http://ir.haramaya.edu.et//hru/handle/123456789/70 2026-04-17T09:14:25Z 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 http://ir.haramaya.edu.et//hru/handle/123456789/8080 INFLUENCES OF AVAILABILITY AND UTILIZATION OF ASSISTIVE TECHNOLOGIES ON THE ACADEMIC ACHIEVEMENT OF STUDENTS WITH DISABILITIES IN THE FIRST-GENERATION PUBLIC UNIVERSITIES OF ETHIOPIA Gezie Ketema Dabi; (PhD) Dawit Negassa Assistive technology outcome measures help Higher Education Institutions enable evidence-based interventions for their Students with disabilities to lessen activity limitations and promote their academic achievement. However, there is limited knowledge about the potential influence of the availability and utilization of assistive technologies on the academic achievement of students with disabilities. This study aimed to examine the influences of the availability and utilization of assistive technologies on the academic achievement of Students with disabilities in Ethiopia's First- Generation public universities. The study employed an explanatory sequential mixed method design which belongs to a pragmatic paradigm. Using stratified proportionate random sampling, 224 students with disabilities were randomly selected for the quantitative data from Ethiopia's four First- Generation public universities in the first phase. Quantitative data was collected via non-participant observation and surveys. Furthermore, 12 students with disabilities were selected through purposive sampling for in-depth interviews to inquire qualitative data in the subsequent phase. The quantitative data were analyzed using descriptive and inferential statistics while the qualitative data were analyzed thematically using Atlas. TI 9 software to support the quantitative results. The study found limited assistive technology availability, utilization, and service provision of assistive technologies in the sampled First-Generation public universities. The relationship between academic achievement and the availability (r = .63, p < .001) and utilization (r = .79, p < .001) of assistive technologies was positive and significant. Additionally, there was a significant difference in mean score values in academic achievement between Students with disabilities whose assistive technology needs were met and those with unmet assistive technology needs at p <.05 (M=6.75, SD =.66, t (222) = 12.58) and (M=5.75, SD=.53) respectively. Moreover, the structural regression analysis results revealed that the utilization of assistive technologies had a significant positive and determinant influence ( ��2=.49) on the academic achievement of Students with disabilities. The availability and utilization of assistive technologies explained 52.3% of the variation in academic achievement among Students with disabilities. The study shows that the mere availability of assistive technologies in First-Generation public universities had little significance in influencing the academic achievement of Students with disabilities compared to their actual utilization. Based on these findings, it is recommended that First-Generation public universities in Ethiopia should provide Students with disabilities with assistive technologies and related services that are compatible with their type and severity of impairment, and the current higher education institutions' instructional delivery system. 268p. 2024-03-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/7971 ACADEMIC CHALLENGES AND COPING MECHANISMS OF STREET CHILDREN: THE CASE OF ELEMO KILTU PRIMARY SCHOOL IN CHIRO TOWN DebelaTolesaTafa; Dr .Teketel Agafari; Dr. Asmerom Tekle This study aimed to investigate the academic challenges faced by street children and their coping mechanisms at Elemo Kiltu Primary School in Chiro town. Utilizing a qualitative case study design, the research involved participants including the school principal, four homeroom teachers, and six street children attending the school, chosen purposively. Data collection methods comprised interviews, observations, and focus group discussions, followed by thematic analysis for interpretation. The study findings revealed that street children encounter significant academic challenges, including limited access to educational resources, time constraints for school activities, lack of inclusive education implementation, inadequate interventions, and poverty. Consequently, their overall academic engagement and performance are notably lower compared to their peers, largely due to the numerous challenges they face. While schools offer some academic, socio-emotional, and material support, deficiencies exist in care provision, flexible programs, inclusive education practices, and active involvement in academic pursuits. Street children employ diverse coping mechanisms, including individual strategies, supportive peer relationships, and adaptive learning techniques, often engaging in informal work such as shoe shining, carrying loads, and selling food to overcome these challenges. The study recommends collaborative efforts between the school and various stakeholders, such as government organizations and non-governmental organizations, to attempt the challenges faced by street children. It emphasizes the need for a supportive school environment and individualized learning plans, along with integrating life skills education into the curriculum, to enhance the coping mechanisms of these children 101p. 2023-12-01T00:00:00Z