http://ir.haramaya.edu.et//hru/handle/123456789/70 2026-06-09T23:20:06Z http://ir.haramaya.edu.et//hru/handle/123456789/8490 AVAILABILITY AND UTILIZATION OF ASSISTIVE TECHNOLOGY FOR TEACHING AND LEARNING AMONG STUDENTS WITH VISUAL IMPAIRMENT: THE CASE OF TWO SELECTED PRIMARY SCHOOLS IN DIRE DAWA CITY ADMINISTRATION Amru Miftah Seid; Tesema Regassa (PhD); Teketel Agafari (PhD) The study aimed to explore the availability and utilization of assistive technologies for teaching and learning among students with visual impairments at Sabian Number One and Medhanialem Primary Schools in Dire Dawa City Administration. Additionally, the study sought to investigate challenges that students with visual impairments face when utilizing assistive technology during the teaching and learning process. The study utilized a qualitative approach through a case study design, involving 18 key informants selected through a purposive sampling technique. This group of participants consisted of 6 students with visual impairments, 4 general education teachers, 2 school principals, 4 special needs educators, and 2 resource center coordinators. The instruments used for collecting data were semi-structured interviews, observations, and focus group discussions. The data was transcribed, coded, categorized, and then analyzed using a thematic analysis technique, and three general themes were generated inductively. The findings of this study showed that the effective utilization of assistive technology has great benefits in enhancing the teaching and learning process and educational experiences of students with visual impairments. Despite recognizing the potential benefits of assistive devices, many students faced challenges in their practical application due to insufficient training and inadequate school support. The findings also revealed several barriers faced by students when the utilization of assistive technology, including limited teaching and learning resources, low understanding and knowledge of assistive technologies among students, inadequate formal training on the use of assistive technologies, and limited skilled teachers. Based on these findings, the study recommended that the schools and the Ministry of Education should collaborate with educational stakeholders such as NGOs, teachers, curriculum designers, and parents to improve efforts in providing adequate and relevant assistive technology and teaching and learning materials for both teachers and students with visual impairments 94p. 2025-02-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8472 READING AND WRITING LITERACY OF DEAF STUDENTS AND ITS IMPACT ON THEIR ACADEMIC ACHIEVEMENT: A STUDY IN SELECTED PRIMARY SCHOOLS IN DIRE DAWA ADMINISTRATION Murad Aliyi Jemal; Teketel Ageferi (PhD); Tesema Ragassa (PhD) This study aimed to assess the reading and writing literacy of deaf students and its effect on their academic achievement at Dire Dawa administration town primary schools. A mixedmethod approach was employed with concurrent parallel design. Four primary schools were selected through the purposive sampling technique. Quantitative and qualitative data were collected from 48 deaf students, 52 language teachers, and 3 Special Needs Education teachers using tests, questionnaires, and interviews. Deaf students, Amharic language teachers, and special needs teachers were selected using a purposive sampling technique. Other language teachers were selected through a census method. The quantitative data obtained through tests and questionnaires were analyzed using frequency, percentage, mean, standard deviation, and multiple regression as well as Hayes Process Macro software to examine the effect of moderator variables. The qualitative case study data obtained through interviews was analyzed using thematic analysis. The study results revealed grade six deaf students significantly face challenges in reading comprehension and writing skills, specifically understanding the passage's main ideas, vocabulary, spelling, punctuation, and essay composition. The regional exam results for grade 6 showed that 34 students scored below the passing mark of 40, while 14 students achieved scores of 40 or above. The regression results indicated a statistically significant relationship between academic achievement and reading and writing literacy. An R² of .981 suggests that these literacy skills contributed to 98% (R² * 100%) of deaf students' academic achievement. In addition, the teaching expertise of language teachers in using instructional methods and materials, communication barriers, and lack of qualified teachers influenced the relationship between reading, writing, and academic achievement among deaf students. Thus, it is recommended that language teachers implement literacy programs for deaf students to enhance reading comprehension and writing skills, focusing on conveying the passage's main ideas, vocabulary expansion, spelling, and essay composition. At the same time, schools should create inclusive environments, provide resources such as sign language interpreters and teaching aids, and promote equal access to education. At the policy level, the Ministry of Education should develop strategies for literacy skills for students who are deaf in inclusive education policies, provide training and resources for the schools, and allocate funds to support deaf students' education 111p. 2025-01-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8374 CONTRIBUTIONS OF INCLUSIVE EDUCATION RESOURCE CENTERS IN PROMOTING INCLUSION OF CHILDREN WITH DISABILITIES IN JIMA ZONE OF OROMIA REGIONAL STATE SEIDA SIRAJ MUSSA; Dr.Teketel Agafari (PhD); Dr.Asmerom Tekle (PhD) The purpose of this study was to examine the contributions of inclusive education resource centers in promoting inclusion of children with disabilities in Jimma zone Oromia Regional State. A mixed –method research approach with concurrent design nested strategy was employed. Six IERC’s were selected through purposeful sampling technique. The data were collected from one Woreda SNE expert, one Zonal SNE expert, two city administrations SNE expert, six SNE teachers, six, itinerant teachers& six school principals were selected through purposive sampling techniques and regular teachers (n=109) and Students with Disabilities (n=100) were selected through simple random sampling techniques. Qualitative data were analyzed thematically and quantitative data analyzed through descriptive statistics methods. Finally, the results were presented based on the FDRE Ministry of Education guideline for establishing and managing inclusive education resource centers (IERCs) to determine how the IERCs contribute promoting inclusion of CWDs. The findings shows that lack of sufficient budget, shortage of human power in subject wise, lack of clear monitoring and managing system, both positive attitudes towards IE and areas where needs improvements Finally, the researcher recommended that governments should budgeting enough budget, offering sufficient trained manpower in subject wise, spreading out monitoring and evaluation system. 139 2024-04-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8114 ACADEMIC INCLUSION OF DEAF STUDENTS IN SELECTED PRIMARY SCHOOLS OF FEDIS WOREDA, EAST HARARGHE ZONE TAKELE FIKADU; Dr.DawitNegassa (PhD); Dr.TesemaRegassa(PhD) This study aimed to find out the academic inclusion of deaf students in selected primary schools of Fedis Woreda. Qualitative approach with case study design was used to investigate the proposed study. Respondents were selected by using purposive sampling. Accordingly, 17 respondents were selected and participated in the interview and FGD. The data were collected through FGD, interviews, observation and document review. Data collected through these instruments were analyzed using thematic analysis. Accordingly, the finding of the study revealed that the academic support provided by the school for deaf students was found to be very low. The school administrators and teachers had good attitude and interest of supporting deaf students but they lacks budget and qualified human resources due to unsupportive higher administrators. The regular teachers are not well trained to meet the needs of deaf students in the study area. The only means of communication in the teaching learning process with their teachers and hearing peers is by writing on paper or black board, pointing, gesture and lip reading. In addition, hearing classmates are found supportive of their deaf peers during instruction, homework and other issues related with the lesson conducted orally in the classroom. The interaction and participation of deaf students in the regular classroom setting is good with regular teachers and hearing peers in and out of classroom activities. Generally, the quality of support from regular teachers, the school administrators and woreda level educational offices is insignificant for deaf students. The coordination between professionals, special needs educators and the regular school teachers to create conducive environment for inclusive education is very low. The attention rendered for deaf students from the concerned authorities, professionals, special needs educators, school administrators and regular teachers is very low. Based on the findings some recommendation are forwarded, the school should work on increasing the level of awareness and understanding amongst all schools‟ staff members about inclusion and should create strong linkage with concerned bodies to realize the educational dream of deaf students. 71 2024-04-01T00:00:00Z