Kumar, R.S (PhD)Sani, Ali2018-06-272023-11-102018-06-272023-11-102011-06http://etd.aau.edu.et/handle/12345678/4106The main aim a/this study was to examine the level of academic stress and the nature of coping strategies used by university students with various disabilities. The research design used was qualitative survey. One hundred and seventeen students with various disabilities, who were drawn using simple random sampling, participated in The study and 103 students without disability were also participated for comparisons. Dala were collected using General Academic Stress Scale, Specific Academic Stress Scale, Disability Specific Academic Stress Scale and Academic Stress Coping Strategies Scale. The instruments were administered individually. Descriptive statistics, such as mean and standard deviations were used for each group 10 analyze The level 0/ academic stress and coping strategies used. Comparisons were made among and between groups on the level of academic stress and The Types of coping strategies They employed. The result showed that, students with disabilities and without disabilities experienced moderate level of academic stress and used mostly problem focused coping strategies 10 deal with Their academic stress. Though, students with disabilities together did not significantly differ from students without disabilities on academic stress, students with visual impairments as a group had significantly higher level of academic Stress than students without disabilities. Further, it was observed that, students with visual impairments experienced significantly higher level of academic stress than students with hearing impairments and students with molar disabilities. Significant difference was also observed be/ween students with disabilities and students without disabilities on using emotion focused coping strategy, In which, students with hearing impairments used the strategy significantly higher Than students without disabilities as well as students with visual impairments and motor disabilities. In The contrary, The difference observed between students with disabilities together and students without disabilities on using problem focused coping strategy was significant.enEducationThesis