Browsing by Author "Tsega, Sewalem(Phd"

Now showing 1 - 5 of 5
  • No Thumbnail Available
    Item
    Educational Challenges and opportunities of Deaf Students In Inclusive Classrooms: The Case of Meneliki Ii Preparatory School
    (AAU, 2020-06) Balcha, Tamirat; Tsega, Sewalem(Phd
    The main purpose of this study was to investigate and identify the educational challenges and opportunities of Deaf students in Menelik II Preparatory School Addis Ababa. In order to achieve the objective of the study, a total of 18 participants were involved in the study including 10 Deaf students (6 male and 4 female) from grade 11th and 12th, 2 sign language interpreters, 3 class teachers, 2 Special Need professional and a school principal. The study used semi- structured interview, Focus Group Discussion (FGD) and Observation as a data collecting too from the participants. The result of the study was described and analyzed qualitatively and guided by the main research questions. The main finding of this study identified that Deaf student are facing number of educational challenges and given very little opportunities. The study besides showed that lack of teachers’ training, problem with sign interpreters and absence of property support are main educational challenges of Deaf students in the school. Each of the participants of the study suggested different of possible solutions for the challenges of Deaf students. The possible solutions includes that the school should hire well sign language trained interpreters, proficiency teachers and should provide support materials. The study also indicated that if Deaf students had property support from the teachers and if there were well sign language trained and fluent interpreters, they could done well on their exam and higher performance on their education.
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    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(Phd
    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.
  • No Thumbnail Available
    Item
    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, 2019-12) Esmelealem, Liyuwork; Tsega, Sewalem(Phd
    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 asnecessary. The research is concluded through proposing recommendation.
  • No Thumbnail Available
    Item
    The Thesis Submitted To the Partial Fulfillment of the Requirements for MA Degree in Special Needs Education
    (AAU, 2020-06) Aman, Nurye; Tsega, Sewalem(Phd
    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.