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Thesis Chapters by Tamiru Emiru

Abstract The purpose of this study was to assess the educational practices and challenges of stud... more Abstract
The purpose of this study was to assess the educational practices and challenges of students with
with disabilities in government primary schools of kafa Zone. To gain an understanding of both the
subjective and the objective realities, concurrent triangulation of a mixed research approach was
employed. The populations included are, students with disabilities, students without disabilities,
teachers, principals, supervisors, parents, Woreda and Zone education office experts. In this study
a total of 856 sample participants were engaged. Questionnaire, interview, FGD, document review
and observation were used as means of data collection. Frequency, percentiles, mean value,
standard deviation and One Way ANOVA were used to analyze the quantitative data while the
qualitative data were thematically organized, categorized and examined to understand the
emerging patterns of responses. As the findings revealed that without any restriction SWDs were
attending in these schools with non-impaired counterparts. There is no multi-disciplinary team to
determine the eligibility of these students. Teachers who have been teaching them were not
familiar with the pedagogy of teaching. Examinations and assignments were given with similar
formats. Copies of classroom tests, examinations and assignments were not adapted/ modified/ in
line with the learning needs of SWDs. SWDs have been using the same general curriculum
materials; a text is shared between two students; no text books written in large font or Braille text;
Classroom presentations were not recorded and availed to students with sensory impairment. As
findings indicated though teaching strategies and lesson delivery need to be diversified to enable
students who are visually and auditory impaired, nothing had been adapted and modified to suit
the learning needs of SWDs. Absence trained professionals in an office and schools level serious
problem that negatively affects the academic conditions of students with disabilities. Furthermore,
school facilities and physical environment were not convenient for SWDs. It was concluded that
teachers were suffering with lack of necessary knowledge and skills to handle students with
disabilities. It was also concluded that the schools were challenged with adapted teachinglearning materials and were not friendly users, Based on the findings, the researchers recommend
that there is a need for the schools and Woreda/Zone/ education office and different stakeholders
to collaborate and show their commitment in the provisions of inclusive education by accessing
enough and relevant materials for the students with disabilities; recruiting more teachers and
making sure that the developed curriculum is flexible enough to meet the needs of each individual
student.

Abstract The purpose of this study was to assess the educational practices and challenges of stud... more Abstract
The purpose of this study was to assess the educational practices and challenges of students with
with disabilities in government primary schools of kafa Zone. To gain an understanding of both the
subjective and the objective realities, concurrent triangulation of a mixed research approach was
employed. The populations included are, students with disabilities, students without disabilities,
teachers, principals, supervisors, parents, Woreda and Zone education office experts. In this study
a total of 856 sample participants were engaged. Questionnaire, interview, FGD, document review
and observation were used as means of data collection. Frequency, percentiles, mean value,
standard deviation and One Way ANOVA were used to analyze the quantitative data while the
qualitative data were thematically organized, categorized and examined to understand the
emerging patterns of responses. As the findings revealed that without any restriction SWDs were
attending in these schools with non-impaired counterparts. There is no multi-disciplinary team to
determine the eligibility of these students. Teachers who have been teaching them were not
familiar with the pedagogy of teaching. Examinations and assignments were given with similar
formats. Copies of classroom tests, examinations and assignments were not adapted/ modified/ in
line with the learning needs of SWDs. SWDs have been using the same general curriculum
materials; a text is shared between two students; no text books written in large font or Braille text;
Classroom presentations were not recorded and availed to students with sensory impairment. As
findings indicated though teaching strategies and lesson delivery need to be diversified to enable
students who are visually and auditory impaired, nothing had been adapted and modified to suit
the learning needs of SWDs. Absence trained professionals in an office and schools level serious
problem that negatively affects the academic conditions of students with disabilities. Furthermore,
school facilities and physical environment were not convenient for SWDs. It was concluded that
teachers were suffering with lack of necessary knowledge and skills to handle students with
disabilities. It was also concluded that the schools were challenged with adapted teachinglearning materials and were not friendly users, Based on the findings, the researchers recommend
that there is a need for the schools and Woreda/Zone/ education office and different stakeholders
to collaborate and show their commitment in the provisions of inclusive education by accessing
enough and relevant materials for the students with disabilities; recruiting more teachers and
making sure that the developed curriculum is flexible enough to meet the needs of each individual
student.