Special Needs Education

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The Lived Experience of Mother of Children with Cerebral Palsy towards Communication Disorder in St. Paul's Hospital Millennium Medical College in Addis Ababa
(Addis Ababa University, 2024-06) Lidiya Terzu; ABdurhaman Seid (PhD)
Background: Cerebral Palsy is a neurological disorder caused by damage to the developing brain. Cerebral palsy can lead to a range of communication disorders, such as speech and (receptive and expressive language disorders). Objective: The overall purpose of this study aimed to explore and understand the experiences of mothers of children with cerebral palsy towards communication disorder St. Paul's Hospital Millennium Medical College in Addis Ababa, Ethiopia Methods: Qualitative research approach with phenomenology research design was used. Data was collected from purposively selected 8 participants through semi-structured interviews. The researchers utilized heterogeneous purposeful sampling techniques. Qualitative data analysis was utilized. Results: The research explored the lived experiences of mothers with children facing communication challenges as a result of cerebral palsy. In the recognition of communication disorders, there was a wide range of ages (Two mothers recognized communication disorder at nine months and the rest where at (two -four years) .In the statement of their children's speech and language by describe what your child is able or unable to do during communication, six participants mothers expressed that their children don't talk and it's hard to communicate with them because they can only help them and do things for them when they cry. All mothers noticed their children struggling to communicate effectively and difficulties in expressing their needs. About communication challenges with their children, seven participants shared that their kids don‟t directly ask for what they want. As a result, these parents feel like they‟ve exhausted. All mothers expressed their aspirations for their children to communicate effectively & to express their need. Conclusions; The study findings identified that the challenges mothers face in communicating with their children with cerebral palsy has profound emotional and practical hurdles experienced by mother. The aspirations of the mothers reflect for their children to communicate effectively, expressing their need and for access to comprehensive support services. Recommendations;. Governments and healthcare systems should prioritize making speech therapy services, early intervention programs, and Offering psychological support, counselling services for parent. Public awareness campaigns should aim to reduce stigma and misconceptions surrounding communication disorders.
Speech and Language Therapy Program Factors Contributing to Language Delay in Children at Jaziel Speech Therapy Clinic.
(Addis Ababa University, 2024-06) Mahlet Azene; Tilahun Achaw (PhD)
Introduction: This study investigates the factors contributing to language delay in children at Jaziel Speech & Language Therapy Clinic. Numerous risk factors have been linked in the past to children’s linguistic delays. Both internal (originating from within the child) and external (originating from the environment) factors can have an impact on language delay. Objective: This study aims to identify and analyze the various factors, including internal and external factors that contribute to language delay among children. Method: A quantitative method approach was utilized and used questionnaire. This study conducted in Addis Ababa city particularly, around Megenagna at Jaziel Speech Therapy Clinic. The target populations for this study were the caregivers or parents who have children with delayed language in Jaziel Speech Therapy Clinic. This study prepared for 92 respondents for questionnaires. This study used stratified random sampling and purposive sampling technique. SPSS software used for the entry, analysis, and computation of the data. For quantitative variables, the mean, median, and standard deviation will be calculated. Data was presented using frequency tables, charts, and graphs. Result: The findings reveal that gender, neurological impairments and developmental disorders, perinatal and prenatal factors, screen time, limited exposure to language-rich environments and parental involvement is significant determinants of language delay. Some findings shows family history, hearing Infections or ear-related issues contributes to the language delay. Conclusion: By understanding these factors, this research identifies the factors and provides valuable insights on Factors of Language Delay among Children Attending Speech Therapy and this study reveals that language delays in children are influenced by internal and external factors. Recommendation: The study suggests early screening and diagnosis, addressing hearing issues, enriching language environments, and enhancing parental education and engagement.
The Lived Experience of Motherhood to Children with Speech Delay at Agatos Academy in Addis Ababa
(Addis Ababa University, 2024-06) Meseret Mengiste; Tirussew (Prof.)
This phenomenological study aims to explore the experiences of mothers with children experiencing speech delay at Agatos Kindergarten. By examining motherhood as an experience, agency, and subjectivity, as well as an institution influenced by mainstream and patriarchal social structures, the study sought to understand how mothers handle their children's speech delays, the challenges they face, and the strategies they use to cope. Seven mothers with children experiencing speech delay were chosen as participants from Agatos Academy in Addis Ababa. Data was collected through semi-structured interviews, observations, and in-depth interactions with the participants. Furthermore, the researcher's personal experience as a mother of a child with speech delay also influenced the discussions. The findings indicate that motherhood transforms women as they deal with their child's speech delay. Despite the challenges stemming from their role as mothers and the influence of mainstream social structures, the experiences of the seven mothers demonstrate how motherhood continually evolves as they strive to provide their children with support and intervention. Consequently, mothers of children with speech delays adapt to their circumstances by transforming themselves and seeking to change the mainstream and patriarchal societal norms that restrict their opportunities in various ways. The study recommends providing continuous training to mothers who have children with speech delays or other disabilities, which complements the effort to create an inclusive society in Ethiopia. Professionals in their pre or in-service training must be trained on how to approach and engage parents. Since producing a large number of professionals and therapists who can provide paid care and intervention to special needs children takes time, it is imperative to train mothers to provide support according to the needs of their respective children. Keywords: Motherhood, Speech-delay, Therapy
The Role of Child-Parent Interaction and Screen Time on Speech and Language Development in Children with Speech and language Delay: A Case of Five Speech Therapy Clinics
(Addis Ababa University, 2024-10) Metsihet Girma; Yirgashewa Bekele (PhD)
The purpose of the study is to know the role of child-parent interaction and screen time on the speech and language development of speech and language delayed children aged two-six years receiving speech therapy service at five speech therapy clinics in Addis Ababa. The study utilized both quantitative and qualitative data collection approaches. Quantitative data was collected through parent/caregiver questionnaires evaluating the frequency and quality of parent-child interaction, screen time duration, while qualitative data was collected through interviews further examined parent-child communication patterns and types and content of screen-based activities that the child engaged. The findings revealed that higher levels of child-parent interaction, such as parent engagement in conversation with their child and parent spending time with their child were positively associated with speech and language development. In contrast, increased passive screen time was correlated with poorer performance on measures of speech, vocabulary, and grammar development. These results underscore the importance of creating enriched, interactive communication environments to support optimal speech and language acquisition in young children. The study concludes with key recommendations, including establishing evidence-based screen time guidelines, prioritizing content quality over medium, promoting active parent-child engagement, and expanding longitudinal research to inform policy, educational practices, and the design of children's digital media, in order to catalyze interdisciplinary collaborations that address the challenges of screen use and foster language-rich interactions to nurture children's communication skills in the critical early years.
Lived Experience of Post Stroke Aphasia among Stroke Survivors Followed At Tikur Anbessa Specialized Hospital (TASH), Addis Ababa, Ethiopia: Phenomenological Study, 2024 G.C
(Addis Ababa University, 2024-06) Samrawit Berihun; Tirussew Teferra (PhD)
Stroke survivors are greatly affected by post-stroke aphasia (PSA), complicating rehabilitation due to linguistic and motor hurdles like hemiparesis, coordination problems, gait abnormalities, and swallowing issues. Healthcare limitations in Addis Ababa, Ethiopia, including the absence of speech therapy services, insufficient research funding, and a lack of experts, exacerbate these issues. These factors further impact social, emotional, and physical obstacles, such as social isolation and communication difficulties. This study explores the lived experience of individuals with PSA, focusing on psychological and communication challenges, economic consequences, and daily activities among stroke survivors at Tikur Anbessa Specialized Hospital (TASH), Addis Ababa, Ethiopia. A qualitative research approach using a phenomenological study design was conducted between February and June 2024 among seven individuals with PSA within the stroke survivor population at TASH. Purposefully selected participants underwent face-to-face, indepth interviews using a semi-structured interview guide. Thematic analysis incorporated both a priori codes from the interview guide and emerging inductive codes. Five themes and ten subthemes related to stroke survivors' lived experiences of PSA were identified: (i) daily interaction and communication challenges; (ii) impacts of PSA on daily living and work; (iii) economic consequences of PSA; (iv) psychological and emotional impact; and (v) reflections on improving the quality of life for individuals with PSA coping mechanisms. These findings highlight the multi-dimensional impacts of PSA among stroke survivors and underscore the importance of tailored interventions to enhance social interaction and communication abilities. Comprehensive rehabilitation programs targeting social, motor, and communication skills are vital. The economic impact of aphasia necessitates robust support systems, occupational adjustments, and regulatory changes. Improving the quality of life for individuals with aphasia requires increased social backing, better access to therapy, heightened public awareness, and addressing these emotional challenges through psychological assistance, community education, the promotion of positive coping mechanisms and alongside active family involvement, can greatly improve the quality of life for individuals with aphasia. Keywords: post-stroke aphasia, stroke survivors, lived experience
The Quality of Cleft Care Servies at A Tertiary Cleft Care Center in Addis Ababa, Ethiopia
(Addis Ababa University, 2024-10) Tsion Girma; Alemayehu Teklemariam (PhD)
Background: Comprehensive cleft care is needed for a child born with orofacial cleft. Reconstructive surgery addresses problems associated with feeding and aesthetic concerns; however, without a comprehensive treatment, functional problems such as speech challenges, dental concerns, hearing, and psychosocial problems may persist for life. Objective: Yekatit 12 Hospital Medical College is currently the only government hospital in Ethiopia offering comprehensive cleft care through a multidisciplinary team. The present study aimed to explore the quality of care provided at the hospital's cleft care center. Method: A qualitative study approach was used with a case study design to explore the perspectives of plastic surgeons and speech and language therapists who are working in the hospital's multidisciplinary team. Insights from parents receiving treatment for their child at the hospital were also included in the study. Result: The findings of this research indicate that Yekatit 12 Hospital Medical College provides comprehensive cleft care services, adhering to the recommended timeframe for initial assessment, and surgical, and speech therapy interventions. However, parents reported delays in primary lip surgery due to weight eligibility criteria not being met. Major challenges identified at the hospital were limited resources and hospital capacity, shortage of professionals mainly speech therapists and nutritionists, disorganized documentation, and language barriers. Conclusion: The hospital's multidisciplinary team's dedication to providing comprehensive care, supported by charitable organizations, is commendable. In the future, addressing these challenges will be essential for improving the overall quality of cleft care at the hospital. Recommendations: Key suggestions outlined for the hospital include providing essential diagnostic tools, recruiting more professionals, increasing hospital capacity, and enhancing local support groups.
Knowledge, Attitude and Practice Among Health Care Providers Working at Yekatit 12 Hospital Towards Speech Therapy Services Given at the Unit
(Addis Ababa University, 2024-07) Rahel Yohannes; Belay Hagos(PhD)
Background: Collaboration and referrals between various medical specialties are crucial for comprehensively addressing patient needs. Speech-language pathologists (SLPs) evaluate and provide treatment for difficulties related to speech, language, and feeding. The limited awareness of the scope of speech-language therapy often leads to delayed management for these cases. Objective: To evaluate the present state of knowledge, attitude & practice among healthcare providers at Yekatit 12 Hospital regarding speech therapy services and to identify areas for improvement to enhance accessibility of speech therapy care at the unit from May 1-15, 2024. Methodology: Hospital based cross sectional mixed study was conducted among 264 healthcare providers of Yekatit 12 Hospital in Addis Ababa, Ethiopia. Total period for Study was from May 1, 2024 to May 15, 2024. Simple random sampling was used to select participants for study, who are working in the departments of the hospital. Data were collected through a face to face interviewer using semi-structured adopted questionnaire, by printed paper and was analyzed by SPSS software version 25. Descriptive statistics were used to measure strength of association with appropriate AOR and interpreted at 95% CI. Bi-variable analysis was done and then variables with P<0.2 were chosen for multivariable and then multivariable logistic regression was done to identify factors associated with practice of referral. For qualitative data, it was summarized from probing questions stepwise. Results:- A total of 264 healthcare providers taking part with 98.1% response rate. Having knowledge of speech therapy service availability with AOR= 6.061 (95% CI = 3.091-11.886), the case being cleft lip and palate AOR= 2.98(95% CI =(1.39-6.4), staying updated on SLP services AOR=5.242 (95%CI= 2.652-10.361) and favorable attitude, AOR = 2.13 (95%CI = (1.87-3.79) were significantly associated with provider’s better practice status of referral to SLPs, while being not trained on SLP services AOR = 0.364 (95% CI= 0.13-0.94), long waiting lists of patients AOR= 0.47 ( 95%CI = 0.25-0.60) & having less frequent collaboration with SLPs AOR = 0.167 (95% CI = 0.061-0.460), were significantly associated with health care providers low practice of referral status to SLPs. Conclusion and Recommendation: Overall knowledge & attitude scores were 59.5% & 78.2% respectively with only 36% practiced referral. Health care providers should practice collaboration with SLP in patient care & Yekatit 12 hospital should monitor all departments for routine referral process to speech therapy services. Keywords: knowledge, attitude, practice, healthcare providers, speech-language pathologists, speech therapy services, Yekatit 12 Hospital
The Prevalence of Acquired Neurologic Speech and Language Disorder among Adult Neurologic Patients in Tikur Anbesa Specialized Hospital, a Retrospective Study
(Addis Ababa University, 2024-06) Betel Kebede; Tilahun, Achaw (PhD)
Acquired neurological speech and language disorders such as aphasia, arthritis, ataxia and cognitive communication impairments can be caused by neurological conditions that interfere with communication. This study was aimed to assess the prevalence of acquired neurological speech and language disorders and associated factors among neurological patients at Tikur Anbesa Specialized Hospital that received care from January 2023 to December 2023. Retrospective study design on secondary data is used to randomly select records of 384 study participants. Clinical judgment of neurology residents or neurologist is used to as measuring tool for screening ANSLD. Of study participants, 52.9% were females and 47.1% were male. 53.4% were young adults (<50yrs) while 46.6% were old adult (>50 yrs). Among the neurological conditions stroke was the leading (33.6%) while Huntington’s disease was the least (0.3%). Prevalence of ANSLD was found to be 14.1%. Of ANSLD 38.9% of them had aphasia, Dysarthria and undifferentiated speech language disorders constitute 7.4% & 53.7% respectively. Stroke (AOR=25.7, 95%CI, 9.9-66.9, P<0.001), GBS (AOR=15.8, 95%CI, 1.4- 179.5. P=0.026), MG (AOR=23.7, 95%CI, 3.5-160.8, P=0.001) AND MS (AOR=15.8, 95%CI, 1.4-179.5, P=0.026) were found to have significant association with ANSLD.in this study it is found that ANSLD was lower compared to other studies. Association observed with stroke, GBS, MG, & MS was consistent with other different studies. Based on the findings of this study, it is recommended that the Federal Ministry of Health should allocate adequate resources to integrate speech and language therapists in department of neurology at TASH. The Department of Neurology at TASH should follow universal measuring toll for screening acquired neurologic speech and language disorder.
The use of Alternative Communications for Patients Admitted to Intensive Care Unit and Emergency Ward at St’ Paulos Hospital
(Addis Ababa University, 2024-06) Bethlehem Fetene; Alemayehu Teklemariam (PhD)
Effective communication is essential in healthcare settings to ensure favourable patient outcomes and minimize avoidable adverse events. Augmentative and alternative communication (AAC) strategies play a crucial role in supplementing or replacing verbal communication, particularly for intubated patients. However, communication barriers persist in healthcare systems, impacting patient care and psychological well-being. Recognizing and addressing these barriers is vital to improving patient outcomes and reducing healthcare costs. So the main objective of this research is to explore and describe the existing communication modalities used by health professionals believe regarding the use of alternative communication or AAC into patient care in ICU and Emergency units of St. Paulo’s Hospital, Addis Ababa, Ethiopia. While conducting the research, a convergent mixed research design was employed to collect data at St. Paul’s Millennium Medical College. The qualitative phase utilized a phenomenological approach for sampling 14 participants, while the quantitative phase employed cross-sectional method for sampling 69 observational representatives. Data analysis was facilitated using NVivo for qualitative data and SPSS version 22 for quantitative data. The research revealed that the prevalent communication methods among health professionals was conducted with head nodding and yes/no gestures being the most common. However, the success rates of these methods varied, with writing demonstrating 100% success but limited (only 15.9%) usage. Positive communication behaviours such as improving patient comprehension were noted, but gaps in suggesting communication strategies to patients were observed. Health professionals expressed favourable attitudes towards integrating alternative communication modalities, despite their limited usage at this moment. Generally, this study highlights the prevailing communication methods and their varying degrees of success among health professionals in the ICU and Emergency units at St. Paulo’s Hospital. While positive communication behaviours were evident, there remains a need to address gaps in suggesting communication strategies to patients. Based on the finding, the favourable attitudes towards alternative communication modalities suggest potential for enhancing patient care in these settings. It is recommended that targeted interventions and training programs be developed to improve communication strategies, thereby enhancing overall patient care and outcomes in the ICU and Emergency unit.
Practices, Challenges and Opportunities of Online Learning among Students with Learning Disability in International Community School, Addis Ababa
(Addis Ababa University, 2024-01) Eden Yosef; Daniel Desta (PhD)
The purpose of this qualitative research was to explore the practices, challenges, and opportunities of online learning among students with learning disabilities at the International Community School in Addis Ababa using phenomenological approach. Data from primary and secondary sources has been collected using In-depth and key informant interview, document analysis, and observation. 'Taguette ', open access tool used to label and categorize meanings, then summarizing, categorizing and structuring meanings. The findings revealed that online learning had positive effects on students with learning disabilities, including stress reduction, confidence boosting, and successful in academic progress. It also improved parent-student relationships, technological skills, and accommodations to enhance learning practices and student performance. However, challenges were found in adapting teaching methods to the online environment, exploring new technological tools, and maintaining student engagement and participation. Opportunities like development of technological skills, improved student-parent relationships, and increased participation among shy students are identified. In conclusion, online learning practices for students with learning disabilities are an important innovation that enhances student performance, reduces stress during school closures, and improves technology proficiency. The study recommended the use of different accommodations and assistive technologies to promote inclusive education online. Further research is needed to explore the involvement of parents in understanding the phenomena and supporting students with learning disabilities. Keywords: practice, challenges, opportunities, student with learning disability, online learning, students support team
Inclusion of Students with Visual Impairments in Regular Schools of Addis Ababa: Analysis of Factors Affecting Teachers’ Practices
(Addis Ababa University, 2024-06) Ermias Kibreab; Belay Hagos (PhD)
The present study was designed to investigate factors affecting teachers’ practice of inclusive instruction strategies used to teach students with visual impairments (SVI) in regular primary and secondary schools of Addis Ababa, Ethiopia. An explanatory sequential mixed-methods study design was used. Data, from 421 teachers who were randomly selected from Addis Ababa's 19 primary and 15 secondary schools, was gathered using a survey questionnaire. Additionally, 100 SVI provided quantitative data for the study. Qualitative information was gathered from Special Needs Education (SNE) specialists, SVI and teachers, using semi-structured interview. The quantitative data was analysed using SPSS 20. A hierarchical multiple linear regression analysis was used to examine the influence of independent variables (demographic information, knowledge, self-efficacy & attitudes) on the dependent variable (teachers’ practice of inclusive instruction strategies used in teaching SVI in regular schools). With regard to the analysis of the qualitative data, thematic analysis was used. This study demonstrated a moderate level of teachers’ practice of inclusive instruction strategies in teaching SVI (M=2.69 out of 4, SD=0.83). Training on SNE/IE, Teachers’ self-efficacy and attitude were found out to be significant predictors of practice, whilst knowledge is not a significant predictor. All the independent variables together explained 31.4% of the variance in practice, of which self-efficacy accounted for 25.5% of the variance in practice. According to the results of the qualitative study, establishment of Inclusive Education Resource Center (IERC) and deployment of SNE specialists at schools were considered promising practices in improving quality of inclusive education at schools. Multiple challenges were also identified with regard to the availability of resources and disability specific supports for SVI. Conclusion and possible implications for practice were indicated.
The Experience of Parents of Children with Communication Difficulties who are Receiving Speech and Language Therapy at Yekatit 12 Hospital Medical College
(Addis Ababa University, 2024-07) Fikiru Bedasa; Yirgashewa Bekele (PhD)
Background Communication difficulties involving speech and language disorders can significantly impact an individual's ability to effectively communicate. Fortunately, speech and language therapy offers effective solutions to help improve communication and language skills. Parental involvement plays a crucial role in supporting children with communication difficulties by working collaboratively with speech therapists to create tailored treatment plans, provide necessary supports and accommodations in the therapy process. Objective This study aimed to explore the experiences of parents whose children were receiving speech and language services at Yekatit 12 Hospital Medical College. Methods Applying a qualitative phenomenological design, the research involved interviews and observations to collect data from ten parents of children with communication challenges. Results The study highlighted the emotional impact on families as they navigated the journey of recognizing their children's communication difficulties and challenges that parents faced, including scheduling conflicts, managing children's negative reactions during therapy, and consistently applying therapeutic strategies at home. The study also depicted effective strategies employed by parents, such as open communication and close collaborations, adapting therapy techniques, integrating play and everyday activities into therapy, respecting cultural values, and promoting positive outcomes. The identified parental efforts were aimed at helping their children develop effective communication skills, gain confidence in social and academic contexts, and foster their growth into independent individuals. Conclusion The study underscored the role of engaged and supportive parents in navigating emotions, overcoming challenges, and employing effective strategies to facilitate the success of speech and language therapy for their children with communication difficulties, ultimately helping them develop essential communication skills. Recommendations Speech therapy services should strive to actively engage parents, encouraging them to seek professional help and specialized therapy services for their children's communication challenges to maximize the benefits of speech therapy interventions for their children. Keywords: Communication difficulty, Speech and language therapy, Parental experience, collaboration, speech therapist, parental aspiration
The Practice and Challenges of Teaching Students with Visual Impartment in an Inclusive Classroom at Dagmawi Minilik Secondary School
(Addis Ababa University, 2024-07) Habtamu Mengesha; Abdurhaman Seid (PhD)
Inclusive education (IE) based on the belief that every child has the inherent right to education, with their own unique characteristics, interests, abilities, and learning needs. Teaching students with visual impairment in an inclusive Classroom is the significant challenge faced in Ethiopia. The study aimed to investigate the practice and challenges of teaching students with visual impairment in an inclusive classroom at Dagmawi Minilik Secondary School in Addis Ababa. The study employed a qualitative approach using a case study design.The study was conducted at Dagmawi Minilik Secondary School. Interviews and observation were used to collect data. Eleven participants were purposively selected as the study participants. The data was analyzed by categorizing the data into four thematic areas. The study findings emphasized the critical practice and challenges faced by students with visual impairments in inclusive classrooms and the importance of implementing diverse strategies to support their academic and social development. Furthermore, the findings indicated the existing gaps in resources and support systems for students with visual impairments in inclusive classrooms however, some progress has been made through collaborative efforts and creative solutions, there is still a need for increased accessibility and tailored resources to fully support the academic and social growth of these students. The school should focus on providing personalized accommodations, promoting empathy and collaboration, adapting teaching methods, and creating inclusive environments that cater to the diverse needs of students with visual impairments, ensuring equal opportunities for academic and social growth. Keywords: Visual impairments, Perception, Challenge, and Teaching strategies
Inclusive Classroom and Hearing-Impaired Students at Menelik II Preparatory School
(Addis Ababa University, 2024-07) Hana Abebe; Tilahun Achew (PhD)
This descriptive study assessed the challenges and opportunities faced by hearing-impaired students in an inclusive setting in Menelik II preparatory school. A review of related literature is conducted to meet the objective of the study. Hopefully, the study pinpoints the challenges faced and will attract the attention of the government, school community, policymakers, and other stakeholders related to teaching and learning, specially focus on hearing-impaired pupils. Regarding sample taking as the study is focused on one school; it is manageable to take the whole school. There are 52 participants in the study, namely 35 students hearing impaired, 12 teachers, 6 sign language interpreters, 2 principals, and 2 administrative staff. The systematic random sampling technique is applied to give an equal chance of representing the sample. Data gathering instruments applied for the study include questionnaires, structured interviews, and observations. The findings show that there are opportunities like having the chance to grow in an inclusive setting. However, some challenges outweigh than the opportunities that hinder the success of hearing-impaired students, which arise from the education system, the academic staff, the administrative staff, and sign language interpreters. To achieve the target and mitigate the problem the collaborative effort of the stakeholders is required. It is therefore important to help students with hearing impairment achieve the same academic destiny as their' counterparts who hear. Based on the above participants this research tried to work on to improve the existing problems and present the findings.
Beliefs and Practices of the Nuer Community towards People with Disabilities in Lare Woreda, Gambela Region
(Addis Ababa University, 2024-06) Keak Chuol; Yirgashiwa B. (PhD)
This study was conducted in the Nuer community in Lare woreda, Gambella region on “Beliefs and Practices of the Nuer Community towards “people with disabilities”. The main objective of this study was to explore the traditional beliefs and practices of the Nuer Community towards “people with disability” in Gambella Region, Lare Woreda. The study has used qualitative methods with purposive techniques to collect relevant data. The tools used for data collection were semi-structured and unstructured interviews with open-ended questions. Study respondents were 36 (M = 31, F = 5), based on social group 4 kebele administrative leaders, 4 community elders, 6 religious leaders, 10 people with disabilities, 10 youth without disabilities, and 2 health professionals. Results obtained from respondents on traditional beliefs about the causes of both born with and without disability have fallen under three major sources of beliefs about disability in general: Eighteen respondents on the term “disability” said, “There is “No” one word or term that directly translates to the term “disability” in Nuer language. And The term disability from the other participants, if it is translated into the Nuer language, means “lack of ability or capacity." Study results (findings) have been analyzed using descriptive/narrative methods. In general, study results have shown that traditional beliefs about the causes of disabilities are still predominant in the Nuer community. Though explanations on the causes of disability differ considerably, the results indicated that the Nuer community believes “disability is created (caused) by the “God of Heaven.” And useful and harful practices about Nuer community toward people with disability. Therefore, The regional government should promote the rights of persons with disabilities based on their choices and their interests to ensure human rights, dignity, and inclusivity. Emphasize the importance of equal opportunities, access to education, healthcare, and employment for all individuals, including people with disabilities and the researcher was interested in studying the Nuer nationality (tribe), in Gambela region Lare woreda to examine the beliefs and practices of the Nuer community towards people with disabilities”. Keywords: Beliefs and Practices, Useful and Harmful, people with disabilities
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

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