Browsing by Author "Hagos, Belay (Ato)"

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    Accessibility of Assistive Software and Hardware Technologies To People with Visual Impairment Case of Addis Ababa University
    (Addis Ababa University, 2009-06) Natayi, Bulto; Hagos, Belay (Ato)
    Until recently the student with visual impairment have had a very restricted access to the information on World Wide Web (www). However after the text-to-speech software (screen reader) comes into being, the situation has significantly changed for the better. Therefore this research was carried out to investigate the accessibility of assistive hardware and software technology to the student with visual impairment at Addis Ababa University. The research instruments were questionnaires and an interview questions that were designed to investigate situations how currently SWVI at Addis Ababa University use the technologies. The methodology applied on this research was a mixed method approach (both qualitative and quantitative). The participant of the study consists of 98 SWVI at Addis Ababa University, the librarians that work at Addis Ababa University library, and an expert at adaptive technology training center for the blind (ATCB).On the study 56 male and 42 female student with visual impairment were participated. The data collected from the participant through questionnaires was organized and analyzed by SPSS software. The research found out with different results. Male students were found having more access to computer and Internet than female students. Senior students were found more Internet users than freshmen students. There is statistically significant association between the awareness and the computer skill of the student. SWVI lacks awareness about the availability of the technology to the people with visual impairment before joining Addis Ababa University, and even after joining the University. The guidance support provided and the computer skills of the student have statistically significant association. The guidance support provided to SWVI by Addis Ababa University was not adequate. The computer training provided to the SWVI at Addis Ababa University is not adequate due to different reasons, like lack of sufficient qualified trainer, inadequacy of the training room and poor organization of the center. There is shortage of training center on computer in public service to the PWVI in Addis Ababa. The factors like cost computer and internet connection, the limit facilities in the public services on computer training are the major factors that limit the access of student with visual impairment at AAU
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    Current Intervention Practices of Schools in Enhancing Adaptive Skills of Pupils With Intellectual Disability: The Case of Selected Schools in Addis Ababa City Administration
    (Addis Ababa University, 2010-06) Adefris, Chanie; Hagos, Belay (Ato)
    This study focuses on current intervention practices of schools in enhancing adaptive skills of pupils with mental retardation at kokebetsibah, Belay Zeleke,Sibste Negasi primary school's special unit and integrated cl assrooms, and Yekatit 23 primary special school. The subjects of the study are 41 teachers and 40 pupils with mental retardation. They were selected from the special unit and integrated classroom through random sampling techniques. Four data collection instruments, which are questionnaire, interview guide, observation checklist and document analysis used. In order to analysis the data, both quanti tative (simple percentage) and qualitative analysis method were used. The findings of the study shows that teachers from the special unit tries to assess current functioning level of the child with intell ectual' disability they give training personal independence ski lls of motor, social- personal, communication, self help and functional academic skills. For instance, they train to deve lop their motor skills through jumping, running by change speed and direction. The findin g also indicates that currently, the intervention services of schools are wi th different human and material resource limitations and pupils in the integrated classroom are more deprived because of large class size, subject matter knowledge limitations of teachers, low family participation and late enrolment of the pupils with mental retardation. This study conclude that late enrolment of pupils with mental retardation, absence of assessment tools and professional support in the assessment process, low partici pation of family, limitations of resources and absence of continuous evaluation techniques of the progress of the child are the main determinant factors of educational intervention. At last, this study recommended that upgrad ing of teachers professional competencies, increasing of parents participation, early involvement of children, support and cooperation of educational professionals are mandatory to enhance adaptive skills of pupils with intellectual disability