Special Needs and Inclusive Educationhttp://ir.haramaya.edu.et//hru/handle/123456789/702024-03-29T15:04:37Z2024-03-29T15:04:37ZTeachers Perception Towards the Inclusion Deaf Students: the Case of Hasasa Burkitu Primary School, Gedeb Hasasa Woreda, West Arsi Zone, Oromia Region, EthiopiaMusa HajoTeketel A (Ass Prof)Asmerom T (PhD)http://ir.haramaya.edu.et//hru/handle/123456789/73582024-01-17T07:56:11Z2024-01-01T00:00:00ZTeachers Perception Towards the Inclusion Deaf Students: the Case of Hasasa Burkitu Primary School, Gedeb Hasasa Woreda, West Arsi Zone, Oromia Region, Ethiopia
Musa Hajo; Teketel A (Ass Prof); Asmerom T (PhD)
The main purpose of this study was to investigate the perceptions of teachers towards the
inclusion of deaf students in case of Hasasa Burka Primary school. The study employed
concurrent mixed method design. The study sampled 5 SNIE teachers and 3 school principals
were selected through purposive sampling and 58 regular teachers were selected through
availability sampling. Interview, questionnaire, observation and document analysis were used
as tools of data collection. The data were analyzed using descriptive statistics such as frequency
and percentages. The main finding shows that, teachers have positive attitudes towards inclusion
of deaf learners in general education. Teachers’ gender has positive and statistically significant
impact on their perception toward the inclusion of deaf students in regular school; while,
teachers’ experience, training and their educational background has negative and statistically
significant impact on teachers. Based on the findings of the study, recommendations made for
Hasasa Burkitu school principals and teachers, Gedeb Hasasa woreda education office, and
Oromia Education Bureau to give pre service and in service training for teachers concerning
inclusion of deaf students. The collaboration between the mainstream and the SNIE teachers is
also important and that there should be a clear guideline on the implementation of inclusive
education by ministry of education. Therefore, the study result has significant empirical
implications to the school administrators, teachers, and other stakeholders, who were directly
and in-directly involved in implementing inclusive education
70p.
2024-01-01T00:00:00ZThe Implementation of Inclusive Education for Accommodating Students with Special Educational Needs: The Case of Duna WoredaBeyene Addise DinboreTesema Regassa (PhD)Dawit Negassa (PhD)http://ir.haramaya.edu.et//hru/handle/123456789/72652024-01-12T07:19:29Z2023-08-01T00:00:00ZThe Implementation of Inclusive Education for Accommodating Students with Special Educational Needs: The Case of Duna Woreda
Beyene Addise Dinbore; Tesema Regassa (PhD); Dawit Negassa (PhD)
The purpose of this study was to explore existing practices and challenges in implementing
inclusive education in Duna Woreda. A qualitative method approach with a survey research
design was employed. Qualitative data was collected from primary school teachers (N=8),
school principals (N=4), special needs educators (N=4), students with special educational
needs (N=5), and Woreda education office expert (N=1) using a semi-structured interview
and observation. Out of 130 populations, 4 participants were selected by using available
sampling techniques, and 18 key informants were selected by using purposive sampling
techniques. The qualitative data were analyzed thematically. Semi-structured interview guide
and observation were used to generate the necessary data. The findings of the study showed
that there are progressive actions in the inclusion of students with special educational needs,
accessibility of school environment and basic facilities, availability of learning materials, and
support provision in government primary schools. However, the extent of implementation of
inclusive education was minimal. In the majority of primary schools, instructional materials,
and facilities were not adequate. Moreover, the lack of awareness and positive attitudes, lack
of sufficient knowledge, skills, training, and budget, and the lack of collaboration among
stakeholders were found to be the major challenges that prevent the implementation of
inclusive education. The study concluded that the existing practices of inclusive education
were not found to be at the needed level and professional and logistic gaps were the major
challenges for the implementation of inclusive education. Finally, it is recommended that a
sufficient budget should be allocated at all levels; the Woreda education office needs to
facilitate training for all staff; responsible stakeholders should strengthen collaboration were
the recommended issues for the successful implementation of inclusive education for students
with special educational needs
92p.
2023-08-01T00:00:00ZPRACTICES AND CHALLENGES IN IMPLEMENTING INCLUSIVE EDUCATION IN SOME SELECTED PRE-PRIMARY SCHOOLS IN DIRE DAWA CITY ADMINISTRATIONAbdulkerim Kemal Muslim(PhD) Asmerom Tekle(PhD) Teketel Agafarihttp://ir.haramaya.edu.et//hru/handle/123456789/72262024-01-03T06:07:50Z2023-12-01T00:00:00ZPRACTICES AND CHALLENGES IN IMPLEMENTING INCLUSIVE EDUCATION IN SOME SELECTED PRE-PRIMARY SCHOOLS IN DIRE DAWA CITY ADMINISTRATION
Abdulkerim Kemal Muslim; (PhD) Asmerom Tekle; (PhD) Teketel Agafari
The purpose of this study was to assess the practices of inclusive education in three selected pre primary (O-class programs) attached to government primary schools in Dire Dawa City
Administration, as well as the challenges that hinder the practice of inclusive education at selected
schools. Three government pre-primary schools were selected because inclusive education takes
place in those selected schools. A qualitative research method was employed. Purposeful sampling
method was used to select all the respondents for the study. Six parents of children with special
educational needs, three primary school principals, five special needs education teachers, one
regular teacher, and one special needs education expert made up the total of sixteen respondents
who participated in the study because of they have rich experiences to inform the research
questions and enhance understanding of the phenomenon under study. The data collection tools
were focus group discussions, semi-structured interviews, document review and observation. The
data gathered were transcribed, analyzed, described and summarized. The study's findings
revealed that all pre-primary schools have the necessary facilities for inclusive education
practices, including clean water supplies, wide entrance and exit gates, classrooms with functional
ramps, and facilities for students with disabilities, including wheelchairs, abacuses, white canes,
tape recorders, slates, and styles; well-equipped resource centers with learning materials feeding
programs, uniforms, exercise books, pens, and bags. The majority of participants had positive
perception towards inclusive education. The low-income families and children with special needs
had participated equally in pre-primary schools despite challenges such a shortage of special
needs teachers, insufficient play areas, and inappropriate toilets. For inclusive education to be
successful there must be cooperation between the city administration education bureau, principals,
teachers, families, and different organization
109p.
2023-12-01T00:00:00ZBELIEFS AND PRACTICES OF TEACHERS ABOUT THE DEVELOPMENTAL APPROPRIATENESS OF EARLY CHILDHOOD CARE AND EDUCATION PROGRAMS IN SELECTED CENTERS AT ADAMA TOWNTesema Regassahttp://ir.haramaya.edu.et//hru/handle/123456789/67142023-11-02T06:26:55Z2022-05-01T00:00:00ZBELIEFS AND PRACTICES OF TEACHERS ABOUT THE DEVELOPMENTAL APPROPRIATENESS OF EARLY CHILDHOOD CARE AND EDUCATION PROGRAMS IN SELECTED CENTERS AT ADAMA TOWN
Tesema Regassa
Quite a lot of research investigations were carried out in Ethiopia to examine ECCE designs, provisions and contributions. However, little research was done to understand how developmentally appropriate practices were the ECCE designs and provisions. This research piece attempted to fill in this gap by attempting to explore the developmental appropriateness of ECCE programs at large from teachers’ perspectives. The study used a sequential exploratory mixed research design wherein the qualitative and the quantitative data were collected and analyzed respectively in the first phase and the second phase (QUAL-quant). The qualitative method, which used a multiple case study method, was the major component of the study and it was used to explore teachers’ lived experiences including their beliefs and practice about DAP in their instructional activities. The quantitative data were used to describe, compare, relate and corroborate the qualitative results. For the qualitative multiple case study approach, 9 ECCE teachers were purposefully selected from each of the three private, three faith-based, and three government centers. The qualitative data obtained through semi-structured interviews were audio-taped and transcribed verbatim. Interview transcripts, observations, and field notes were analyzed to provide a rich, thick description. The quantitative data were generated using rating type questionnaire administered to a total of 190 (45%) teacher pooled from each of the three types of ECCE centers: 80 (M=10, F=70) from private, 50(M=10, F=40) from government, and 60(M=10, F=70) from faith-based centers included using stratified random sampling technique. Data analysis conducted in two levels, within-cases and across cases. The within-case analysis revealed that while sub-themes varied by case, the themes that were identified from the three cases regarding DAP beliefs and practices by the ECCE teachers included: teachers’ beliefs guide practices; teaching to enhance learning and development; create a caring community of learner; and reflected upon challenges to DAP. The results of the study revealed that the teachers’ beliefs were inconsistent with their developmentally appropriate practices. Environmental factors had a greater impact on their classroom practices than their beliefs. In discussions of their beliefs, the teachers mentioned various sources of barriers, such as limited knowledge and pedagogical skills, pre-service and in-service training, DAP curriculum, hands-on experience teaching materials, play equipment, suitable learning environment, budget, awareness about children with special needs and stakeholders’ collaboration, which affected their practices. The teachers see themselves being torn between following their beliefs about children's developmental needs and being forced to try to facilitate student growth toward extremely high academic expectations. They have oscillated forth and back between child-centered and teacher-directed instruction, which were used a “combination approach” rather than “pure developmentally appropriate practice
350
2022-05-01T00:00:00Z