The School Social Interaction Problem of Students with Intellectual Disability with teachers and school mates at Yekatit 23 Primary School
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Date
2020-06
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Publisher
AAU
Abstract
The study focused on the school social interaction problems of students with intellectual
disabilities at Yekatit 23 primary school on the objective of finding out the school social
interaction problem and the method was qualitative. The study used interview, observations and
focus group discussions from Yekatit 23 primary school based on Purposive sampling method.
Since the study has descriptive account, the data compressed and linked together in a narrative
that conveyed the meaning the researcher derived from the empirical data. Thus, the study used
the narrative data analysis strategy in this qualitative research. The data gathered from the
respondents were contextually analyzed. The result of descriptive statistics shows that the
students with intellectual disability in the school have a iot of problems to interact with their
peers and with students without disability which are afraid of the unknown, a problem of
speaking, moving, cleaning. The concerned authorities those are responsible for students with
intellectual disability do not have sufficient background knowledge in special needs education
and they don’t have the initiative to give special support for these students and are recommended
to improve this area. The researcher has recommended that the school must create favorable
condition for students with intellectual disability to interact with others, detail intervention from
macro to micro level with the implementation of the school social interaction of students with
intellectual disabilities, parents empowerment, sensitization of the community and the
neighborhood, individual intervention to parents(counseling) early intervention, child to child
programs to the siblings in the community and in the school.