Browsing by Author "Tsega, Sewalem (PhD)"
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Item Character Analysis on Representation of Person with Autism Spectrum Disorder in Two Selected Ethiopian Amharic Films(Addis Ababa University, 2019-06) Tufa, Sisay; Tsega, Sewalem (PhD)The aim of this paper is to evaluate and analyze the character representation of person with ASD in Ethiopia on two selected Amharic films. The study was conducted based on the data gathered from 6 direct participants of film producers, directors, script writers and actors through interview and direct observation of the two selected films. From the respondents five of them are male and 1 female. Qualitative research method was used to answer the research questions. The study thematically analyzes data obtained from interview and film observation. The result of the study indicated that, selected films characters are portrayed in correspond to the behavioral characters of persons with autism. To this research low awareness of film producers and writers related to autism spectrum disorder, least concern of government officials to autism and affecting their role in the provision of quality films to their and as of many films of Ethiopia, too much more role monopoly by one person are some of the factors affecting films related to autism spectrum disorder. In conclusion, this thesis found out that the two selected Amharic films, ‗Tism‘ and ‗Bandaf‘, have it‘s own strength and limitations in presenting and reflecting an autistic character or traits. The study indicated that these strength and limitations have evolved from lack of adequate knowledge about autism spectrum disorder, and misperception about person with autism. To minimize these limitations and improve the making of qualitatively sound films, some solutions are recommended in this thesis. Key words: autism spectrum disorder / Asperger syndrome, character representation, selected Amharic films.Item Communication Challenges of Deaf Children with their Hearing Families in Some Selected School of Addis Ababa(Addis Ababa University, 2013-06) Guluma, Zewdu; Tsega, Sewalem (PhD)This study investigated communication challenges of deaf children with their hearing families. In order to obtain relevant information in depth, semi-structured interviews were conducted with ten deaf children and their hearing families. Those who are learning in special deaf schools in regular classes, and used sign language from an early age had negative communication experiences at home. It was found that they could not achieve communication either in ESL or orally with their hearing families. The results of the study indicated that parents expressed different reactions as a result of having deaf and hard of hearing children. The stigma held by the family about the causes and consequence of communication influenced the children to feel embarrassed and disgraced. This may be one of the causes for deaf children’s to develop negative attitude towards their hearing families. The beliefs held by families of the deaf about the causes of their children’s deafness varies from real cause to sin, evil eye, curse, misdeed in previous life by parents and misfortune. The types of treatment sought by parents to get cure for their children varies from modern medical center to traditional healer, witchcraft, prayer, and holy water. Some parents believed that their children have less communication potential, unable to participate in families discussion, and unable to talk interact like hearing siblings. Those families who are in better educational level have positive perception about their deaf children and play positive role in the overall personality development of their children. This study suggests the importance of an early and mutual mode of communication between family members and the deaf children, regardless of the communication modality to ensure pleasant family communication interchanges and experiences. This could be taken into consideration by people involved in deaf education, including service providers, educators, parents, and deaf association etcItem A Comparative Study on Academic Achievement of Students with Hearing Impairment in Selected Regular and Special Schools: Addis Ababa(Addis Ababa University, 2014-05) Demssie, Amsale; Tsega, Sewalem (PhD)This study attempts to investigate the status of academic achievement of Deaf pupils with particular reference to Alpha Special School for the Deaf and Yekatit-23 primary school. Non- experiment comparative study design was used to examine the academic achievement that scored by the Deaf pupils in special and regular schools with their first semester roster score and teacher-made tests result. The empirical data was based mainly on classroom tests and first semester score of the academic year. To achieve the purpose of the study, 98 grades 5, 6, 7, and 8 pupils with hearing impairment and 24 teachers a total of 122 participants, were included in the study. In the study included different instruments to collect the relevant data. The findings of the study show that special school Deaf students have better academic achievement than regular school Deaf students. Particularly in Amharic, English, and Mathematics subjects the special school Deaf students classroom tests result is better than regular school Deaf students classroom tests result. In addition, the Alpha special school for the Deaf school facility that has influence on academic achievement of Deaf students is better than Yekatit-23 primary school facility. Hence, the result suggests that regular school is unfavorable for Deaf students’ academic achievement; and in regular school Deaf students’ academic achievement is unsatisfactory. Further research is also required to examine the factors that affect the Deaf students’ academic achievementItem Educational and psychosocial challenges of visual impaired students in integrated School∶ the case of Minilik II Primary School.(Addis Ababa University, 2014-05) Bantiyrgu, Wondimagegn; Tsega, Sewalem (PhD)The study was designed to assess the challenges of educational and psychosocial towards the integration of visually-impaired students by employing purposive sampling techniques method . To achieve the purpose of the study, the main target group is 40 grades 5 up to 8 visual- impaired students, 20 regular class teachers,5 parents and 2 principals (a total of 67, m=30,F=37 participants), were included in the study. The participants were selected purposely from Governmental Primary School (Menelik-Il School in Addis Ababa) The relation of some demographic variables to that of educational and psychosocial challenges towards integration was also examined by using multiple regression and correlation analysis. A Five-point educational and psychosocial challenges rating scale questionnaire consisting of 20 items ,a three point social skill rating scale questionnaire consisting of 17 items and an interview questions had been used to collect the data. Depending upon the nature of the data collected, both quantitative and qualitative methods were employed in the analysis of the collected data. The findings have shown that the majority of visual-impaired students (95%) has shown less access towards educational and psychosocial relation in an integrated class room. The study has also confirmed that there was no smooth relationship between visually impaired and regular class students and also there is inadequacies instructional material .The major perceived factors to disfavor integration were related to accessing instructional material problem, the participants self confidence in the school and to feeling of incompetence in facing challenges that may be encountered in the integration process. The relation of some demographic variables (age, sex and grade level) to the challenges towards integration was not statistically significant in case of visual- impairment and regular class students. However, the overall contribution of the independent variables to the challenges towards integration was statistically significant in case of visually impaired students. Generally, the result suggests that effective measures need to be taken to reduce barriers towards integration by accessing an inclusive instructional material and establishing a harmonious relationship between and among teachers and students also policy makers. Further research is also required to fill the gap between visually impaired students towards integration. Some recommendations were made based on the findings particularly in relation to the active role the government and NGOs have to play. The study gives a direction on priority areas of interventions such as introducing and providing appropriate new technologies, developing self reliance in order to improve situations of with visual impairmentItem Educational opportunities and challenges of students with hearing impairment in Limat Behibret primary School, Assela(Addis Ababa University, 2014-06) wubshet, Tewodros; Tsega, Sewalem (PhD)The purpose of the study was to identify the Educational Opportunities and Challenges of Students with Hearing Impairment in LimatBehibret Primary School. In this qualitative, interviews with 32 participants involved. This includes 10 students with hearing impairment, 5 parents of students with hearing impairment, 8 hearing students, 5 teachers, 2 special needs professionals and 2 school principal. Focus group discussions were held with 8 students with hearing impairment and 8 hearing students. Observation and document analysis also employed. Results of the analysis indicates students with hearing impairments are advantageous for being integrated economical their basic needs are fulfilled by the Charity organization named Christian Horizon and USAID School-Community Partnership Serving Orphans and Vulnerable Children USAID/SCOPSO. With regarding to education previously there was no any school for students with hearing impairment to attend. But now there are integrated so as to get education support considering their needs socially they are benefiting a lot because they learn together with hearing students. These students also facing challenges after they integrated into regular classes. These challenges occurred, due to lack of knowledge of Ethiopian sign language of the regular class teachers and their peers, lack of motivation of teachers to learn the Ethiopian Sign Language, lack of resources and unavailability of resource room, and other factors tackling the growth of inclusive education the schoolItem Employment Profile of Special Needs Education Graduates in Bahirdar Town(Addis Ababa University, 2017-06) Necho, Amelework; Tsega, Sewalem (PhD)The purpose of this study was to investigate the employment profile of special needs education graduates in Bahirdar Town, Amhara Region. The study employed a mixed methods approach. The population of the study ware 30 special needs education graduates; In view of that, the researcher took all the available population as a sample of the study for questionnaires; from those graduates 5 special needs education graduates were selected for interview by purposive sampling technique; 6 organization managers and 4 special needs supervisors for interview selected by purposive sampling technique. The findings revealed that most of special needs education graduates are placed in schools (36.7%), university (13.3%), NGOs (13.3%), education offices (16.7%) and other sectors (20%). Nevertheless, the majority are not interested in their job placement because their work is not related with their field of study. The roles of special needs education graduates are Braille teacher (6.7%), sign language interpreter (13.3%), special needs education instructor (13.3%), itinerant teacher (10.0%), child labor (3.3%), teacher for children with intellectual disability (16.7%) and the remaining (33.3%) have other unrelated roles. Hence this study shows that the majority of special needs education graduates are not assigned in the appropriate place. Although there are various kinds of organizations in Bahirdar town with different predisposition which are involved in helping out people with special needs, they do not employ special needs education graduates. Special needs education graduates also face difficulties related to job searching, job placements and lack of job opportunities. These problems can be solved by creating awareness on the employers about the field, avoiding placement of other graduates in a place where special need graduates deserved and developing a complete job description of the field. To assign special needs education graduates in the right position, the ministry of education should set clear job descriptions and address it for employers like educational sectors, NGOs, special need centers, inclusive schools and non educational sectorsItem The Practices and Challenges of Implementing Inclusive Education in Addis Ababa: the Case of German Church School(Addis Ababa University, 2014-06) Tarekegn, Anteneh; Tsega, Sewalem (PhD)The main objective of this study was to investigate the practice and the challenges of implementation of inclusive education in German church school in Addis Ababa. In order to achieve the purpose of the study, I conducted interviews, focus group discussions and observations of teachers, parents and school principals. The study had basic research questions were raised such as the practices of inclusive education and challenges of implementing the inclusive education in the school. The participants of the study were the one Principal, ten classroom teachers, four special needs education teachers and twenty students with disabilities and/or learning difficulties. Purposive sampling techniques were employed to obtain the data. The data were collected through interviews, focus group discussions and observations. Qualitative methods of data analysis were used. The study explores valuable information to identify the existing inclusive practices at German church school. Respondents stated the need for and potential benefits of inclusive education practices because inclusive education was supporting collaboration among students with and without disabilities and fostering academic achievement. The data obtained were analysed through thematic data analysis technique. And the following major findings were obtained. The inadequate training and lack of experience to run inclusive classroom, lack of physical space in classrooms, inappropriate infrastructure and inadequate special needs expertise are major problems for effective inclusive education. Based on the findings obtained some recommendations were suggested such as arrangement of different trainings to inclusive teachers, modifying the teaching and learning environment including physical infrastructureItem Practices and Challenges of Using “Sign Language” as a medium of Instruction the case of Dagmawi Minelik and Yekatit 23 Primary Schools in Addis Ababa(Addis Ababa University, 2014-11) Tameru, Hailemariam; Tsega, Sewalem (PhD)The purpose of this study was to investigation the practices and challenges of using sign language as a medium of instruction in two primary schools of Deaf students’ classes in Addis Ababa. To achieve this end, the research employed descriptive survey research methodology. A total of 133 respondents participated as the source of data. 90 students with hearing impairment, 31 teachers 4 principals and 8 parents were involved in the study. Questionnaires, classroom observation and interview were used as data gathering tools. The collected data were analyzed using both quantitatively and qualitatively using frequency counts, percentages and descriptive phrases. The finding of the study indicated that students, teachers, principals and parents were supportive of using sign language as the medium of instruction. It was also found that sign language textbooks are not prepared based on the grade level of students with hearing impairment. The findings of the study also revealed that lack of sufficient training of teachers in the language, shortage of involvement by parents in schools in the activities were the major problems identified during the study. Based on the finding and conclusions, the study makes recommendations which include teachers’ sufficient training, supply of necessary curricular materials, professionals support, mobilizing the community and education offices. The study also recommended some better ways and means for further implementation of sign language as a medium of instruction facilities are almost absent. Moreover, lack of commitment and interest by some teachers to teach in the language, a mismatch between the trained program and the knowledge gained when put in actual practice, shortage of involvement by parents in school activities were the major problems identified during the study. Thus, to solve the above problems recommendations were forwarded. Providing training, supply of necessary curricular materials, professionals support, mobilizing the community and education offices. The study also recommended some better ways and means for further implementation of sign language as a medium of instructionItem Practices of Special Needs Education Teachers in Teaching Sign Language to Deaf Students the case of North Showa Zone of Amhara Region(Addis Ababa University, 2016-06) Belete, Aynie; Tsega, Sewalem (PhD)The purpose of this study was to assess the practi ces of SNE teachers in teaching Sign Language to deaf st udent s.To conduct the study, descripti ve survey method was employed. The study was conducted in special needs unit s of primary schools i n North Shoa Zone of Amhara R egion. Among the 66 special needs unit of pri mary schoolsf ound in the Zone, 35 of them were sel ected through cluster sampling technique as sample schools. The main instrument of data collection was quest ionnai re. Four basic questions f ocusing on the inst ructional contents, the types of inst ructi on al strategies,the availability of adapt ed educational mat erial sand CTE’s t raining support in teaching Sign Language were f ormul ated.Frequency, percentage, mean and t -test were uti lized to analyses quantitati ve data g ained through the questionnai re . The qualitative data gathered thorough FGD and observation were by narration. The f inding of the study reveal ed that the basic content s of Sign Language were missing f rom the major linguisti c part of the (curri culum). Despite t he presence of suchas Ethiopian f inger spelli ng, American Sign Language f inger spelli ng and number sign and sign vocabulary. With regard to SNE teachers’ use of the i nst ructional st rategies, the result of the study indicated that Signed Amharic signing system was f ound t o be the dominant inst ructi onal st rat egy. Moreover, absence of Sign Language text book and teachers’ guide, SNE teachers’inabil ity to teach Sign Language as a subject and as a medium of inst ruction ,inadequate training support by CTE’s were inve st igated as major problems in teaching Sign Language in the sample school s. A strict anal ysi s of the result reveal s that SNE teachers to improve and strength thei r knowl edge and skills of teaching Sign L anguage to deaf students. Finally, recommendation wer e f orwarded based on the major f inding so as to mini mizing problems encount ered and maxi mi zing the provision of quality Sign Language education Key words: Sign LanguageItem Psychosocial and Educational Challenges and Opportunities of Students with Visual Impairment: the Case of Adimahleka Primary School in Adwa Town(Addis Ababa University, 2015-01) Hadgu, Awetash; Tsega, Sewalem (PhD)In order to achieve the purpose of the study, basic research questions were raised. Qualitative design was used for this study. Purposive sampling procedures were also used. To get the required information from the participants about the research 3 teachers, the school principal, 5 neighbor, 5 SWVI and 5 sighted students were selected purposively for interview and six SWVI were selected for FGD .The data obtained were analyzed through describing case by case analysis method. The method I used to collect the data was interview, observation and FGD. The following major findings were obtained. Those are lack of Braille materials, no books which are written in Braille, lack of social interaction, feels sad, dependent and have a lot of anxieties or fears in moving long-distance and happy by getting an opportunity of education were the major problems & opportunities for the SWVI. Based on the findings obtained some possible recommendations were suggestedItem Psychosocial Problems and Coping Mechanisms of HIV/AIDS Orphans in Hana Orphans Home(Addis Ababa University, 2014-05) Tarrekegn, Hana; Tsega, Sewalem (PhD)The purpose of the study was to find out the psychosocial problems of HIV/AIDS orphans and their coping mechanisms in Hana Orphan Home. Ten interview participants of HIV/AIDS orphans and four FGD participants (psychologist, social worker, supervisor & house mother) were participated in the study. The participants of the interview and FGDs were selected using purposive and simple chain-referral system sampling techniques respectively. An existential (phenomenological) qualitative design was utilized. In-depth interview and FGD were conducted within two months. Three overall themes (i.e. psychological & social problems and their coping mechanisms) were emerged from the interviews and triangulated with FGD. The study result on the first theme shows that participants have psychological problems (hopelessness and loneliness, depression, negative self image and need for love and care). Regarding the second theme some participants have poor social lives/relationship was manifested. On the last theme, most of the participants employed Emotion Focused Coping Mechanisms (talking to people, cognitive distraction and avoidant) and, situation Focused Coping Mechanisms (access support, Being an expert and spiritualityItem Social and Behavioral Challenges of children with hearing Impairment at Eyerusalem Inclusive preschool in Addis Ababa(Addis Ababa University, 2015-06) Baye, Tewlegn; Tsega, Sewalem (PhD)The major purpose of this study was to assess the social and behavioral challenges of children with hearing impairment at Kolfe Keranyio sub city, Eyerusalem Inclusive Preschools, Addis Ababa. The study used qualitative research design. Purposive sampling procedures were used. To get the required information, 4 teachers, the school principal, 3 parents, 5 SWHI and 4 hearing students were selected purposively for interview and four teachers were selected for FGD .Totally 21 participants involved in the study. The data obtained were analyzed through describing case-by-case analysis method.The interview guide, observation checklist and FGD guide were employed to collect the data. Semi structured questions that allowed the researcher greater latitude in asking broad questions were constructed. The observation guide was arranged and the checklist was presented. In collecting the data ,tape recorder was used. The findings of the study reveal that CWHI have lower role-taking ability in social interaction, which emanates from lack of communication with the hearing peers. It also discloses that there is inclination of the HI towards their HI peers at school and wide opportunity for their social interaction using their own sign language. There are also behavioral problems of CWHI that resulted from failure of communication. Based on the findings obtained some possible recommendations were suggestedItem Teachers' Process of Preparing Teaching and Learning of Deaf Students at Alpha Special School Addis Ababa(Addis Ababa University, 2016-06) Getachew, Solomon; Tsega, Sewalem (PhD)Teachers who educate deaf students should demonstrate competency in the preparation of the subjects they teach, as well as give additional support to their students. The main purpose of this study is to assess a teacher's' process of preparing, teaching and learning of deaf students at Alpha Special School, Addis Ababa. In order to achieve the objective of the study, 16 respondents participated in the study. The result of the study was analyzed qualitatively. The findings of the study indicated a lack of appropriate instructional strategies, lack of training opportunities, lack of attention to classroom preparation, and the absence of support and communication. All were found to be major problems. The study shows that half of the teachers who participated in this study did not have enough training in sign language, causing communication barriers between the students and teachers. The deaf students’ learning and their relationship with their teachers was impeded by a lack of communication and preparation. Based on the findings of this study, recommendations were proposed, that promote the development of a teacher's’ preparation, sign language skills and student support