Special Needs Education

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Survey of the Major Factors Influencing Household Demand for Schooling in Rural Bale Zone
(Addis Ababa University, 1999-06) Wodajo, Seyoum; Shibeshi, Ayalew
The main purpose of this study was to identify the major factors that influence household demand for schooling in rural Bale Zone . In order to fulfill this purpose, basic , questions were raised regarding the utilization Qf $chool resources, the background of the children who mostly lack schooling opportunity, the fa9tors that determine school participation in general and differenc~ in schooling between sexes in particular. Th~ st~qy was carrie~ 9ut in eight rural primary schools and ~7 peasant assoc;:iatiQns that use these schools. The sources of information were 2~0 household heads (~OO household heads having at least one schooling child, ~oo household heads having no schooling child and 50 household heads of drop-out children) eight school directors, 98 teacher$, 497 students and 50 non-schooling primary $chool-age children. Household heads' and non-schooling children's interviews and teachers', directors'and students' questionnaires were the instruments used to gather information for the study. The data obtained were anQ.lysed thr9ugh qvalitative method, percentages, correlatiQn coeffjcient and average rank order. Based on the analysis made, the following major findings were obtained. • f There is under utilization of teachers and an indication of crowdedn~ss of classrooms in some of th~ surveyed schools. The finding$ of the st~dy also has shown that, the demand of the households for schooling in the surveyed areaS is low which was indicated by low and fluctuating enrollment growth rate and high drop-out. Drop-out is more severe at lower grades and for girls. In general, females have low school participation because of the low demand of the households for schooling them due to high home duties on females, parents' perception of low employment prospect for educated females and marriage of girls. Majority of the students are older for their grades, and there are more over-age males than femaJes. Children from the household head$ who $peak Oromo ~anguage as their mother tongue hav~ a r~l~tively low sch09J. participation thQ.n children from Amhariq mQther tongue hqu$eholds when C9mpQ.red with the proPQrtion Of the hou$eholds by mother ton~ue. Muslim children in general and Muslim girJs in particul~r are the other groups jiof children who are educationally deprived. In addi tion to this, Muslim household heads are found · to have high preference for their children to attend Koran school than government school, and there is high Koran school attendance among Muslim children. Economic conditions are the main factors determining household demand for schooling. Family weal th and distance from school have high influence on school participation, while household heads' educational level has weak relation wi th family educational consumption. Based on the findings obtained, the following recommendations are made. Future enrollment in most of the schools must be preceded by the construction of some additional classrooms, or operating with double shift is another option. In order to attract more children to school and to reduce drop- out, the present full-day school time need to be reduced to one session and change of school schedule according to local situation are required. Other than this, improvement of economic condi tion of the society, persuading communi ty about the value of education and ini tiating li teracy program are suggested to increase school participation. To increase females' school participa tion, the recrui tment and training of female teachers in primary schools and giving priori ty for females in job employment are suggested
Assessment of Adaptive Behavior of Some Children with Mental Retardation in Ethiopia
(Addis Ababa University, 2000-05) Behutiye, Nema; Umer, Yusuf (PhD)
Assessment of individual children's needs and potential abilities at early period of development has central importance for their over all development. It is more advantageous for children with mental retardation. On the other hand, effective assessment involves formulated identification techniques and appropriate instruments. This study attempts to asses adaptive behavior of children with mental retardation; understandings of their parents and teachers about mental retardation and treatment of the children in view. Adapted behavior scale and originally developed interview for parents and teachers of the children were used for data collection. The instruments used were validated and piloted. Sample informants were selected through purposive sampling. Three regions, three special education unit and one parent of each child were included in the sample. The findings indicate, prior to the intervention that all children experienced severe deficits in independent functioning characteristics. skills and other adaptive behavioral Since the intervention, however, they have made substantial improvements in many of the adaptive behavior aspects mainly in independent functioning, physical development and social maturity. In general, the children's performances show progress and difference by level of retardation. To this end, both parents and teachers' understanding seems to deserve desirable attention of he government. The adapted behavior scale appeared reliable and employable. It is believed that the document and the adapted behavior scale can serve as a resource material and working document for special educators and others
Social and Academic Problems of Hearing Imp Allred Students in the Second Cycle of Primary School In Selected Special Schools
(Addis Ababa University, 2000-05) Baharu, Feleketch; Wolie, Dargie ( PhD)
This study attempted to determine social and academic problems of hearing impaired students, to assess their classroom behavior and investigate the relationship between classroom behavior and students' achievement in the second cycle of primary school in selected special school s. Data was collected from 62 students, 20 parents and 42 school personnel. Pretest of all instruments was conducted before the actual fieldwork in Arbaminch and Mekannisa special school for the deaf in Addis Ababa. The main study was conducted in the Alpha special school for the deaf (Addis Ababa) and in Hosanna special school for the deaf. Students, parents and principals were interviewed. Teachers completed questionnaires. Classroom observation was also conducted. The major social problems of the hearing impaired were identified to be unequal chance of education and employment; and people's negative attitude towards the education of the hearing impaired. Influence of social problems (theft, rape, problems of transportation, lack of communication with members of the society. etc.) on hearing impaired students achievement was identified. The predominant academic problems tumed out to be lack of trained teaching staff, budget, teaching materials and cUITiculum deficiency. Classroom behavior problems and their achievement were related to socioeconomic factors, age related factor and low parental control. Other problems were related with lack of school facilities, poor communication of the student population and teachers ' qualification. Generally, the result of classroom behavioral assessment cOITelated negatively and significantly to students achievement. Most of the domains in the behavioral scale are negatively correlated. On the whole, the variables in the observation scale together accounted for 40.39% of the variation in student achievement; the remaining 59.51 % is unexplained. Regression analysis indicated the most commonly occurring classroom behaviors to be achievement anxiety (.0687), comprehension (.0912) and inattention withdrawal (.0216). These three behaviors contributed about 37.7% of the total effect of the other variables. Among these inattention withdrawal has more weight than others. To tackle the identified social and academic problems of the hearing impaired students, professionals involved in educational policies, in implementation and in educational programs for the hearing impaired and the society at large should try to join their efforts. f
An investigation of Behavioral problems in Secondary School Adolescents: Types, ContribUting factors and Schools Treatment practices
(Addis Ababa University, 2000-06) Wakjira, Fekadu; zewiwie, Teka (PhD)
The IlI'esent study "'ied to investigate the prevalence of behavioral problems in secondary schools, More specifically, the purpose of this study is to investigate ~ he contributing factors for the existence of behavior Ilroblems and evaluate the treatment practices of the schools, Combined and sellar'ate contributing factors wer'e investigated , 120 students and 40 teacher's were consulted t/lI'ough questionnaire and 2 counselors and 2 dil-ectors were interviewed, Three types of r'ating scales were prepar'ed to determine the existence of IlI'oblems behaviors (externalizing and Internalizing), contributing factor's and desir'able tr'eatments, The data was analyzed emilloying, chi-square test, Hest and correlation coefficients, The r'esults of the statistical analysis revealed existence of 'extel'llalizing behavior problems, the three contributing factors and undesirable " 'eatment Ilractices at (p< 0,05), Significant mean rating differ'ences were also obser'ved between the teachers and students on contributing factor, measures (i.e, home and school) and treatment measures, Stells ar'e suggested to handle the problems. of adolescents in school, and preventive str'ategies were also recommended
Attitudes of Parents on the Inclusion of Children with Mental Retardation (The case of 6 parents in and around Addis Ababa)
(Addis Ababa University, 2000-06) Gebretensay, Mekdes; Omar, Yusuf (PhD)
This study focused on the attitudes of parents on the inclusion of children with mental retardation with objectives of finding out the scene on the inclusion of the children at home level, neighborhood and the school or training in the community. The method used was qualitative including feelings of 6 parents in Addis Ababa and the surrounding rural community. Their statuses are one educated and high economical status, two medium level with farm economy; two single mothers and a couple with low education and low economy. Variety is observed among the children whose problem of intensity ranges from mild to sever levels of adaptive behaviors. Their types and chronological age levels were; two girls with Down Syndromes of age 7&11; a girl with microcephally of age 23; age 7 boy of multiple disability with brain damage; a boy with hydrocephally of age 27, with multiple disability; and a boy of age 25 with an unidentified type but with moderate retardation. The findings showed the parents' attitudes to be very similar but one parent although uneducated and from low income is positive and has a quality relationship with the child. This created the possibility for the inclusion of her child at home and as well as in a regular school, except the isolation in the neighborhood. The major factors for generation and maintenance of positive attitudes were; parental style of the mother's (the way the parents were brought up), educational background, exposure during childhood development to have virtues like intuition, love and tolerant behavior together with the existence of a CBR intervention of an NGO in the area. The prevalent attitudes on the inclusion of the children at all levels are surprisingly negative. It was also observed that there was a distinct gender difference when it comes to sharing of responsibility and caring for children. The roles played by fathers is negligible. The contributing causes are the psychological coping mechanism of the parents, lack of awareness on the causes and treatment, lack of early intervention, and any community programs concernmg training or education to the children, parents, the neighbors and siblings. The study has recommended detail intervention strategies from macro to micro level with the implementation of the rights of children with disabilities, parent empowerment, sensitization of the community and the neighborhood, individual intervention to parents (counseling), early intervention, training of education to the child, Child to child programs to the siblings in the neighborhood and in the school
Investigating the Implementation of Community Based Rehabilitation Program for Children with Physical Disabilities in Adama Town
(Addis Ababa University, 2000-06) Fayissa, Daba; Teferra, Tirussew (Professor)
This Study is designed to investigate the implementation of Community-Based Rehabilitation program for four groups of children with physical disabilities namely Cerebral Palsy (CP) , Polio, amputee and clubfoot children in Adama town. The study was conducted by using qualitative as well as quantitative methods. Consultation of documents and questionnaire were also used to complement the focus group discussion. By using both data collection methods, 104 subjects were completed the questionnaire while 16 children and 14 adults were respectively participated in five focus group discussion sessions. Regarding Children with physical disabilities, they are 58 in number and their mean age is 15.5 with SO 1.49. This implies that their age difference is not significant. In other words, majorities of the sampled children's age lies in the age group of Adolescence. The Prevalence of Polio, CP, Clubfoot and amputee is higher among male children than females . Out of the total sampled group male children constitutes 64%. The prevalence of physical disability is high among male than female because male children are exposed to accidents, falls and different unknown disabling factors . Similarly, there appears to be a relationship between educational level and income of parents and prevalence of physical disabilities. In this regard, majorities of children with Physical disabilities those who were involved in CBR programs are from families of low income and low educational level. This study also finds that community based rehabilitation program has been able to brought about substantial changes in the lives of its program participants in terms of awareness raising, facilitating their material, perceptual and emotional pathways toempowerment both at children and paternal levels. Parents who were previously not involved in any income generating activities have now began showing improvement in their livelihood as well as in rendering basic rehabilitation services for their children with physical disabilities. Parents' awareness about the causes of physical disability is significantly changed from the previous religious beliefs to understanding about the real possible causes of Physical disability as a result of CBR intervention. This study also found out that except in few community organizations, involvement of the community in planning, decision-making, and evaluation of the CBR program was minimal. However, Participation of children in community based rehabilitation services such as in disability club formation , participating in disabled children's association and child-to-child interaction activities was high and had enhanced their self-confidence and reduced feelings of isolation and dependency
Problem Encountered by Special Education Teachers Teaching in Special Schools and Units
(Addis Ababa University, 2000-06) Regassa, Lemma; Teferra, Tirussew (PhD)
The purpose of this study was to investigate the crucial problems encountered by those special education teachers teaching in special schools and special units with and without having special education teachers' training or regular classroom teachers' training. Due to this, out of 333 special education teachers teaching in special schools and units in the country the expected teachers as respondent for this study were around 71 in the six sample schools. But only 60 teachers were used as respondents for this study from the nearby regions and from Addis Ababa administrative government city. Ollt of these 60 respondent, it was however, 53 of them who gave back their responses accordingly on time. Instruments used to conduct this study were closed and open ended questionnaires with 37 items, structured interview with 11 items and focus group discussion with five items which can generate more ideas from the respondent were prepared in Amharic. Special education teachers have many problems. One of these problems was, that teachers were not getting updating and upgrading training in the field of special VIIeducation. The other problem was that they are alienated by the regular classroom teachers in the school campuses where the special units were opened. These and related other problems seem to give rise to frustration in the job and lack of the necessary morale to teach those children with disabilities and special needs properly. For special educators, special education is a process of helpillg students with special learning needs. To do this teachers must be trained and upgraded in education as well in status and salary. For the effectiveness of teaching in special schools or units, teachers must be supported so that they may have higher morale and are, therefore, be willing to stay on their job
Effect of school- parental attitudes on Psychosocial adjustment of high school Adolescents with visual disabilities a case of some selected western shoa high schools
(Addis Ababa University, 2001-05) Abushe, Amsalu; Zewdie, Teka (PhD)
The purpose of this study was to examine the impact of school parental attitudes on blind adolescents psychosocial adjustment status. A sample of 130 consisting of teaches, parents and both sighted and visually impaired students was purposely selected from high schools of Western Shoa. One of the selection criteria of the cite was the availability of students with visual disability. A 35 bipolar adjectives for attitude measure, psychosocial adjustment measure and direct observation were major instruments employed in data collection. The data were analyzed on the basis of different combination of the attitudes of teachers, sighted peers and parents toward blind adolescents on one hand and psychosocial adjustment status C?f blind students on the other hand. Sex and age of onset were The main individual variables under taken in the study. Descriptive statistics, t-test and F-test were extensively used for data analysis including qualitative analysis. The most important findings were that blind adolescents encounter psychosocial adjustment difficulties at both school and home settings, though observed attitudes of parents, teachers and sighted students were slightly positive. Finally, it is believed that there are other variables which need to be considered; methods to be employed, and research approaches to deal with the same problem. Practical implication of the fin dings are also indicated.
Status of Parents Involvement in School and the Need for Empowering Them the Case of Three Special Day Schools For the Hearing Impaired
(Addis Ababa University, 2001-06) Llgdi, Merga; Omer, Yusuf (Ass. Prof.)
It was intended to investigate the status of parents' involvement in three schools for the hearing impaired and the need for parental empowerment. Data sources were parents, teachers and principals. The basic /research/ questions investigate issues surrounding the part parents of hearing impaired child ren (PHIC) play in schools, the endeavor of the school (teachers and prin cipals) to build the capacity of parents for involvement and the channels in operation for parent-school communication. The instruments used were sets of interview guides, focus-group discussion and a check list. The data gathered were analyzed qualitatively in the main, except for the use of numbers and percentage in a part of it. The finding was that: 1) the effort of staff to raise parental participation in schools is insig nificant. 2) parental interaction with school (by way of commenting, suggesting etc) on issues of their children was found to be low. 3) the channels connecting the school with parents are loose. Generally, only staff, are involved in the education of CWHI in school. The implication is that the administration should conduct awareness creation/raising programs for parents on their role in the education of the children with hearing impairment. The staff, moreover, has to empower parents to involve in meetings, conferences, seminars to suggest, or comment, etc about the education of their hearing impaired children. To this end, of course, teachers and administration should devise feasible parent-school/teacher communication channels. Moreover, the staff needs to help parents foster the experience and courage of classroom visit. Above all, it is highly invaluable that parents are empowered toward exercising their rights The Ministry of Education shou ld technica lly collaborate with the organizations financing the schools, especially in staff professional up-grading which seems to to lerate no more delay.
Status of Parents involvement in schools and the need for empowering them: The Case of three Special day Schools for the Hearing Impaired
(Addis Ababa University, 2001-06) Ligdi, Merga; Omer, Yusuf (Associate Professor)
It was intended to investigate the status of parents' involvement in three schools for the hearing impaired and the need for parental empowerment. Data sources were parents, teachers and principals . The basic /research/ questions investigate issues surrounding the part parents of hearing impaired children (PHIC) play in schools , the endeavor of the school (teachers and principals) to build the capacity of parents for involvement and the channels in operation for parent-school communication . The instruments used were sets of interview guides, focus-group discussion and a check list. The data gathered were analyzed qualitatively in the main, except for the use of numbers and percentage in a part of it. The finding was that: 1) the effort of staff to raise parental participation in schools is insignificant. 2) parental interaction with school (by way of commenting, suggesting etc) on issues of their children was found to be low. 3) the channels connecting the school with parents are loose. Generally, only staff, are involved in the education of CWHI in school. The implication is that the administration should conduct awareness creation/raising programs for parents on their role in the education of the children with hearing impairment. The staff, moreover, has to empower parents to involve in meetings, conferences , seminars to suggest, or comment, etc about the education of their hearing impaired children. To this end, of course, teachers and administration should devise feasible parent-school/teacher communication channels . Moreover, the staff needs to help parents foster the experience and courage of classroom visit. Above all , it is highly invaluable that parents are empowered toward exercising their rights The Ministry of Education should technically collaborate with the organizations financing the schools, especially in staff professional up-grading which seems to tolerate no more delay
Child Rearing Practices by Parents of Children With Physical Disabilities In Woreda 20 And 25 Addis Ababa
(Addis Ababa University, 2001-06) Tadesse, Selamawit; Wole, Darge
The study investigated child-rearing practices by parents of children with physical liabilities. The rearing practices considered in the study include feeding, health care, disciplinary methods, informal sex-role skill training, formal schooling and parent-child relationship. In collecting data for the study, thirty mothers/guardians, thirty children with physical disability and their twenty-tree non-disabled siblings were contacted. The children with physical disability were selected from among those who get some support from two Addis Ababa non-government organizations namely Cheshire Community Based Rehabilitation Project and Voluntary Council for Handicap Project. In addition to the above mentioned, data were collected from the two projects' offices records. The data obtained in the study were analysed using both quantitative and qualitative approaches. Accordingly the major findings were: a reasonably long period of breast- feeding, inadequate body washing, an emphasis on non-corporal pum"shment, de- emphasis on informal skill training and formal schooling and general positive relationship between mothers/guardians and their children with physical disabilities. Also, substantial influence of traditional and religious outlook on childrearing practices was observed particularly in relation to health care, informal sex role skill training and schooling. Discrepancies in rearing of children with and without physical were observed particularly in disciplinary methods, informal sex role skills training and formal schooling while similarities were on feeding, health care and parent-child r lationships. Awareness creation and education to the families on physical disability and its intervention is recommended for more positive rearing practices among families of children with physical disabilities
Vocational Education and Skill Training Needs of Hearing-Impaired Students in some selected special Deaf schools
(Addis Ababa University, 2001-06) Belachew, Dagne; Wole, Darge (PhD)
The aim of this study is to look into, the present conditions of educational practices that exist and prevail in primary/secondary, governmental/nongovernmental, and day/boarding special schools for the deaf. The total number of the participants of the study were 166, where 115 Hearing-Impaired students of grades 7-12, 39 special school professionals, and 12 parents/guardians of the sampled hearing-impaired students. The study revealed that the special needs educational services that are provided to the hearing-impaired students in governmental and non-governmental schools have certain disparities in terms of qualification, training and retraining of teachers, proper educational facilities and services, budget allocation, preparing and enabling deaf students to learn and work. Lack of vocational skills training guideline/strategy for deaf students' education is identified as to be the major precondition to start and continue the training. With regard to the importance of vocational education and skill training needs for the hearing-impaired students, there is obviously a very noticeable need for it. That is, 89.9%, of the respondents (sampled students, school personnel, and parents) preferred to provide vocational skills education and training for deaf students.
The Situation of Low Achieving Grade one Pupils in Addis Ababa and Adjacent Woredas in Oromia Region.
(Addis Ababa University, 2001-06) Flate, Berta; Zewdie, Teka (PhD)
The main purpose of this study was to investigate the main factors that effect the low achieving grade one pupils on the basis of their school academic achievement profiles, their acquisition of basic learning skills, home conditions, school environment, parents and teachers interactions and their views regarding this issue. On the other hand, It was also intended to detect if there is any laming disability among these grade one low achieving pupils. In tills study no significant difference was found between urban and rural locations in sttiscal values computed from the responses obtained for data analyses. However, the results obtained from the responses of the subjects indicated that the low achieving grade one pupils were mostly affected by their cognitive and physical problems (eg. MR and language disorder), Parents illiteracy and economically disadvatageousness, inconducive school environment, age disparity, scarcity of learning materials teachers low attitudes towards their profession and less concern to help the low achieving grade one pupils
Attitudes of the Sighted on the Education, Employment and marriage of the Visually impaired in addis ababa
(Addis Ababa University, 2002-06) wondmagegnehu, Etenesh; Zewdie, Teka (PhD)
This research undertaking focuses on investigating attitudinal reactions of sighted communities toward the education, employment and marriage of persons with vision impairment. Using the data collection instruments developed and rapport established with the sighted persons living in the study areas, persons with vision impairment and key informants, particular attention was paid to generate information on the positive and negative reactions of the social environment; the challenges visually impaired people encounter in their struggle for the fulfillment of their wishes, aspirations and life goals. In the study 400 (200 male and 200 female) sighted persons, 20 (8 male and 12 female) sighted persons gender specific focus group, 24 (12 men and 12 women) persons having vision impairment gender specific focus group living in Woreda 11 kebele 23; and 17(9 male and 8 female) persons with vision impairment gender specific focus group discussion participants at ENAB and 8 key informants participated. Both close and open-ended questions, focus group discussion outlines and a three- point attitude scale questionnaire on the topics of education, employment and marriage were employed. A total of 60 points/items (20 items on each category) were included where participants of the study were asked to indicate the extent of their agreement, uncertainty and disagreement about the statements made. The information obtained, although there prevailed an inconsistent and mixed attitudes, the findings revealed that the unwelcoming social environment significantly hampers access to various opportunities. As mentioned above the study aims at revealing the perceived factors by the sighted in the integration and access to opportunities for persons with vision impairment as regards to education, employment and marriage. The data collected through xquestionnaires were analyzed using percentages. This again was supplemented with the focus group discussion results, responses of attitude scales and information obtained from key informants. The findings of the study revealed that prevalence of unwelcoming social reactions toward the persons with vision impairment have inhibited their effort to benefit from the fruits of education, in their desire to gainfully employed, lead an independent and start marriage life. Access to education is very limited because of a number of reasons i.e. poverty, absence of schools, lack of appropriate support from regular schools, preference of families to send non-disabled to disabled and the value families attach to the education of the female child with vision impairment and male child with similar problem. The study revealed that families and society at large consider the education of female children with vision impairment less important than male siblings. Those girls having vision impairment who manage to join schools fail to pursue largely because of teenage pregnancy, as they are vulnerable for sexual abuse. For fear of abuses and endangering themselves, the socialization process is restrictive and does not encourage their participation in matters concerning their current and future lives. The problems associated with the education of persons with vision impairment are shown in the study. The study revealed employment opportunities for persons with vision impairment for various reasons are very low in the labor market. As regard to marriage of persons with vision impairment the findings revealed that women are considered asexual, unable to discharge the home management and motherhood responsibilities and unable to equally participate to generate to the household income. Finding a marriage partner for women with visual impairment is very difficult because of such preconceived notions. xiOn the basis of the findings some suggestions are forwarded to help different actors in order to bring about improvements in the live situations of the visually impaired with special emphasis to their education, employment and marriage life
The Attitudes of Parents Towards their Blind Children: a Case Study in Bahir Dar Town
(Addis Ababa University, 2002-06) Zelalem, Fisseha; Teferra, Tirussew (Professor)
The main purpose of this study was to find out the attitudes of parents towards their blind children. The method used was that of qualitative research methodology. The data were mainly collected using an in depth interview. Seven parents were the main informants of the study. The results of the study indicated that parents expressed different reactions as a result of having blind children. These were shock, denial, anger and sadness. The stigma held by the society about the causes of blindness influenced parents to feel quality and disgraced. This may be one of the causes for parents to develop negative attitude towards their blind children. The beliefs held by parents about the causes of their children’s blindness 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 blind children have less learning potential, unable to accomplish household chores, and unable to play like sighted. Those parents who are in better educational level have positive perception about their blind children and play positive role in the overall personality development of their children
The schooling situation of Hearing impaired pupils in four Regular Schools of Bahirdar and Debre Tabor Town
(Addis Ababa University, 2002-06) Achaw, Tilahun; Teferra, Tirussew (Professor)
The purpose of the study was to investigate the schooling situation of hearing impaired pupils at two special units and two integrated school settings of Bahirdar and Debretabor towns in Amhara region. To carry out the study, relevant literature review was made. Interviews with 69 participants (26 hearing impaired pupils, 20 teachers, and 23 parents) and observation were used to collect data. The data were grouped into categories. The results indicated lack of parental support, absence of modified curriculum, inappropriate instructional methods, lack of trained teachers, lack of motivation, absence of support services and teaching materials, and low expectation were found to be the major factors contributed the schooling problems of the hearing impaired pupils in the special and regular classes of the deaf in the study. Te incidence of the problem was highest in integrated classes than in special classes of the deaf. The study suggested a set of factors which may need due consideration for the schooling of the hearing impaired pupils in regular school settings
Social opportunities and challenges of the deaf: a Case study of the Adigrat school for the deaf in Eastern zone of Tigray Ethiopia
(Addis Ababa University, 2002-06) woldu, Tesfay; Teferra, Tirussew (Professor)
The research is qualitative case study, which aims at describing and analyzing the social opportunities and challenges of the deaf in Adigrat School for the Deaf. Qualitative research method is employed so as to understand the situation in the setting. The units of the study (cases) comprised of six deaf students from grade six, and the cases were three males and three females. Their age ranged from 15-18 years old. All the cases were profoundly deaf: two females were profound prelingually deaf, one male and three females were profoundly postlingual deaf. The sample size covers 40 percent of the population. Moreover, key- informants such, those mothers of the cases, and Home Room Teachers, Unit leader as well as the School Head Teacher were also involved. The interview schedule, observation guide, as well as informal discussion were employed to collect the data. Unstructured questions that allowed the researcher greater latitude in asking broad questions were constructed. The observation guide was arranged and the checklist was also presented. Furthermore, documents that comprised background of the school and that of the students; and the student’s file that had records of two full academic years and the first semester performances of the current academic year were also considered. In order to collect qualitatively significant data during the interview session, tape recorder was also used. Thus, based on the information obtained the analysis was performed in two stages: the individual-case analysis, and cross-case analysis. The findings of the study reveal that the deaf children’s decreased role-taking ability in social interaction emanates from lack of spoken language and withhold appropriate opportunity to socialization by significant others. The deaf children’s impression of the hearing discloses that the hearing persons have negative attitude towards the deaf. On the other hand, the finding discloses that there is inclination of the deaf towards their deaf peers at school and wide opportunity for their social interaction using their own sign language. The findings further reveal that the deaf children have negative evaluation of themselves, and negatively evaluated by hearing persons as attributed to their inability to have adequate interaction, thereby develop feelings of inferiority, loneliness, frustration and as they are not accepted by hearing persons. There are also personality characteristics attributed to deafness with social immaturity: a feeling of suggestibility, easily irritability, impulsivity, and social isolation. The findings also indicate that the female deaf students appeared to be engaged in fatiguing routine household tasks. In addition, loose parent- school- interaction is revealed. viFurthermore, based on the findings, the need to create the possibilities of conducive and proper social environment that could promote interaction between both the deaf and the hearing are recommended
Attitude towards females with disabilities: the case of wolayitta ethnic group
(Addis Ababa University, 2002-06) Abera, Alemu; Oumer, Yusuf
The purpose of this study was to investigate the attitude of society towards females with disabilities in Wolayitta ethnic group. A structured questionnaire focusing on attitude measuring was administered to a purposefully selected 216 males and 184 females from randomly selected six kebeles in two woredas of Wolayitta zone. Key informant interview, Focus group discussions and Case studies were implemented to confirm with findings of quantitative study. Tables, percentages, mean scores, and chi-square were employed on the analysis of data. The findings indicated that the community in Wolayitta ethnic group has enough information and knowledge towards disability and they are aware of types and causes of disabilities. Even if the community has information and knowledge towards disabilities, the society has misconceptions, negative perceptions and attitudes towards females with disabilities. The results indicated statistically significant agreement differences (at 0.0000 level) between urban and rural dwellers regarding females with disabilities are useless and unproductive. It could be that urban dwellers have accessibility of mass-media and other technological development influences and interventions of some organizations in urban areas to have information and knowledge towards females with disabilities are productive and valuable. But there were no isignificance differences between male and female respondents regarding females with disabilities are useless and productive. The result also indicates that there were statistically significant disagreement differences among religion subgroups (at 0.0000 level) in favour of Protestants regarding females with disabilities are productive and useful. This could be that religion had brought attitudinal changes towards humanity. In most cases females with disabilities are isolated, neglected and segregated in Wolayitta ethnic group. It was concluded that the attitude towards females with disabilities was negative due to other variables that influence the community differently. Agitation and public education, intervention of governmental and non-governmental organizations through community-based activities are recommended and suggested to create awareness and to bring attitudinal changes towards females with disabilities in Wolayitta ethnic group
Employment opportunities and Situations at work: the case Of visually impaired women in Addis ababa
(Addis Ababa University, 2002-06) Feye, Aderie; l Desta, Daniel ( PhD)
The study was designed to assess the employment opportunities and working situations of women with visual impairment. In conducting the study, a total of 167 subjects were taken. The subjects comprise four groups. The main target group is 58 employed and 50 unemployed women with visual impairment. The other three groups were 55 staff-members/ 24 men and 31 female/, 3 managers and 1 representative of policy makers. The study sites were 8 organizations/institutions in Addis Ababa. Concerning sampling techniques, the sites were purposefully taken and employed and unemployed women were drawn based on the availability sampling technique. The staff-members and key persons-managers, a policy maker were taken purposefully. Questionnaires, attitude scales interview and FGD were employed in order to generate data. Depending upon the nature of the data collected, both quantitative (i.e. percentage, chi-square) and qualitative methods were employed in the analysis of the collected data. The findings have shown that women with visual impairment are discriminated by hiring institutions. As a result, they have less access to employment opportunities, mainly due to the disability factor and gender. Hence, they are in double jeopardy. The results also revealed that whether women with visual impairment are the employed or unemployed is determined primarily by the awareness of the society. In addition to this, the major cause of employment problem for them was found to be less opportunity for education and training. Moreover, employers’ conditions, cultural influence, lack of adequate material or moral support during school life, and self-perception about oneself are the other causes for low employment opportunity of women with visual impairment. ivIn addition to the discrimination, women with visual impairment face in getting job, they are also discriminated in payment, promotion, transfer, and training. These problems however, were found to be less serious compared to getting job. Concerning the attitude of staff-members, except some, most of them have positive attitude towards women with visual impairment. Though there was no clear pattern as to the difference of attitudes between the men and women, women are more positive towards visually impaired women than men staff-members. 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 incentives, job-reservation, introducing appropriate new technologies, developing assertiveness in order to improve situations of women with visual impairment
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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