Special Needs Education

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The Practice of Inclusiveness at Addis Ababa University: In The Case of Students with Disability
(Addis Ababa University, 2023-07) Hana Menkir; Tirussew Teferra (Prof.)
Examining Addis Ababa University's inclusiveness Practice regarding students with disability was the purpose of this study. Four basic research questions were utilized by the researcher to accomplish this goal. A qualitative research approach was employed by the researcher. Six students with three types of disability were the study's participants. They were sampled by using criterion purposive sampling technique. They are all Addis Ababa University students. Interview and focus group discussion were used to gather data. The qualitative data was analyzed narratively. This study found that, inclusion is not practiced and implemented properly at Addis Ababa University. Even though there are some individuals who are cognizant of inclusion, the remaining are a challenge to the students. Students are challenged by different problems including inaccessibility, lack of trained sign language interpreter, lack of assistive device and teaching aids, elevators and ramp services, attitudinal barriers and inability to build social relationships. Also, the finding show the intervention to be undertaken to overcome obstacles and improve the quality of services at the University that include conduct awareness program, promote the collaboration of relevant stakeholders, provide assistive devices and learning materials, conduct training sign language interprets, make all facilities accessible to students with disabilities, implement domestic policies and proclamations and international conventions and involve the participation of students with disability at the University.
Exploring the Experiences of Primary School Teachers in Implementing Inclusive Education: The case of Kolfe Keranio Sub-City
(Addis Ababa University, 2023-05) Tizazu Abebe; Abebe Yehulawork (PhD)
The main purpose of the present study was to gain a deeper understanding of the experiences of teachers in implementing inclusive education practices in Kolfe Keranio sub city primary schools. A qualitative research approach was employed and a case study design used. The study purposively sampled thirty two teachers from five selected primary schools. Semi-structured interviews and focus group discussions were employed as instruments of data collection, and the data were analyzed thematically. The findings revealed that Primary school teachers have different levels of awareness and understanding when it comes to inclusive education, Teachers accommodate students with special needs despite the fact that some of them do not have qualifications/training in SEN, Teachers experienced varied challenges in implementing the inclusive education for students with special needs The study also established that there are gaps in teachers related to accommodating diverse learning needs and collaborating effectively with support services and finally the study proved that there is a shortage of government consistent follow up and personnel to adequately support inclusive education practices in primary school. Keywords: Experience, Qualitative research, Inclusive education, Kolfe Keranio
Attitude of Health Professionals towards Persons with Disabilities and its Associated Factors at St. Paul Hospital, Addis Ababa, Ethiopia.
(Addis Ababa University, 2023-01) Hanna Asefa; Tilahun Achaw (PhD)
The experience that people with disabilities face while using health care services is a complex interaction between their medical condition and the social and physical environment. The attitude of health professional affects the rehabilitation outcome and interaction with the society. The aim of this study is to assess the attitude of health professionals towards person with disability in St. Paul Millennium Medical College Hospital in Ethiopia. A cross- sectional survey was conducted from November 10 to December 9, 2022; to assess the attitude towards disabled patients among health care professionals in St. Paul Millennium Medical College Hospital. The sample size for the study was calculated using single population formula, and a total of 422 study participants were recruited for the study, using random sampling techniques. Data was collected using a self-administered questioner developed by using Attitudes Towards Disabled Persons Scale, consisting of 20 items rated on a six-point Likert Type Scale. The collected data was entered to Epi data software and exported to SPSS version 26, for further analysis. Descriptive and Inferential statistical analysis was conducted to describe the variables and to identify the association between dependent and independent variables. Healthcare professionals participating in the study were with mean age of 27.9±4.1 years. The study showed the proportion of health professionals having a positive attitude towards disabled people to be 77.2%. In addition, factors that showed a statistically significant association with the attitude of health professionals towards disabled persons include: Age of the participants [AOR= 2.67; 95%CI (1.33-11.45)], profession of the participants physicians[AOR=0.25; 95%CI(0.71-0.88)], income level [AOR= 2.97 ; 95%CI(1.34–12.76)],presence of disabled person in family [AOR= 3.12; 95%CI(1.74–14.22)] and contact with disabled[AOR= 2.22; 95%CI(1.98–5.15)]. age of the health care professionals, profession, income level, presence of disabled person in the family, and having contact with disabled persons were determinants of having negative attitude towards disabled persons. Therefore, interventions to improve the attitude of health professionals should focus on the identified factors. Key words: attitude, health professionals, person with disability
The Practice of Inclusive Education in three Selected Government Primary schools of Addis Ababa at Arada Sub-City
(Addis Ababa University, 2023-06) Wondye Engda; TirussewTeferra (Prof.)
The objective of this study was to investigate the practice of inclusive education in three selected government primary schools in Addis Ababa at Arada Sub-City. In order to investigate the practice of Inclusive Education in the selected government primary schools, a qualitative case study was applied to identify the status of each school in practicing Inclusive Education. A purpose sampling technique was used by the researcher because the information collected from samples are collected applying multiple criteria can be useful to multiple purposes too .To collect a sample of 3 school principals, 12 regular teachers and 24 student with disabilities to share their experiences regarding the practices of inclusive education. To seek corroboration or assertion of data, the researcher applied triangulation using different research tools. Various instruments such as one-on-one interview with regular teachers and school principals, focused group discussion with students with disabilities, classroom observation was taken by the researcher .As well as in secondary data, document analysis was used by the researcher in this study. The results obtained were presented, analyzed and discussed in line with the themes derived from research questions by using narrative. It was found that the school principals and regular teachers attempted to actualize inclusive practices in spite of the truth that they did not have in-depth knowledge and aptitudes or skills in what constitute Inclusive Education. Although the envisaged idea of inclusive education is to ensure education for all learners, the school principals and regular teachers were of the opinion that inclusion can only be applied with confidence to a limited extent. Moreover, they maintained that not all the learners found in their respective schools are eligible to be taught in regular schools. This assertion was attributed to poor school infrastructure which does not respond to the call of Inclusive Education and that obstructs inclusion of learners with special/diverse needs. Results suggested that the IE could not enthusiastically practice due to different challenges. Hence recommendations were made to relevant school stakeholders and further research to be conducted in the implementation of Inclusive Education. Key words: Inclusive education, special/diverse needs, inclusive practice
The Practice of Inclusive Education in three Selected Government Primary schools of Addis Ababa at Arada Sub-City
(Addis Ababa University, 2023-06) Wondye Engda; TirussewTeferra (Prof.)
The objective of this study was to investigate the practice of inclusive education in three selected government primary schools in Addis Ababa at Arada Sub-City. In order to investigate the practice of Inclusive Education in the selected government primary schools, a qualitative case study was applied to identify the status of each school in practicing Inclusive Education. A purposive sampling technique was used by the researcher because the information collected from samples are collected applying multiple criteria can be useful to multiple purposes too .To collect a sample of 3 school principals, 12 regular teachers and 24 student with disabilities to share their experiences regarding the practices of inclusive education. To seek corroboration or assertion of data, the researcher applied triangulation using different research tools. Various instruments such as one-on-one interview with regular teachers and school principals, focused group discussion with students with disabilities, classroom observation was taken by the researcher .As well as in secondary data, document analysis was used by the researcher in this study. The results obtained were presented, analyzed and discussed in line with the themes derived from research questions by using narrative. It was found that the school principals and regular teachers attempted to actualize inclusive practices in spite of the truth that they did not have in-depth knowledge and aptitudes or skills in what constitute Inclusive Education. Although the envisaged idea of inclusive education is to ensure education for all learners, the school principals and regular teachers were of the opinion that inclusion can only be applied with confidence to a limited extent. Moreover, they maintained that not all the learners found in their respective schools are eligible to be taught in regular schools. This assertion was attributed to poor school infrastructure which does not respond to the call of Inclusive Education and that obstructs inclusion of learners with special/diverse needs. Results suggested that the IE could not enthusiastically practice due to different challenges. Hence recommendations were made to relevant school stakeholders and further research to be conducted in the implementation of Inclusive Education. Key words: Inclusive education, special/diverse needs, inclusive practice
Assessment of Early Grade Three Student’s Reading Skill: In Some Selected Primary School in Yeka Subcity, Addis Ababa.
(Addis Ababa University, 2023-05) Wudie Nibret; Alemayehu Teklemariam (PhD)
The aim of the study was to assess the reading skills of early grade students with special focus on Grade three students and factors that influence reading skill acquisition in selected primary school in Yeka Sub-City, Addis Ababa. In doing so, an explanatory sequential design with mixed approaches was used for the study. The total sample size of the study 176 which was, 171 grade three students, 3 teachers and 2 school principal. Purposive and stratified random sampling techniques were employed to select the participants. To collect data, reading test, an interview guide, and an observation checklist were employed. Statistical Package for Social Sciences version 26 was used to organize quantitative data for analysis and Descriptive statistical tools like frequency and percentage and inferential statistical tools like An independent sample T-test was used to analyze quantitative data, and qualitative data were analyzed thematically using narrative mode. The results revealed that the majority of grade three students in public primary schools were low in word reading, oral reading fluency, and reading comprehension. While most grade three students are good at letter identification and phonological awareness. There was a significant difference between availability of reading materials and grade three students reading skill acquisition. The finding of the study further showed that there were many factors that influenced early grade reading skill acquisitions, such as the availability of reading materials, instructional methods, and the accessibility of environments. The study also concluded that the majority of grade three students were at risk of reading difficulty.
Education of Students with Hearing Impairments in Regular Classrooms at Yekatit23 Primary School: Inclusion/Exclusion
(Addis Ababa University, 2023-07) Wudnesh Tilaye; Alemayehu. Teklemariam (PhD)
The major objective of the study was to explore the practice of teaching learning process of students with hearing impairment in regular classroom at Yekatit23 primary school, Bahir Dar. In order to achieve the objective of the study, a total of 21 participants were involved in the study, including 5 students with hearing impairments and 5 students without hearing impairment from grade 5 up to grade 8, 3 sign language interpreters, 4 regular teachers, 2 special needs professionals, and 2 school principals. The study used semi structured interviews and observation with a check list as data collection tools for the participants. The result of the study was described and analyzed qualitatively, guided by the main research questions. The research provides insights into the challenges faced by hearing-impaired students in inclusive classrooms, the importance of appropriate teaching methodologies and support systems, the need for qualified sign language interpreters, and the significance of sign language education and evaluation mechanisms. The study also showed that the education of students with hearing impairments in regular classrooms, without fulfilling their individual educational needs, can lead to a sense of exclusion. This study has important implications for education by promoting inclusivity for students with hearing impairment in regular classrooms. It highlights the need to address challenges and adopt inclusive approaches, ultimately fostering a supportive and equal educational environment for all students.
The Role of Parents of Children with Developmental Disability for the Effectiveness of Center-Based Rehabilitation Services: The Case of Addis Guzo Centre
(Addis Ababa University, 2023-07) Fikiru Bedasa; Abebe Yehulawork (PhD)
Rehabilitation services for children with developmental disability determine the interventions chosen by a multidisciplinary team with involvement of parents. Most of the needs for rehabilitation go unfulfilled in countries with low and moderate incomes, and more than half of those who need rehabilitation treatments do not receive them in Ethiopia. The purpose of the study was to examine the role of parents of children with developmental for the effectiveness of center-based rehabilitation services. Qualitative approach was applied a phenomenological design to conduct the study. The study was conducted at Addis Guzo Center wich wich is located in Addis Ababa, Lideta Su-city. Observation, interviews and document analysis were used to collect data. Fourteen parents of children with developmental disability were purposively selected as the study participants. The data was analyzed by categorizing the data into four thematic areas. The study findings showed that parents were not initially aware of their responsibilities and roles in providing rehabilitation services; however, the professional support and awareness-raising services that the professionals of the center provided for them encouraged their active involvement. Additionally, the study findings identified that rehabilitation services play critical roles in supporting children with developmental disability, and the involvements of parents in the process of rehabilitating children with developmental disability contributes to holistic progress of a child including improvements in their day to day activities, social inclusion, and advocate their fundamental rights. Rehabilitation centers should involve parents in providing rehabilitation services for children with developmental disabilities to assure expected outcomes. Keywords: Institution-based rehabilitation, Inter-Professional Collaboration, developmental disability, Rehabilitation, intervention, Parental role
Practices and Challenges of Inclusive Education in Two Selected Government Secondary Schools of Sheger City Administration Sebeta sub-city
(Addis Ababa University, 2023-06) Gudetu Amanuel; Daniel Desta (PhD)
Inclusive education is a system of education that provides all learners, including those with disabilities the equitable opportunities to receive effective education with the required support services brought to them. The study aimed to investigate how inclusive education is practiced and its challenges in two selected secondary schools of Sebeta sub-city. To succeed in the objective of the study, it considered sixteen students from grade nine and grade elevens, two secondary schools principals, one secondary school supervisor, ten classroom teachers, and two special needs educators at Sheger city administration Sebeta sub-city in the academic year of 2022/23 were purposefully selected. The design for the study was a case study type guided by four research questions. Data was collected through interviews, focus group discussion, observation, and document review. Data obtained from different sources were analyzed using qualitative methods, and as needed the study showed, there was a good beginning in the practice of inclusive education. But, inadequate service given by stakeholders and a lack of attention to students with special educational needs were raised. Under school Strategies to support and promote inclusive education raised by respondents, making strong school administration, creating conducive learning surrounding, Capacity building training for school administration, teachers, and community. Make the classroom more inclusive and promote collaboration between students. Students with special educational needs were not given attention by their teachers and some teachers do not appreciate the differences. Lack of sufficient learning and assistive materials, disorganized and insufficient resource room needed attention. To solve the above problems recommendation were given. Oromia education bureau and schools need attention to consolidating sufficient budget to enhance the participation of SWD in the schools. School administration should provide strong leadership and need to fill the shortage of any important facilities. Oromia education bureau, Sebeta sub-city education office, and the schools need to give attention to the regular activity of mobilization programs about inclusive education practice campaigns. Most teachers and principals are not fully equipped to teach SWD and manage in schools. So, schools need to give a great emphasis giving on job training to enhance attitude and perception among SWD in the practice of inclusive.
Assessment on the Management of Disciplinary Problems of Students: The Case of Selected Government and Privately-Owned Schools of Woreda Sebat in Arada Sub City
(Addis Ababa University, 2021-11) Asrate, Enat; Yehualaworke, Abebe (PhD)
The main purpose of this study is to assess the management of disciplinary problems of students of selected government and privately-owned schools in Arada Sub-city. A case study research design was used to achieve the purpose of the study. The primary sources of the study were interview, focus group discussion and reviewing school specific code of conducts. A total of 20 interviewees from teachers and school principals, 5 from each school were participated and four FGDs, one for each school were undertaken. Data collected using these instruments were analyzed using thematic analysis that is used to analyze qualitative data. As per the finding of the research types of disciplinary problems in both types of schools are outlined as disrespecting teachers. In fact the finding of the research revealed many types of disciplinary problems but the above was the dominant one. The causes of most types of disciplinary problems reveled by the research participants are, family and unregulated media use. As a result of these, the problem of indiscipline seems only in school compound but it goes beyond school and affect a family, community, society and a nation at larger. Most of the participants especially, the government schools agreed on the need of ethical/ moral education in the education curriculum and all were agreed on the need of a collaboration effort made by family, school and government/community to better manage disciplinary problems of students. Keywords: Disciplinary problems, the need of moral education, Management of disciplinary problems, Discipline, Assessment of disciplinary problems, what should be done for disciplinary problems.
Policy-Practice Gap on the Implementation of the Pre-School Education, Selected Government Schools in Sebata City Administration
(AAU, 2021-08) Diriba, Desalegn; Yewalawerk, Abebe(Dr
This study aimed to examine the essential process of preschools and to investigate the view point of the policy practice gaps in preschools. The study considered school principals, preschool teachers, expert from education office and parents of children. Using the purposive sampling technique, 2 preschool principals, 4 preschool teachers, 1 expert and 2 parents of children were selected from Alemgena and Mulugeta Gedle preschools in Sebata City Administrations in the academic year of 2020/2021. Data were collected through interview questions, focus group discussion guiding questions and observation checklists. The research design was qualitative approach guided by four research questions. Based on the essential questions of the study, prosperous information was obtained from the participants individually and in groups. Using the obtained data, the study tried to point out the policy practice gaps on the implementation of preschool education encountered. The data collected from the participants were categorized into themes and interpreted as a result. The study found that the accomplishment of holistic progress of children in the preschools were based on teachers’ understanding of the how to practice and implement preschools according to policy of preschool education and minimize the gaps. The study also exposed the lack of commitment of the government to promote preschools education to the desired level. Besides, findings of the study revealed that the appropriateness of ECE provision was challenged and there are unqualified stake holders (experts, principals and teachers) and lack of adequate physical learning environment and facilities as well as the large class size. It is recommended that to implement the policy practice, all stake holders must be well qualified and trained to assure quality education in preschools. By this reference, implementation of the preschool curriculum, teacher’s guide and textbooks must be found in the schools. Furthermore, lack of budgets and manpower should be revised regarding by city education office and government. It would be better if the government give attention to allocate ear marked budget and trained man power to support pre-primary schools and help them run their work independently to the required extent and give them awareness program about the use and objectives of preschool educations
The Practice, Challenges and Opportunities of Braille Skill Training for Adults with Late Visual Impairment in Addis Hiwot Rehabilitation Center
(AAU, 2021-12) Behailu, Meskerem; Achaw, Tilahun(PhD
Braille skill training, as a vision rehabilitation function, could be designed and implemented to benefit different categories of target people among whom adults with visual impairment constitute a fundamental subject of interest. The existence of different targets and contexts for such a vision rehabilitation is expected to emerge with unique practices, challenges, and opportunities for the specific trainee’s category. In this regard, a review of relevant literature by the researcher shows that there is a lacuna of empirical studies conducted on such relevant aspects. This thesis was, therefore, initiated with a general objective of exploring the practices, challenges and opportunities of braille skill training for adults with late visual impairment in Addis Hiwot rehabilitation center. A qualitative research approach, and specifically a descriptive case study method, was employed to explore the nature of issues of interest. A total of 5 participants were selected as key informants from both trainees (4) and a staff member (1) of the rehabilitation center using a judgment type of non-probability sampling method. Semi structured interviews and observations were the fundamental tools used to generate the primary data, while secondary information was mainly captured through reviewing relevant documents. A thematic analsyis was employed to analsyse the data and reach at meaningful findings. Eventually, the findings of the study were categorized and presented under three themes vis-à vis; practices, challenges, and opportunities. The practices were found to include orientation, teaching and learning, as well as conducting assessments; and challenges related to educational materials, physical environment, curriculum, personal wellbeing status, and socio- cultural and economic aspects were discovered. Opportunities, a third theme, also involved similar sub themes with those established under challenges. Given these findings, therefore, the researcher finally made such recommendations as; conducting further research to explore peculiar experiences of adults with a partial visual impairment across different rehabilitation centers, providing orientation on a continuous and multidisciplinary base to enable similar targets be impacted positively and consistently, creating relevant social platforms in which learners can interact horizontally during planning & implementing the different Braille skill training practices, improving distribution of educational materials such as braille books and relevant reference materials among learners, and financing establishment or maintenance of relevant facilities required for Braille skill trainings.
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
Teacher Inclusiveness in their Teaching Practices
(AAU, 2022-02) Yisihak, Bekama; Teklemariam, Alemayehu(DR
The purpose of this research was to examine teacher’s inclusiveness during their teaching in one selected government elementary school of Addis Ababa. Qualitative approach was employed in this study. Case study research design was applied to explore teacher’s inclusiveness in their teaching practices. From the school five teachers who are teaching inclusive classroom were purposely selected as sample Participants. Interview and observation were used as a tool of data collection. Findings of this study were the following; most teachers prepared for delivering contents through common instruction method for only average students, teachers have knowledge gap on special need education, existences of sound pollution around the classroom, lack of interest on learning among students, no teaching aid for specific subjects like civics, students participation from subject to subjects and also from teachers to teachers was different. However, to overcome and bring changes; developing knowledge related to diversity, and using different instructional strategies to address students diverse learning needs and hearing all voice in the classroom are expected from the teachers.
Assess the Influence of Children’s Labor on their Participation in Education at Bochesa Elementary School in Adami Tulu Jido Combolcha Woreda in East Shewa.
(AAU, 2022-01) Tesfaye, Amanuel; Achaw, Tilahun(PhD
The study at over all estimated that about 1 in 3 children aged 5-14 years in sub-Saharan Africa are employed compared with Central and Eastern Europe/Common wealth of Independent States (CEE/CIS) regions. Where only 1 out of 20 children is employed, In absolute terms, 69 million children in sub-Saharan Africa, or 35% of the child population, are engaged in child labor (ILO, 2006). This statistic leaves sub-Saharan Africa, including Ethiopia, the most dominant in terms of widespread child labor. This study was conducted in East shawa districts of Adami Tulu Jido Combolcha Woreda. Specifically, the study was carried out with the following objectives: To examine the impact of lack of time on primary education access and participation, to determine the impact of low school attendance on access and participate in primary education activities carried out by school-age children regarding access to and participation in primary education. The study used purposive sampling and snowball techniques, with the participation of 60 respondents. Both techniques are practical due to the nature of the research. Child labor has been found to have a huge impact on school-going students because it deprives children of their right to access and participate in primary education. Research shows that low school attendance and absenteeism are the main influeances of child labor on children's access to and participation in primary education, as they affect children's learning outcomes. In addition, the study found that most laws relating to child education have loopholes, enabling another 4,444 acts of child labor in Ethiopia. It is therefore imperative that governments and all other responsible agencies ensure that policies and legislation address child labor issues and, in particular, children's participation in school works
The Perception of Non-Disabled Peers towards the Academic Performance of their Kindred Students with Disabilities: A Case Study of Lideta Sub City Secondary Schools.
(AAU, 2021-02) Debele, Gebremedhin; Yehwalawork, Abebe(Dr
This study intended to assess perceptions of non-disabled peers towards the academic performance of their kindred students with disabilities. The study was held in Lideta sub city’s three governmental secondary schools namely Dejazmach Balcha Abanefso, Hidase Lideta, and Africa Hibret. The study employed qualitative research methods; purposive sampling technique was used to select the sample from principals, guidance whereas random sampling technic was to select the participants from teachers and students respectively. In this way, 39 participants were selected as sample population for this study. Interview and focus group discussion were used as data collection instruments. The data collected were analyzed qualitatively. The major findings show that students without disabilities wrongly perceive the academic performance of students with disabilities; considered that they always need from them, refuse to do activities with them in group because they think that their result will be decreased if they do with them, they consider students with disabilities will never be good in their academic performance if they get enough support from other, refused to cooperate with them due to these students with disabilities lose their confidence, think they are ignored by all, their results become declined comparing with student without disabilities. The findings also indicated that the problems need serious interventions by the concerned people like teachers, principals, guidance and counselors to aware the school communities by giving trainings, awareness, conferences and seminars to minimize wrong perceptions against students with disabilities in order to help students academic performance
The Challenges of Implementing Early Childhood Care and Education: The Case of Nifas Silk Iafto Sub City, Woreda 02
(AAU, 2021-12) Mekuriy, Zenebech; Tsega, Sewalem(PhD
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.
Academic Experience of Students with Reading Difficulties and the Perception of Their Teachers about Performance at Lideta Selam Primary School
(AAU, 2021-08) Hailu, Beza; Bekel, Yirgashewa(PhD
This study aimed to investigate the experience of the students with reading difficulties and to understand the perception of the teachers about the students’ performance and achievement during teaching learning process. The study focused on experience of students in learning process, whether the students get proper support or not, understanding of the teachers about reading difficulties and finally giving awareness to the teachers who are teaching language at Lideta Selam Primary School. This study employed qualitative research approach and tried to answer the research question. In addition data was collected using semi structured interviews, document observation and document analyses. And also purposive thematic analysis was used to organize and interpret the data. Research result has shown that students are experiencing neglecting in the class, left behind; do not get proper support, do not measure according to their limitations. And there is a big problem in assigning teachers in the school because instead of assigning a language-trained teacher, they have assigned any certified teacher in the foundation of class. For these reasons, the students did not get effective teaching methodologies and proper support to student with reading difficulties to achieve in reading.
The Practice, Challenges and Opportunities of Braille Skill Training for Adults with Late Visual Impairment in Addis Hiwot Rehabilitation Center
(AAU, 2021-12) Behailu, Meskerem; Achaw, Tilahun(PhD
Braille skill training, as a vision rehabilitation function, could be designed and implemented to benefit different categories of target people among whom adults with visual impairment constitute a fundamental subject of interest. The existence of different targets and contexts for such a vision rehabilitation is expected to emerge with unique practices, challenges, and opportunities for the specific trainee’s category. In this regard, a review of relevant literature by the researcher shows that there is a lacuna of empirical studies conducted on such relevant aspects. This thesis was, therefore, initiated with a general objective of exploring the practices, challenges and opportunities of braille skill training for adults with late visual impairment in Addis Hiwot rehabilitation center. A qualitative research approach, and specifically a descriptive case study method, was employed to explore the nature of issues of interest. A total of 5 participants were selected as key informants from both trainees (4) and a staff member (1) of the rehabilitation center using a judgment type of non-probability sampling method. Semi structured interviews and observations were the fundamental tools used to generate the primary data, while secondary information was mainly captured through reviewing relevant documents. A thematic analsyis was employed to analsyse the data and reach at meaningful findings. Eventually, the findings of the study were categorized and presented under three themes vis-à vis; practices, challenges, and opportunities. The practices were found to include orientation, teaching and learning, as well as conducting assessments; and challenges related to educational materials, physical environment, curriculum, personal wellbeing status, and socio- cultural and economic aspects were discovered. Opportunities, a third theme, also involved similar sub themes with those established under challenges. Given these findings, therefore, the researcher finally made such recommendations as; conducting further research to explore peculiar experiences of adults with a partial visual impairment across different rehabilitation centers, providing orientation on a continuous and multidisciplinary base to enable similar targets be impacted positively and consistently, creating relevant social platforms in which learners can interact horizontally during planning & implementing the different Braille skill training practices, improving distribution of educational materials such as braille books and relevant reference materials among learners, and financing establishment or maintenance of relevant facilities required for Braille skill trainings.
Early Numerical Intervention Utilizing Ethiopian Gabat’a on Achievement and Motivation of Students with Mathematics Difficulties
(AAU, 2021-06) Bogale, Kassahun; T/Mariam, Alemayehu(DR
In the field of mathematics difficulties, there is an often-noted lack of researches. The present study investigated the effect of concrete fading numerical intervention utilizing gabat‘a on early numerical achievement and early mathematics motivation of primary school students with MD. Gabat‘a, the Ethiopian indigenous math game, has six holes, two storages, and stones/beads for playing in pair.In the present study, it was organized for dual purposes: for instruction and game. Children with MD exhibit multifaceted problems in comparison with their counter parts. These lead them to have long term educational problems. At 3 sites, 72 students with MD were screened using BANUCA and other screening tools. A method of quantitative experimental research utilizing pretest-posttest control group design was used in tandem with MANCOVA to analyze the data. The design used stratified randomization, taking gender, difficulty type, prior mathematics knowledge as a strata and then randomly allocated into: Experiment 1 entailed two groups, CIGO and control group; and experiment 2 involved three groups, AIGG, AIGO, and control group. The interventions occurred in total for 18 week, 3 sessions per week and 45–60 min per session. Then, a MANCOVA result shows that students with MD in both experiments exhibited significantly higher performance than control group on counting and number concept achievement, arithmetic achievement, and early mathematics motivation. However, students with MD in AIGG condition did not show significant performances than that of AIGO condition. In addition, the findings indicated that mostly gender, difficulty type, and prior mathematics knowledge did not play significant roles in achievement and early mathematics motivation. With respect to correlational results, within the addition and subtraction constructs, the correlation was highest, similar results were found in cross correlation as well. The multiple regression findings indicated that addition had a unique significant contribution for subtraction than counting. Moreover, a canonical correlation shows that early mathematics motivation positively influenced achievement of counting and number concept, but not for arithmetic. To recap, the CRA sequence utilizing gabat‘a is effective in teaching early numeral interventions for students who struggle in mathematics. This pattern of instructional intervention could be, robust techniques of counting and number concept and arithmetic teaching in the future, which integrated with classroom activities if teachers want to increase students‘ early numerical performance and early mathematics motivation. Practical implications, limitation of the study, and suggestions for future research in this area are provided.

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