Browsing by Author "Tirago, Tefera"

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    Prospects and Problems of the Implementation of Policies on Special Needs Education in Ethiopia: The Case of Snnpr
    (Addis Ababa University, 2006-06) Tirago, Tefera; Lemma, Girma (PhD)
    The lIIuiIlIJlII'j}(J.H' (?If/U.! study was 10 make lIlI il1l1C.\'liKlIliol1 Oil ,\pccialneeds educatiol1 system in Keiter,,' lind hlelllj/i' (he /1/05{ pressing problems Ihut affect the implementation (~f policies Oil special l1eed,' edllcatiol1, us well us indicate direcliol1 ;11 Ihe area in which more effort ulld c011siderutions are required for improving the existing problems in provision (?f special need.'i education iJ1/he regio/1 The ,\'llfl~V was designed 10 answer three basic questions. These are: }, What are the major . .fllt/ors Ihul l{lleCl 'he imp/em entation of ,\pedal l1eec!.\' educatiol1 policies af regional lel'etJ 2, Who/ure the ex/ellIs o/coverage and access to .\pecia/ needs education ill this region? 3. What strategies shuuld he employed to offer basic education/or all disabled children' The deserl/Hive survey approach was employed and bOlh primary Gnd secondary sources q( data urc used The result of the study generally shows that access and coverage lor special needs education are negligible. Tho! is the averuge estimated participation rate for special needs educutiull is 0.2% between 200010J and 2003104. The pallem in access to education has shown improVemei'1. ill 201J./IOj olld the estimated participation rute was 0.3%. . Over the past jive years the participatiun rate jill' special need,' education was 0.3%.. The regional participation rate lor special needs educution was obtained by lIsing WHO conservative crude estimation oI I U% prevalence rUleji'o/11 uny pOp!!/alioll because there is 110 estimated stalistical dala a/persolls wilh disabilities in the region. It is noted that in almost half of the zones (and special woredas) there is no .Ipecial need., educulhJ11 proy,rU!1/. Besides. the existing jpecia/ needs education access is dominated by hearing impairment education program; if comprises more than 77%from (he existing programs. /n the region most people have awareness problem about special needs education and aboUl persons • with disabilities. Also, decision makers, planners and educational experts have lock 0/ aware,!ess conceming policies of special needs education. As the result of this, there is no strategic plan to implemcnt .\peciulneeds education policies ill the region. Fi110lly, creating el1abling policy environment, inclusive education, using existing primar)' schools building, parfl1ership and mobilizing resources, communily sel1sitization, strengthening of. early childhuod education, and teacher educatiun are recommended as i11lerventiullS jor promoting equifllhle access 'and to offer basic education lor all children with special needs (disabilit iesj.
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    A study of Early Childhood Education Provision for Preschool Children in Dilla Town, SNNPR
    (Addis Ababa University, 2018-11) Tirago, Tefera; Teklemariam, Alemayehu(Ass. Prof.)
    The purpose of this study was to investigateearly childhood education provision for preschool childrenand to explore appropriateness of the curriculum preschools use and identify the most pressing challenges that are influencing the preschool curriculum implementation in Gedeo zone of Dilla town, SNNPR.A total of 38 participants were selected purposefully and involved on interviews and focus group discussions. A qualitative case study approach was employed to extract in-depth information from the participants and preschool contexts. Accordingly, data were collected through interviews, observations, focus group discussions, document analysis, and video and photographing. The data were analyzed qualitatively and major themes and subthemes were identified from the transcribed data. The findings of the study revealed that the study participants had understanding concerning the role and values of the ECE for children‟s holistic learning and development. Accordingly, access for preschool education opportunity was increased in the different types of preschool education program (e.g. government, private, religious, NGO); however, access of the preschool education opportunity was not created for children with disabilities/special needs because of lack of awareness and negative attitude of the preschool administrators, teachers, parents and the community towards causes of disabilities and education of children with disabilities. Findings of this study also revealed that preschools used various kinds of curricula from different sources. Moreover, the study revealed that in consequence of these curricula from different sources, the curricula that were practiced in the preschools were not age appropriate. Finding of the study showed that academic areas focused curricula and teacher-centered teaching-learning approaches were more influential practices in the preschools rather than play-based curricula. Besides, findings of the study revealed that the appropriateness of ECE provision was challenged because of traditionally teachers and parents held experiences, teachers‟ low motivation, lack of adequate physical learning environment and facilities as well as large class size. In general ECE provision in most preschools was not followed appropriate play-based curriculum as recommended in regional or national preschool curriculum.