Browsing by Author "Assefa, Alem"

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    An assessment of the Instructional Strategies of Teachers used to teach Children with Autism; the case of some Schools in Addis Ababa
    (Addis Ababa University, 2018-11) Assefa, Alem; Hagos, Belay (PhD)
    This study attempts to assess the instructional strategies ofteachers who teach children with autism in Addis Ababa. Recent years in Ethiopia, professionals most agree that the issue deserves attention, there are no clear consensuses reached around how to respond to the issue.This both qualitative and quantitative study focuses onthreeschools and one treatment center of autism and related disorders.Namely, LebawiAcademy, Champion Academy, Mekane-EyesusEvangelical Church mentally challenged school and AbrhotAutism and related disorders treatment center. This study is conducted to examine issues related to instructional strategies of teachers who teach children with autismthat aimed to assessthe criteria of screening and assessment, the preparation of individual educational plan, to explore locally introduced/adopted instructional strategy and successful practices, the qualification of teachers and the contribution of the school principals.Data was collected through fivesemi-structured interviewsadministered for nine administrators, who work with target population andclose-ended questionnaires were distributed to 32 teachers who teach children with autism.Secondary data was collected through document analysis inthree schools and one-center. In addition to this.Paradigm aligns with open coding were used to analyze codes in the data and recorded common five major themes from the collected data. Scrutinizes according to its specific nature through using multiple data collection methods to enrich the findingsof this studyanswered the research question the current practices of instructional strategies. The findings of this study showed that,the practical skills of instructional strategiesvary among teachers and schools. Most of instructional strategies practices were not an effective way and teachers practice poor instructional strategies and below the standard and alsothere is no helpful locally introduced or modified instructional strategies while teaching/trend to enhance the skills of children with autism spectrum disorder.The study concludes that engagingin this profession, which necessitates improvement at individual capacity, institutional and structural levels. The researcher recommend that further research should be conducted to realize quality education/intervention in the area related to the differentfeatures of instructional strategies/intervention of students with autism.