The Educational Condition of Students with Disabilities in Integrated Class Rooms; the Case of Preparatory Schools in Addis Ababa

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Addis Ababauniversity


Students with disabilities have the legislative right for education in the least restrictive environment and they have the right to be equally treated as the non disabled students. These students have the potential to be equally successful if they are taught in manners that decrease the effect of their disabilities on their education. Because of the impact of their disabilities on their education, only a few are privileged to join the preparatory schools. However, these students face many problems. The objective of this thesis is to examine these problems and give comments on how to solve them. For this purpose, the researcher selected three preparatory schools from region 14 where these disabled students are learning 44 disabled students, 7 physically impaired, 2 hearing impaired and 38 visually impaired were selected to examine the educational problems they face and promote special needs education. The number of the disabled students was manageable, hence available sampling technique was employed. The disabled students , were the main data sources of the research. Teachers of these students, the principals, guidance and counselors, the librarians of the three schools and an expert in special needs education of region 14 education bureau were supplementary sources of data. The instruments of data collection used were likert type questionnaires for the disabled students and for the teachers, unstructured interview for the principals, guidance and counselors, librarians and the expert. Seven research questions were asked as a guide in the examination of the problems. Based on these research question data were collected. The examination of the data revealed the following results. • Teachers' inefficiency to identify the needs of the disabled students, select and use the appropriate method of teaching. • The absence of material provision by the responsible authorities. • The inappropriateness of the architecture of the buildings and the physical environments. • The inefficiency of guidance and counseling services • Lack of skills in how to make friends by the disabled students. • It is also found out that teachers are positive toward mainstreaming disabled students, except that they lack the necessary knowledge in teaching people with special needs. In spite of all these problems most disabled students perform very well which might be attributed to their own effort. Finally it is concluded that disabled students face many educational problems which should be given due attention by the government, principals, teachers and guidance and counselors. Recommendations are then given by the researcher which might help in alleviating the educational problems of the disabled students learning in the preparatory schools of Addis Ababa



Case of Preparatory Schools