Department of Special needs and Inclusive education

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A Case Study of Remand Home and Bosco Children's Home in Addis Ababa
(Addis Ababa University, 2025-06) Melkamnesh Bayu; Abdreheman Seid
Global human rights frameworks aim to protect Children, but children in conflict with the law often face challenges in accessing formal education like that provided in regular schools while living in institutional care. This study explores the educational experiences of juvenile delinquents in two rehabilitation centers in Addis Ababa: the Lideta Remand and Rehabilitation Center and Don Bosco Children’s Home. The research used a qualitative case study to collect data through semi-structured interviews, focus group discussions, non-participant and participant observation. 20 juveniles (17 boys and 3 girls) and 11 key informants, such as social workers, counselors, teachers, caregivers, and administrators took part in the studyThe findings revealed that while both centers provided basic educational and vocational training services, these efforts were inconsistent and often lacked resources, individualized instruction, and adequate follow-up. Formal education, counseling, and life skills training were limited, especially at the remand home, where vocational programs like leatherwork and carpentry were underutilized. Don Bosco provided organized support; however, it struggled to find volunteers for the 'Come and See' program, which aimed to make the two-month trial period productive for the children. Some juveniles at the remand home returned to the system after release, often due to unmet educational and social needs. Overall, the study concludes that although efforts are in place, current educational experiences in these centers do not fully support the holistic development or rehabilitation of juvenile delinquents, emphasizing the need for more targeted, inclusive, and sustainable educational strategies. Keywords: Juvenile delinquency, rehabilitation, vocational programs, education, remand home, children in conflict with the law
The Challenges of Deaf Children in Inclusive School: The case of Minilik Primary School
(Addis Ababa University, 2025-06) Tigist Alemayehu; Andargachew Deneke
Inclusive education is a fundamental human right that ensures equal learning opportunities for all students including those with disabilities. However deaf students in inclusive schools face significance challenges that hinder their academic and social development. This study explores the practices, challenges and gaps in inclusive education for deaf students in Minllik Primary Scholl in Addis Ababa, Ethiopia. A qualitative case approach was employed using interview, focus group discussion and classroom observations to collect data from deaf students, hearing students, teachers, sign langue interpreters, and school administrators. The finding reveal that while inclusive policies exist in Ethiopia their implementation is inconsistent due to communication barriers, lack of teachers training, inadequate sign language interpretation, and insufficient adapted learning materials. The study highlights that deaf students experience social isolation, struggle with inaccessible curriculum, and rely heavily on limited interpreter services. Teachers faces difficulties in balancing the needs of both deaf and hearing students as they lack formal training in Ethiopian Sign Language [EthSL] additionally the gap between inclusive education polices and classroom practices remains a major challenge affecting the quality of education for deaf students. Based on these findings the study recommends training teachers in EthSL, increasing the number of interpreters. Adapting curricula for visual learners and ensuring stronger policy implementation. These interventions are essential to bridge the gap between inclusive education theory and practice, ensuring that deaf students receive equitable learning opportunities. Key words; inclusive education, deaf students, Ethiopian Sign Language, teachers training, communication barriers, policy implementation.
The Practices and Challenges of Early Childhood Intervention for children with special need: The Case of Abebech Gobena Children’s Care and Development organization
(Addis Ababa University, 2025-05) Meraf Mulugeta; Yirgashewa Bekele
The objective of the study was to evaluate the processes and challenges related to early childhood intervention for children with special needs at Abebech Gobena Children's Care and Development Organization. Early childhood intervention, or ECI, supports infants and young children with developmental delays or im-payments in order to foster growth and support families. Using a mixed-methods approach, the study integrate-ed qualitative case studies with quantitative questionnaires. Data was collected from 10 staff members (purposeful sample) and 60 parents (simple random selection) using structured questionnaires. According to the research, social, emotional, mental, and physical development are all markedly enhanced by early intervention, which also enhances long-term results and academic performance. The report highlights several important is-sues, including a lack of cooperation amongst stakeholders, a shortage of qualified staff, and a lack of knowledge about ECI. With an emphasis on social, emotional, and intellectual development, the study comes to the conclusion that cooperation between all stakeholders is essential for successful ECI, from conception to ex-elution. The researcher concluded by recommending that stakeholders' organizations collaborate on raising awareness, implement Early Childhood Intervention from the very beginning, and focus on the physical and mental health of children. They should also work on preparing children emotionally and socially, improve Eng-lish language and math skills in schools, and provide incentives and capacity building training to the staff of Abebech Gobenna Children Scare and Development Organization regarding ECI.
Caregivers' Experience of Post-Stroke Patients With Swallowing Difficulties
(Addis ababa Universty, 2026-03-20) Melkamu Derese; Tirussew Teferra
This study aimed to comprehensively profile the specific swallowing difficulties encountered by stroke patients, as directly observed and reported by their primary caregivers, and to thoroughly document the profound lived experiences of the caregivers themselves. Conducted at St. Peter Specialized Hospital in Addis Ababa, Ethiopia, between March and June 2025, the research rigorously employed a phenomenological approach to capture the subjective realities of caregiving. Data was meticulously collected through in-depth, one-on-one semi-structured interviews with caregivers, and subsequently analyzed using systematic thematic analysis to identify recurring patterns and core meanings within their narratives. Major findings revealed that caregivers endure substantial and pervasive emotional distress, manifesting intense fear of choking, anxiety, and feelings of social isolation, often leading to burnout. They also experience significant physical strain from constantly assisting with patient mobility and demanding feeding tasks. Practical challenges are extensive, including the complex modification of diets and managing prolonged mealtimes. A critical finding was the consistent report from caregivers regarding a severe lack of adequate training and robust support from existing healthcare systems, which compelled them to rely heavily on their own informal coping strategies and deep spiritual practices for resilience. In conclusion, caregivers of stroke patients experiencing swallowing difficulties face considerable, often unrecognized, burdens that profoundly impact their well-being. It is strongly recommended that healthcare providers, particularly at St. Peter Specialized Hospital, develop and implement targeted training programs and accessible support groups specifically designed for the caregivers. Furthermore, policymakers are urged to integrate comprehensive caregiver support into national health policies to alleviate their immense burden and concurrently improve overall patient outcomes.
Knowledge and Attitudes of Public Preschool Teachers on Speech and Language Problems in Addis Ababa, Ethiopia
(Addis Ababa University, 2025-12-01) Eleni Hiluf; Mekonen eshete
Speech and language disorders are common in early childhood with prevalence of 6%around the globe.It’s also confirmed that early detection of speech and language disorders and treatment in the critical period lead to better overall outcomes. Preschool teachers spend most of their time with children and they are the ones who notice if there is anything wrong or an unusual thing is going on with a child. Preschool teachers play a key role in detecting children with speech and language disorders. And they are one of the team members who should continuously be in contact with SLTs about the generalization of the learned abilities in therapy settings and to prevent dropouts. So this study aims to assess the knowledge and attitude of public preschool teachers in selected schools in Addis Ababa, Ethiopia. While conducting the research a cross-sectional study was employed among 150 public preschool teachers in Addis Ababa using a structured, self-administered questionnaire. The sampling procedure involved multistage and convenient sampling techniques. The questionnaire assessed socio-demographic data, knowledge levels related to speech and language disorders, and attitudes towards affected children. The data were analyzed using SPSS version 27, employing descriptive statistics to categorize knowledge as good, satisfactory, or poor, and attitude as positive or negative. And also inferential statistics analysis were performed to test hypothesis and examine significant differences between participant groups at 95% confidence interval( p< 0.05).Findings reveled that only 13.3% of teachers possessed good knowledge of speech and language disorders, while a majority(53.3%)demonstrated poor knowledge. Despite this, 59% of the participants exhibited positive attitude towards children with speech and language difficulties, supporting early identification and intervention strategies. Although preschool teachers generally hold positive attitudes toward children with speech and language problems, their knowledge levels remain inadequate. This gap emphasizes the need for targeted training programs, professional development, and collaborative efforts with speech-language pathologists to enhance early detection and support for affected children
Gender Difference in principals’ Leadership Effectiveness of Government Secondary Schools in Arada Sub City of Addis Ababa.
(Addis Ababa University, 2025-06-01) Yimesgen Gizaw; Befekadu Zeleke
The purpose of the study was to investigate the difference in leadership effectiveness between male and female principals. The study specifically focused on examination of the difference in leadership styles of transformational, transactional and laissez- faire leadership style across male and female principals by indicating the leadership style most dominantly adopted by each gender. The study was conducted in six governmental secondary schools found in the Arada sub city. The study sampled population of 190 teachers and 75 non-teaching staff in questionnaire and 6 principals, and 5 high school supervisors in interview. All the principals and high school supervisor were chosen by availability sampling while the teacher and non-teaching staff were selected by simple random sampling method. The study employed an explanatory sequential mixed research design that consist of quantitative and qualitative methods. In quantitative analysis, descriptive survey was used to compute mean and standard deviation whereas inferential statistics such as independent t test (compare the mean of the leadership styles across gender) and moderated regression (predict the effect of gender on the relationship between leadership style and leadership effectiveness) The finding of the study indicated that significant difference existed between female and male leaders related to most of the transformational and transactional leadership styles and no significant difference existed between female and male principals related to almost all activity under laissez- faire leadership style. Therefore a great attention should be advocated to educational concerned bodies at each stage to identify strength in both female principals and male principals help to complement the strength in one gender to another to optimize leadership effectiveness through different programs such as in-service training and principal department programs
Challenges to Implement Inclusive Education in some selected Schools of Kolfe Keranio Sub City, Addis Ababa.
(Addis Ababa, Ethiopia, 2025-07) Hana Etana; Tilahun Achaw
This study assessed the challenges inhibiting effective inclusive education for selected Kolfe Keranio Sub-city schools in Addis Ababa. Through a qualitative approach and descriptive design, data collection took place through semi-structured interviews and observation with general education teachers, school administrators/deans, and SNE specialists. This study found that critical challenges inhibiting effective inclusion exist in teacher training and funding, access to assistive technology, and adapted resources for learning and participation. The greatest challenge inhibiting effective inclusion exists in the ideological approach to an inclusive education policy, where policy suggestions remain vague and assessments fail. Furthermore, low stakeholder engagement was noted. As a result, this study concludes that effective inclusion at these Kolfe Keranio Sub-city schools is challenged and limited by training, resource, policy, and facilities challenges that can only be addressed with far-reaching critical attention. Time dedicated to training teachers, redrafting best-practice policy to fit the situational need,increasing stakeholders engagement.
Perceptions of Teachers and Students towards the Inclusion of Students with Hearing Impairment at Mulugeta Gadile Primary School in Sebeta Town
(Addis Ababa University, 2025-06) Tezera Getachew; Abdreheman S.
The research was a qualitative case study that examined the perceptions of teachers and students towards the inclusion of students with hearing impairments at Mulugeta Gadile Primary School in Sebeta Town. Framed by the social model of disability, the study sought to understand how inclusion for students with hearing impairments is conceptualized within mainstream educational settings. A total of thirty-three participants were purposively selected from the population of ten general education teachers, fifteen hearing students and eight students with hearing impairments. Data was gathered using observations, semi-structured interviews, focus group discussions and document analysis. The findings reveal a significant disconnect: while participants conceptually supported inclusion, its practical implementation was severely hampered by communication barriers, primarily teachers' limited sign language proficiency. Students with hearing impairments indicated that during group work or classroom discussion they often felt socially isolated. Hearing students expressed that they were empathetic but would find it hard to communicate effectively. The teachers stated they valued the inclusion of students with hearing impairments, but they also felt their lack of training and the absence of the necessary support posed a barrier. It reaches the conclusion that the building of sign language proficiency among teachers, expansion of support services, and development of more positive perceptions are the main ingredients for effective inclusion of students with hearing impairments. Keywords: inclusion, hearing impairments, teachers’ perceptions, students’ perception
Inclusive Education Practices in Selected Primary Schools of Addis Ababa at Lafto Sub-City
(Addis Ababa University, 2024-10) Belay Getnet; Tilahun Achaw
This study was investigated the practice of inclusive education in four primary schools located in the Lafto sub-city of Addis Ababa, Ethiopia. The selected schools were Mekanissa, Hawaria, Gofa, and Netsanetchora Primary Schools. In order to know the meaningful implementation of inclusive education, case study design was used by the researcher .The purpose of the case study was to explore the experiences of students with disabilities and to understand how inclusive education is implemented at each selected primary schools. Purposive sampling was used to select a sample of four school principals, twenty regular teachers, and twenty-four students with disabilities. Data were collected through document reviews, classroom observations, and interviews with both regular teachers and students with disabilities to ensure data validity. The findings were presented narratively, analyzed, and discussed based on the emerging themes from the study questions. Despite a strong commitment to inclusive education, both regular teachers and school principals faced challenges due to limited experience and knowledge in this field. The study revealed a conflict between the general objective of educating all students with disabilities and the attitude school principals and teachers that inclusive education could only be partially achieved. Several barriers to effective implementation were identified, and recommendations were made for key school stakeholders. Further research was suggested to improve the implementation of inclusive education. Key words: Inclusive education, special/diverse needs, inclusive practice
Speech and Language Therapists’ Perspectives about Augmentative and Alternative Communication (AAC) System for People with Acquired Communication Disorders in Addis Ababa
(Addis Ababa University, 2024-05) Biruktawit Massresha; Tilahun Achaw
Acquired communication disorders, resulting from conditions such as stroke, traumatic brain injury, and neurodegenerative diseases, can severely impact an individual's ability to communicate effectively. AAC systems, which encompass a range of tools from simple picture boards to speech-generating devices, offer vital support for these individuals. This study aimed to explore SLTs perspectives, challenges in adopting and specific strategies to enhance the acceptance of AAC systems among individuals with ACDs in Addis Ababa. A qualitative research design was used with 9 speech therapists working in Addis Ababa with semi-structured interviews and focus group discussions. Interviews and group discussions were transcribed in Amharic and thematically analyzed. The findings reveal that while SLTs recognize the potential of AAC systems to enhance communication and improve the quality of life for individuals with ACDs, these barriers include the limited availability of AAC devices, a lack of training and professional development opportunities for SLTs, and insufficient awareness among patients and their families. Moreover, cultural considerations are crucial in the acceptance and success of AAC interventions. SLTs in Addis Ababa are advocating for increased awareness, enhanced training programs, and better resource allocation for AAC systems to improve communication in individuals with ACDs, while also seeking mentor-ship from other countries. For improving AAC service delivery in Addis Ababa, emphasizing the need for increased investment in resources, collaborating with multidisciplinary, comprehensive training programs for SLTs, and greater community outreach to raise awareness about the benefits of AAC systems. Keywords: Augmentative and Alternative Communication, acquired communication disorders; speech-language therapy, acceptance
The lived experience of individuals with communication disorders associated with Parkinson’s disease: The case of Parkinson Patients Support Organization- Ethiopia
(Addis Ababa University, 2024-07) Eyerusalem Tesfaye; Abebe Yehualawork
This qualitative study explores the experiences of individuals in Ethiopia who have communication disorders associated with Parkinson's disease (PD). The study aims to gain insights into the specific communication challenges they face, the psychosocial impacts they encounter, additional difficulties they experience, and the coping mechanisms they employ. The research methodology employed was qualitative, with a particular emphasis on a descriptive phenomenological research design. Data was collected through semi-structured interviews with nine participants who were purposively selected from PPSO-E. The data analysis was conducted manually, focusing on thematic areas derived from the interview guides and participants' responses. The findings reveal a range of difficulties related to communication disorders in PD, including reduced voice volume and quality, articulation issues, changes in speech rate, and cognitive-linguistic impairments. The study also uncovers negative implications for emotional well-being, psychological well-being, and economic stability, including misconceptions and stigma. Additionally, physical symptoms are identified, which can exacerbate psychosocial and economic hardships. Participants employed coping mechanisms such as speech and language therapy, social support, and compensatory strategies to enhance their communication abilities. Based on the study's findings, it is recommended that the relevant federal ministries and organization become involved in promoting and coordinating interventions for individuals with PD. Implementing comprehensive strategies to address communication disorders in PD can significantly improve individuals' quality of life, facilitating social connections and active participation.
The Role and Challenges of Special Needs Education Teachers in Implementing Inclusive Education: The Case of Kokeb Tsibah and Dagmawi Minilik Secondary Schools
(Addis Ababa University, 2024-10) Meron Minuye; Abdrhuman Said
The objective of this study was to investigate the roles and challenges faced by special needs education teachers in implementing inclusive education in two government secondary schools in Addis Ababa, Ethiopia. A qualitative research approach specifically a case study design was applied. Purposive sampling was used to select a sample of 8 students with disabilities; 4 special needs education teachers, and 2 school principals. Semi-structured interview and focus group discussion were used as the data collection tools, and the data were analyzed by categorizing the data into four thematic areas. The findings revealed that special needs education teachers play a critical role in promoting inclusive education. The study findings identified that special needs education teachers faced significant challenges, including attitudinal barriers, lack of job description, resource and budget shortages. The study emphasized that job descriptions, collaboration between special needs education teachers and regular teachers, appropriate resource allocation, and ongoing training are needed to optimize the role of special needs education teachers in fostering inclusive education and to ensure that the rights and needs of students with disabilities are met in an inclusive educational setting. The study recommended that in order to increase special needs education teachers role in assisting students with disabilities, employers like educational sectors should provide clear job descriptions, promote collaboration, allocate resources appropriately, and provide continuous training. Keywords: Roles and challenges of special needs education teachers, Qualitative research
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
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
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
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
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
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
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
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
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.

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