Browsing by Author "Gebru, Amare"

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    Accommodating the Needs of Students with Visual Impairment in Ethiopian National Examinations
    (Addis Ababa University, 2015-06) Gebru, Amare; T/Mariam, Alemayehu (PhD)
    The purpose of this research is to investigate to what extent Ethiopian National Examinations are accommodating candidates with visual impairment. In this study, blind and low sighted students who are admitted for National examinations, exam development experts, exam administration experts, school teachers and administrators, leaders of single and cross disability organizations(visually impaired persons), officials of National Educational Assessment and Examinations Agency(NEAEA) and the Federal Ministry of Education are participated. The method used in this study was mixed. Questionnaire, interview, focus group discussion, and documentary analysis were used for data collection. The findings of the study indicated that Ethiopian National Examinations were not accommodating candidates with visual impairment. In Ethiopian National Examinations, candidates with visual impairment are examined in a similar standard with the rest “sighted” candidates. According to the findings, attitudinal problems in enforcing the UN convention of Persons with Disabilities, absence of accessible learning materials and school facilities, rigid curriculum, lack of awareness, and absence of technology which is the best equalizer for persons with disabilities, absence in using appropriate accommodation for SWVI are among the major challenges affecting students directly and indirectly in National Examinations. Data from NEAEA has also indicated the achievement of blind students in Ethiopian National Examinations was far behind the “sighted” candidates. In general the research recommends for the overall improvement in assessment of candidates with visual impairment including the use of different accommodation alternatives and technologies during national examination development and administration, allocation of earmarked budget for accessible educational materials and assistive technologies as well as infrastructural arrangements Key words: students with visual impairment, national examinations, accommodations, disability, assessment etc
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    The Relationship Between Socioeconomic Marginalization and Students’ Academic Achievement, The Case of Manjosocial Group in Kafa Zone
    (Addis Ababa University, 2017-10) Gebru, Amare; Wondimu, Habtamu (Professor)
    The purpose of this research is to investigate the relationship between socio economic marginalization and students’ academic achievement, the case of Manjo students in kefa zone. (South Western Ethiopia) In this study, students from Manjo cultural group and the mainstream Kefa, teachers and school directors, education experts, community leaders and coordinators of Nongovernmental organizations have participated. Student roaster is another source of data for the study. The methods used in this study is ethnographic. Quantitative data is also used only where it is necessary. Socio economic Scale, interview, and document analysis were the instruments used for data collection. The findings of the study indicated that Manjo families have low socio economic status the bi-variate analysis has indicated that Manjo students’ low academic achievement is strongly correlated with their socio economic marginalization. According to the findings, Manjo students with bright mined are at disappointment because of social exclusion and economic marginalization. As a result, their academic achievement in all levels of schooling is by far behind Non-Manjo students. Parent’s educational background, occupation of parents, type of house, monthly per capita income, study hour and family support are the major factors influencing Manjo students’ academic achievement. The recommendation includes Economic Empowerment of Manjo cultural group, Educating and mobilizing the society against discriminatory attitudes and practices, encouraging the participation of Manjo in social, economic and political life, and providing training for teachers, principals and Parent-Teacher Associations (PTA) on how to handle students with diverse cultural background etc Keywords: Socio economic, marginalization, achievement, Inclusion