Browsing by Author "Tsega, Sewalem"

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    The Challenges of Implementing Early Childhood Care and Education: The Case of Nifas Silk Lafto Sub City, Woreda 02
    (AAU, 2021-12) Mekuriya, Zenebech; Tsega, Sewalem
    The general objective of the study was to assess the challenges of implementing early childhood care education in Nifas Silk Lafto Sub city wored 02 of Addis Ababa.In order to get relevant data for this study, the researcher used two data gathering tools. These are semi structured interview for administrators and questionnaire for teachers after gathering the available data from thirteen administrators and 133 teachers who have been teaching in different public preschools in Nifas Silk Lafto Sub city, the data were analyzed both qualitatively and quantitatively in terms of thematic approach. The result from the above analysis revealed that there are different challenges to implement early childhood care education are lack of available materials, absence of trained teachers, lack favorable environment of the school, lack of outdoors and indoors in the schools, lack of cooperation of parents in the school, lack of well designed curriculum. From the conclusions reached, the researcher forwards recommendations such as concerned bodies should organize successive workshops, seminars and in-service trainings so that teachers can get the chance to share experiences on how to cope with the existing problems in teaching children in preschools, Preschool curriculum designers should consider the culture, the social and economic way of life of the society and also design child-centered approach which includes a holistic view of the child, the preschool administrators and concerned bodies should consider large class and find solution to it and parents should cooperate with school teachers to cultivate learners’ personality
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    Deafness and parenthood: a Case of Five Families in Addis Ababa
    (Addis Ababa University, 2003-06) Tsega, Sewalem; Zewdie, Teka (PhD)
    The deaf are commonly labeled with disparaging and superstitious qualities that push them outside human communication and social life, and deny them access to education, work and other equal opportunities that would make them self supportive and full members of their respective environment. The environment includes significant others in the deaf child's world, beginning with his/her immediate family, extending to peers, teachers and members of the various communities that impinge on his/her life. However, the focus of this study is the home environment, where the foundation for the deaf child's social, educational, etc development lies. To study life in a family of deaf child is the main aim of this research. Based on the information obtained from five deaf children and their parents selected purposefully (the parents being the main informants), this study on deafness and parent hood of a deaf child was conducted. For exploring the life of deaf children and their parents in a natural context (the home), a case study qualitative design was used. The main methods for data gathering were observation and interview supplemented by , focus-group-discussion and informal talks. The finding of the study showed that parents have misconceptions and wrong beliefs about the nature and causes of deafness as well as the potentialities of their deaf child. They also had communication problems as a result limited interaction with their deaf child. All of them were not able to make arrangements for their deaf child's social and educational development except providing them with pens and exercise books. Their lack of early intervention services like training in SL, counseling and teaching their deaf child, etc had challenged them to have a good life in t he home environment. As a result of wrong beliefs and misconceptions about the nature and causes of deafness parents felt various feelings which, in turn brought about reciprocal feelings on the deaf child. The above findings are discussed and recommendations were made to promote holistic development of the deaf child through provision of early intervention to the family with a deaf child
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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 State Of Services Rendered For College of Social Sciences Students with Disability at Addis Ababa University: The Case of Special Needs Support Office
    (AAU, 2020-06) Esmelealem, Liyuwork; Tsega, Sewalem
    As one of the biggest educational higher institutions Addis Ababa University has been structurally established composing different departments, offices and responsible bodies. Among other, Special Need Support Office is the one meant for providing supports and services to Students with disabilities. The purpose of this research was therefore, to examine and making a thorough study on the service and support provisions, the challenges faced, the opportunity gained by College of Social Sciences SWDs at Addis Ababa University Special Need Support Office, and recommend perceived solutions that helps to meet the office's objectives and SWDs educational success. With qualitative method and descriptive case study design primary and secondary data were assessed. The researcher's personal observations were also added to consolidate the study. Primary data were collected through developing semi structured interview guide and data from selected SWDs were captured. After the data analyzed the findings showed the existence of gaps on services and supports that affects SWDs educational & material, economical, psychological & social achievements and need to take corrective actions as necessary. The research is concluded through proposing recommendation