ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

The Educational Condition of Students With Disabilities
In Integrated Class Rooms; The Case Of Preparatory
Schools In Addis Ababa
BY
BERHANU FIKRU
JULY, 2007
THE EDUCATIONAL CONDITION, IN PROMOTING SPECIAL
NEEDS EDUCATION OF DISABLED STUDENTS INTEGRATED IN
THE PREPARATORY SCHOOLS OF ADDIS ABABA
BY
BERHANU FIKRU
A THESIS SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES OF
ADDIS ABABA UNIVERSITY IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN
CURRICULUM AND INSTRUCTION
JULY, 2007
ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
The Educational Condition of Students With Disabilities In
Integrated Class Rooms; The Case of Preparatory Schools In
Addis Ababa
BY
BERHANU FIKRU
Approved By Examining Board
______________________________ ________________
Chairman, Department Graduate Committee Signature
______________________________ ________________
Advisor Signature
______________________________ ________________
External Examiner Signature
______________________________ ________________
Internal Examiner Signature
Table of Contents
Acknowledgement ............................................................................................ I
List of tables .................................................................................................... IV
Acronyms ......................................................................................................... V
Abstract ........................................................................................................... VI
CHAPTER ONE: THE PROBLEM AND ITS APPROACH
1.1. Background of the study ........................................................................... 1
1.2. Statement of the problem .......................................................................... 4
1.3. Objectives of the study ............................................................................. 5
1.4. Significance of the study ........................................................................... 6
1.5. Delimitation of the study ........................................................................... 6
1.6. Definition of terms .................................................................................... 7
CHAPTER TWO: REVIEW OF THE RELATED LITERATURE
2.1. History of Special Education ...................................................................... 8
2.2. The issue of integration .............................................................................. 9
2.2.1. Associational integration .................................................................... 10
2.2.2. The organization structure ................................................................. 10
2.2.3. Arguments for mainstreaming ............................................................ 11
2.2.4. Arguments against mainstreaming ..................................................... 11
2.3. Early intervention ..................................................................................... 12
2.4. Special needs education in Ethiopia .......................................................... 12
2.5. Prevalence of disabilities in Ethiopia .......................................................... 12
2.6. Research activities made in Ethiopia ......................................................... 13
2.7. Disabilities of common type ....................................................................... 15
2.7.1. Visual impairment .............................................................................. 15
2.7.1.1. Causes of visual impairment ..................................................... 15
2.7.1.2. Classification of visual impairment ........................................... 16
2.7.1.3. Classification of degrees of visual impairment ........................... 17
2.7.1.4. Etiology of visual impairment .................................................... 17
2.7.1.5. Adaptive devices for visually disabled students ......................... 18
2.7.1.6. Orientation and mobility ........................................................... 19
2.7.1.7. Map and chart reading ............................................................. 20
2.7.2. Hearing impairment ............................................................................ 20
2.7.2.1. Characteristics of hearing impairment ........................................... 20
2.7.2.2. Causes of hearing impairment ........................................................ 20
2.7.2.3. Classification of hearing impairment .............................................. 21
2.7.2.4. Measurement of hearing loss ......................................................... 21
2.7.2.5. Communication system for hearing impaired people ...................... 21
2.7.3. Physical impairment ............................................................................... 22
2.7.3.1. Cerebral palsy and associated problem ......................................... 22
2.7.3.2. Spina bifidia .................................................................................. 23
2.7.3.3. Kinds of cerebral palsy ................................................................... 23
2.8. Teaching methods and styles ..................................................................... 25
2.8.1. Teaching styles and presentation (General considerations).................... 26
2.8.2. Modifying instruction based on specific disabilities ............................... 28
2.9. Support services and facilities ................................................................... 31
2.9.1. Curriculum content ............................................................................. 31
2.9.2. Library ................................................................................................ 32
2.9.3. Guidance and counseling. ................................................................... 33
2.10. Accommodations for students with disabilities (removing barrier).............. 33
2.11. Social interaction .................................................................................... 34
CHAPTER THREE: THE RESEARCH DESIGN AND METHODOLOGY
3.1. The Research Design ................................................................................. 36
3.2. Participants of the study ........................................................................... 36
3.3. Sample size and sampling technique- ........................................................ 37
3.4. Sources of Data.......................................................................................... 37
3.5. Instruments of data collection and procedures............................................ 37
3.5.1. The questionnaire ................................................................................ 37

3.5.2. The interview........................................................................................ 38

3.5.3. The observation.................................................................................... 39
3.6. Method of Data analysis ............................................................................ 40
CHAPTER FOUR: ANALYSIS AND INTERPRETATION OF DATA
4.1 Analysis and interpretation of questionnaires for students and
teachers .................................................................................................... 41
4.2 Analysis and interpretation of class room observation ................................. 63
4.3 Analysis and Interpretation of the Interview with the school principal,
Guidance and counselors & education bureau officials ................................ 64
4.4 Analysis & interpretation of teachers’ responses. ......................................... 69
4.5 Responses to the open- ended questions ..................................................... 71
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1. Summary .................................................................................................. 74
5.2. Conclusions ......................................................................................................................... 78
5.3. Recommendations……………………………………………………………………..79-81
References ...................................................................................................... 82
List of Appendices ………………………………………………………………………….86-99
Acknowledgement
First and foremost I praise the almighty God for he gave me his begotten son
Jesus Christ in ransom for my sin and granted me his mercy. I thank him
too for opening the door for me to learn. Then my sincere and heart felt
thank goes to my thesis advisor Dr. Eagavalli for her unreserved and
genuine counseling, for with out her guidance and comments the paper
would not come in to reality. My sincere and profound gratitude goes to my
beloved one Woizero Woinshet Gebrai for she has been on my side in the
ups & downs of life and she has been a comfort for me. My children:
Gedeon, Bereket & Natan also deserve my appreciation for they have
sacrificed their comfort, time of play and help from me. My friend Bayu
G/Egziabher also was one who was a great help for me in materials &
internet source, hence I really appreciate his concern. My friend Yared
Abebayehu had been encouraging me and commenting on some of my
works, so I wish to express my thanks to him.
At last but which was not least I am indebted to my brother Deres Fikru my
sister; Mintwab Fikru, Tigist Fikru, Haregewoin Fikru for their moral and
material supports.
List of tables
Table1. Visual condition and the etiology ............................................... 18
Table 2. Background information of the respondents .............................. 41
Table 3. Background information of teachers ......................................... 42
Table 4. Background information of principles Guidance &
Counselors’ education bureau official and librarian ................. 45
Table 5. Disabled students’ evaluation of teachers, their
teaching method and support for disabled students. .................. 46
Table 6. Disabled students’ attitude towards the provision of facilities,
equipment and resources by the schools .................................... 53
Table 7. Responses of students showing their attitude towards the
physical environment ............................................................... 55
Table 8. Disabled students’ responses showing their
relationship with the non disabled students .............................. 57
Table 9. Students’ attitude towards guidance’s and counselors
and their task............................................................................ 58
Table 10. Attitude of the regular teachers towards the disabled
students. ................................................................................. 60
Table 11. Rank of students learning in Yekatit 12
and Menilik II secondary school .............................................. 62
Table 12. Table showing the result of class room observation ................. 63
Acronyms
ENAD- Ethiopian National Association For the Deaf.
IDEA- Individuals with Disabilities Education Act.
ILO- International Labour Organization.
LRE- Least Restrictive Environment
MOE- Ministry of Education
NETP- New Education and Training Policy
NGO- Non Governmental Organization
UNESCO- United Nation Education Scientific and Cultural Organization
WHO- World Health Organization
Abstract
Students with disabilities have the legislative right for education in the least
restrictive environment and they have the right to be equally treated as the
non disabled students. These students have the potential to be equally
successful if they are taught in manners that decrease the effect of their
disabilities on their education. Because of the impact of their disabilities on
their education, only a few are privileged to join the preparatory schools.
However, these students face many problems. The objective of this thesis is
to examine these problems and give comments on how to solve them. For
this purpose, the researcher selected three preparatory schools from region
14 where these disabled students are learning 44 disabled students, 7
physically impaired, 2 hearing impaired and 38 visually impaired were
selected to examine the educational problems they face and promote special
needs education. The number of the disabled students was manageable,
hence available sampling technique was employed. The disabled students
were the main data sources of the research. Teachers of these students, the
principals, guidance and counselors, the librarians of the three schools and
an expert in special needs education of region 14 education bureau were
supplementary sources of data. The instruments of data collection used
were likert type questionnaires for the disabled students and for the
teachers, unstructured interview for the principals, guidance and
counselors, librarians and the expert. Seven research questions were asked
as a guide in the examination of the problems. Based on these research
question data were collected. The examination of the data revealed the
following results.
• Teachers’ inefficiency to identify the needs of the disabled students,
select and use the appropriate method of teaching.
• The absence of material provision by the responsible authorities.
• The inappropriateness of the architecture of the buildings and the
physical environments.
• The inefficiency of guidance and counseling services
• Lack of skills in how to make friends by the disabled students.
• It is also found out that teachers are positive toward mainstreaming
disabled students, except that they lack the necessary knowledge in
teaching people with special needs. In spite of all these problems
most disabled students perform very well which might be attributed
to their own effort.
Finally it is concluded that disabled students face many educational
problems which should be given due attention by the government,
principals, teachers and guidance and counselors. Recommendations are
then given by the researcher which might help in alleviating the educational
problems of the disabled students learning in the preparatory schools of
Addis Ababa.
List of Appendices
Appendix 1. English version of Questionnaire for students ...................... 87
Appendix 2. Amharic Version of questionnaire for students ..................... 93
Appendix 3. Checklist for Classroom observation .................................... 98
Appendix 4. Questionnaire for teachers…………………………………….99-103
Appendix 5. Coding Sheet and System……………………………………104-105
CHAPTER ONE
THE PROBLEM AND ITS APPROACH
1.1. Background of the study
For centuries, the educational provision of children with special needs has
ranged from total exclusion and denial of access, segregated provision,
partial and full integration to inclusion (African Journal of special
Education, 1999 cited in Tinsae,2000). The segregated form was catered in
special schools for the more seriously handicapped. Recently global
educational reforms have focused on education for all and inclusive
education. In addition to the goals of access and equity, one other main
trust of the education for all movement is quality of learning. The latter goal
shifts the emphasis of education from more access and participation to
enrichment of the learning with useful knowledge, reasoning, ability, skills
and values. It is argued that this usually takes place in the environment
where learners receive support required to benefit from education (UNESCO,
1996). Schooling for children with special needs is part of the overall
movement towards education for all. The challenge for teacher education is
that to support the learning process of these students all teachers should be
prepared with this principle in mind. To do this, it has been suggested that
at the pre service level, special education needs content be integrated into
regular curriculum and educational psychology teacher courses. This
content could cover issues on children with special needs and equal
educational opportunity, identification and assessment to meet special
needs, special aids and equipment, classroom management, support
services and specialized need services (Jangira cited in UNESCO, 1996). In
the context of our country education as the right of all citizens regardless of
sex, nationality, economic status and disabilities is stated in the Ethiopian
constitution. It emphasizes the need to allocate resources and provide
assistance to disadvantaged groups (art. 41 and 91). The educational index
of persons with disabilities in Ethiopia as stated by Tirusew et.al is that
66.1% were illiterate, 17.5%, primary education and 16.4% secondary
education (Tirusew, et al 1995). The finding of this study further revealed
that the profile of the magnitude of specific disabilities in the country is as
follows: 41.2% persons with motor disorder (persons who showed inability
to walk, to sit, to eat and drink); 30.4% persons with visual impairment
(weak sighted & blind); 14.9% persons with hearing impairment (hard of
hearing & deaf), 6.5% persons with cognitive disability (Referred to as
moderate, & profoundly mentally retarded), 2.4% with behavioral problem
and 2% with multiple disabilities. This estimate is relatively lower than
other previous estimate made in the country by others including WHO. In
the education and training policy of Ethiopia (1994), It is stated that,
“special education and training will be provided for pupils with special
needs (Ministry of Education NETP, 1994). This implies that the government
has the responsibility of ensuring the provision of education for these
people. The education and training policy however lacks clarity in how
disabled students should be provided with the appropriate education.
Providing education for all, including disabled students primarily requires
the identification of disabilities. Due to the lack of identification, assessment
and support, children or students with learning difficulties or disabilities are
likely to repeat and dropout. It is evident that due to lack of identification
the number of disabled people found in the country is not clearly known.
Planning, data collection and statistics has not considered the disabled
children. Hence there are no reliable data available on inclusion or
exclusion of disadvantaged groups in education. Until now, planning, data
collection and statistics have failed to consider a large minority, that of
children and students with disabilities or learning difficulties. According to
international estimates 10-20% of any school age population has special
educational needs (ILO, 2004; Peters, 2003; UNESCO, 2001). Children or
students with disabilities or learning difficulties encounter a wide range of
barriers to learning. These difficulties are often associated with the children
or the learners. However, several other factors are also included. These
factors are quality of teaching, availability of facilities and equipments,
negative attitudes of teachers and other staff members to disabled students.
In Ethiopia, special needs education has been expanded during the last
decade in the form of special classes and units attached to government
schools. The existing special unit classes for grades 9 & 10 in A.A are in
Menelik II, Yekatit 12 and Kokebe Tsibah Schools. And most of them have
long waiting class. Consequently, significant number of children and
students are still excluded from all education. It is estimated that less than
1% of children and students with special needs get access to primary
education. (Mamo Mengesha, 2001, Tirusew et.al, 1995). Very few of them
continue in vocational secondary and higher education and are assisted by
their peers and individual teachers who have good will. There is no
organized form of support. A school’s approach to inclusion depends on the
staff’s attitude towards students with special needs. Because negative
attitudes tend to inhibit the potential of inclusion, it is important to address
these attitudes in the form of different delivery model. Ideally, we would like
to see a school that adheres to one belief and thus one model of inclusion.
Realistically, we find that teachers just like students, work in an
environment that accommodates their needs. When reasoning why some
teachers have negative attitude, Brule et.al (1983) cited in Winzer, (1990),
states that, “When faced with the prospect of integrating a physically
handicapped pupil, teachers react with anxiety, fearing that they will need
to devote a disproportionate amount of time to the child. Hence there must
be a conducive condition for teachers too, to teach the disabled in
mainstreamed classroom. This would motivate teachers to use different
models of teaching such as; consultation, team teaching, etc. The extent to
which a mainstream school includes children with special needs in the
educational, social and community life of the school ought to be an
important outcome of the quality of education for all the children who
attend the school but there are some conditions; the inclusion has to be
reasonably practical, the special needs of disabled students must be met,
arrangement must not interfere with the education of other children in the
school who are not disabled and resources must be used efficiently. Hegarty
et.al, (1988) states that, educating pupils with special needs in the ordinary
school is not simply a question of importing special education to the
ordinary school. What is required is that the school adopts its educational
provision so as to be able to cater for a wider variety of pupils. This means a
highly flexible range of provision is needed. The ordinary school is an
organic system. It must change. Changes in the school can not be made in
one part of it with out affecting other parts. Change affects the staffing,
curriculum, pattern of socialization etc. The number of preparatory schools
in Addis Ababa where disabled students are included is very few. As the
support delivered for the disabled students in the general secondary schools
(grades 9-10) is low these disabled students have difficulty to be promoted
to preparatory school. Hence their access for preparatory education (grades
11-12) is insignificant. Those students, who by their effort, have the
opportunity to join the preparatory program still are not supported and
provided with the appropriate education they needed to have. The question
to be raised here is therefore, what are the problems these students with
special needs face? What should be done to promote the present special
needs education in the preparatory schools? This paper tries to asses these
problems and to suggest ways to solve the problems.
1.2. Statement of the problem
Disabled students like the blind, the deaf the physically impaired and others
have been integrated in the regular classroom with their “normal” peers.
Their disabilities affect their education by causing learning problems. The
impact of their disabilities can be alleviated by modifying the teaching
methods, providing them with the appropriate accommodation, and
developing their self esteem and confidence through proper guidance and
counseling. However, problems are often observed associated with provision
of special means of access to curriculum (through special equipment,
facilities or resources, modification of the physical environment or specialist
teaching technique, provision of modified curriculum according to the needs
of the disabled students). So based on these and other problems not cited so
far the study attempted to answer the following research questions.
♦ Do teachers identify the needs of disabled students and use a
teaching method that fits their needs?
♦ Does the school provide them with the necessary educational inputs
according to their disabilities?
♦ What are the environmental problems encountered by the students
with disabilities?
♦ What does the attitude of the regular class teachers towards students
with disabilities look like?
♦ How do the disabled students relate with their peers?
♦ How do they perform when compared to their “normal” peer?
♦ What does the support given by guidance and counselors look like?
1.3. Objectives of the study
The study generally attempted to identify the major problems disabled
students face in their teaching and learning process and suggested
solutions to solve the problems.
♦ To examine whether or not teachers employ different methods of
teaching and provide them the necessary support their disability
demand for effective learning.
♦ To assess whether or not the schools provide the necessary
facilities, equipments and resources.
♦ To examine the environmental problems they face that hinder their
learning process.
♦ To examine the relationship of the disabled students with their
“normal” peers.
♦ To examine the attitude of teachers towards the disabled students.
♦ To examine the support given by guidance and counseling service.
♦ To asses their achievement by comparing their rank with their
“normal” peers.
1.4. Significance of the study
This research is intended
♦ To enable teachers, directors, supervisors, policy makers and
education officials become aware of the problems of disabled students
included in the normal class and find solution for their problems.
♦ It can be used as a reference when setting up new integrated schools
♦ It helps parents and other interested body to understand the
educational problems of the disabled children and follow up the
implementation of the recommended solutions.
♦ It helps curriculum developers to get insight about what should
curriculum for inclusive education be, from the implications of the
result of the study.
♦ It initiates others to make further research in this field.
♦ Disabled students will also be the main beneficiaries of the research
1.5. Delimitation of the study
Disabilities are so varied that all types of disabilities were not included in
this study. Hence the study was delimited to the visually impaired, the
hearing impaired and physically impaired students mainstreamed in the
regular classes of grade 11 and 12 preparatory program. The study was
conducted in three preparatory schools namely Menilik II, Yekatit 12 and
Addis Ketema preparatory schools. The student researcher purposefully
selected these schools because the students with these disabilities were
found more concentrated in these schools than in other preparatory schools
in Addis Ababa. The study also focused only on the disable students who
learn in the preparatory classes (10+1 and 10+2). Previously, Studies had
been conducted on the problems of visually impaired and hearing impaired
students. However, I believe the study concerning the problems of physically
impaired students is what makes this study different from the others.
1.6. Definition of terms
Deaf: - a hearing impaired person where the sense of hearing is non
functional for the ordinary purpose of life.
Disability - A physical, or neurological deviation in an individuals make
up. A disability may or may not be a handicap to an individual
depending on one’s adjustment to it. The terms disability and
handicap often have been considered and used synonymously,
but this is not accurate, as handicap actually refers to the effect
produced by disability.
Hard of hearing: - a hearing impaired person where the sense of hearing
is defective but functional, with or without a hearing
aid (Nielsen, 1997).
Integration- The placement of children with handicaps in educational
programs serving disabled students also serving children with
out handicaps. A similar term is mainstreaming.
Inclusion- Educating exceptional students regardless of type or severity
of disability in regular classroom in their neighborhood schools,
also known as full inclusion (Yesseldyke, 1995)
Inclusive education- refers to an education system that is open to all
learners regardless of poverty, gender, ethnic background
language, learning difficulties and impairment. Inclusion
emphasizes that all children and students can learn.
The educational environment must be adjusted to meet
the needs of all learners. (Brennan, 1985).
Special educational need- a special educational need exists when any
disability (Physical, sensory, intellectual, emotional, social
or any combination of these) affects learning to the extent
that any or all of special access to curriculum, special or
modified curriculum or specially adapted conditions of
learning are necessary if the pupil is to be appropriately
and effectively educated. (Brennan 1985)
Visual impairment:- The diminishment of the ability to see
(Nielsen, 1997).
CHAPTER TWO
REVIEW OF THE RELATED LITERATURE
2.1 HISTORY OF SPECIAL NEEDS EDUCTION
Historically people with disabilities were often placed in hospitals,
asylums or other institutions that provided little, if any, education.
Special education programs are relatively recent origin. As with ordinary
education, the education for children with disabilities was began with
individual and charitable organization (Ainscow,M. 1994).
Government intervention followed at first in order to support voluntary
efforts and finally to create a national framework in which public and
voluntary agencies could act in partnership to see that all children
receive a suitable education ...Many of the current practices of special
education have developed since the early 1960s. During the early parts of
that period, only those with perceived handicap were categorized as
disabled, and special education was provided for these small
populations. In the later 1960s and early 1970s concern for children in
ordinary schools who were perceived as making unsatisfactory progress
began (Ibid). New ideas and trends rose which were challenging the
existing provision. Adams, (1986) cited in Ainscow, (1994) summarized
six important trends.
I. A growing understanding that handicapping conditions are much
widely spread, more varied and more complex than the system of
categorization based on medical criteria.
II. The awareness that educational and developmental difficulties of
young people are likely to arise as much from disadvantageous
circumstances as from individual characteristics.
III. Acceptance of the fact that parents of children can contribute to
their children’s development.
IV. The recognition that early intervention and continuing attention with
regular review and appropriate modification of support programme
to meet the changing needs of children with special needs is
essential.
V. A recognition that there is no sharp divide between “handicapped”
and “normal” but rather a range of individual needs across a
continuum.
VI. The understanding that every young person including the
handicapped has the right to have a full independent life as
possible, hence young people with severe difficulties must be
integrated and main streamed in schools and community life (Ibid).
This movement resulted in the enactment of PL 94-142, The
Education for All Handicapped Children Act (1975), now renamed as
the Individuals with Disabilities Education Act (IDEA). This legislation
mandated that all students with disabilities be provided with
appropriate instruction in the least restrictive environment (LRE)
(salend, S.J, 1994).
2.2. THE ISSUE OF INTEGRATION
Special education in separate special schools which was the predominant
form of provision by many countries serve only very limited number of
students leaving many children with disabilities with little or no education.
This observation gained from UNESCO survey (1988b) led the participants
in UNESCO consultation in special education (1988a) to make the following
statement (Ainscow, 1994). “Given the size of the dominant and the limited
resources available the education and training of the majority of disabled
persons cannot be met by special schools and centers. Hence
mainstreaming is taken as an alternative .They suggested that vast majority
of children with disabilities and many others who experience difficulties
could be helped in main stream schools by relatively minor adjustment to
the teaching that is provided. Salend, (1994) defines integration as other
planned interactions between students. For instances the placement of
students with mental retardation into a physical education class with their
regular education peers twice a week. This definition however has a very
narrow meaning. Hegarty, et.al., (1981) describes integration in its widest
usage as a process of making whole, of combining different elements into a
unity. As used in special education, it refers to the education of pupils with
special needs in ordinary schools. Integration provides a “natural”
environment where these pupils are along side their peers and are freed
from isolation that is characteristics of much special school placement. The
concept of integration is a complex and dynamic one. It has evolved from a
simple opposition to placement in a special school to encompassing a
variety of arrangement in ordinary schools. This diversity by arrangement is
descried in two ways’ First in terms of nature of association between the
“Special group” and the ordinary school and secondly in terms of
organizational structure. (I bid).
2.2.1. Associational integration, Warnock distinguishes three main forms
of integration in terms of association, Locational, Social, and Functional.
Locational integration- exists where special units or classes are set up in
ordinary school share the same site.
Social integration-is where children attending a special class or unit eat,
play and consort with other children and possibly share organized out of
classroom activities with them
functional integration- is the fullest form of integration and is achieved
when location and social integration lead to joint participation in
educational activities where children with special needs join, part time or
full time, the regular class of the school, and a full contribution to the
activity of the school (I bid).
2.2.3. The organizational structure
Hegarty, et.al., (1981), further elaborates that the second way of
explaining the concept of integration is to describe the different
organizational arrangements it encompasses. One of the most popular
follows Deno’s (1970) cascade model. Following this in England as Hegarty,
et.al., (1981) stated, official reports like Warnock report and Snowdon
Report have sought to describe the organizational arrangement in terms of a
continuum between placement in an ordinary class with out support and in
a residential special school. These vary slightly, but the essential pattern is
something as follows!
i. ordinary class with support in classroom
ii. Ordinary class with withdrawal
iii. Special class part time, ordinary class part-time
iv. Special class in ordinary school full-time
v. Special schools with contact with ordinary school
As Salend, S.J, (1994) cited from (Stephens, Black Hurst, & Magliocca,
1982), a student with disability would be placed in one of the placement
alternatives based upon the student’s individual needs, skills, abilities, and
motivation.
2.2.4. Arguments for mainstreaming (Integration)
Salend, S.J, (1994) stated that... proponent of mainstreaming support it for
the following reasons. Mainstreaming allows students the opportunity to
learn from and interact with each other, prepares all students for their
career and lives in a setting that is more representative of society. It
promotes the academic and social development of all students. It fosters the
development of an understanding and appreciation of individual differences
and finally it infuses the skills of special educators in to the school and
curriculum.
2.2.5. Arguments against mainstreaming (Integration)
Opponents of mainstreaming argue against mainstreaming because of the
following reasons. They state that regular educators are not trained to work
with students with special needs. They also argue that students with special
needs will require excessive amount of teacher time there by impeding
progress of others. Further more they say that regular educators and peers
have negative attitude toward students with a special needs, which will
result in the isolation and stigmatization of students in the regular
education milieu. They also state that regular education is not structured to
accommodate the needs of students with disabilities. Finally they give
reason that students with special needs will be denied services and
specialized instruction and fall further behind their peers (Ibid).
2.3. Early Intervention
Early intervention is the delivery of a variety of intervention services to
children from birth to 6 years of age and it has been successful in
promoting growth in terms of increased acquisition of physical, motor,
cognitive, language, speech, socialization and self help skills (Salend
1994). According to Brook-Gunn and Lewis (1983) cited in Winzer,M.,
(1990) early intervention serves; in identifying children who are at risk
for handicapping conditions, diagnosing handicapping conditions,
predicting the child’s future level of functioning and prescribing
treatment.
2.4. Special needs education in Ethiopia
As stated in Tirusew, (2006), special needs education at present is
provided either by government or non-government and charity
organizations. The government has established special needs education
classes attached to ordinary schools. (All of them are but under
resourced. As reported in the special needs) education program strategy,
MOE (2006), there are 17 special needs education schools, 11 of them
run by non-governmental organizations. There are over 30 organizations
promoting inclusive education or supporting students with disabilities
who study in ordinary schools. In the strategy, it is further stated that,
needs assessment and data collection and cooperation is needed. The
legislation of Ethiopia also has provided universal right to education and
emphasizes the need to allocate resources and assistant to
disadvantaged groups. (Art. 41 and 91).
2.5. Prevalence of disabilities in Ethiopia
In describing the prevalence of disabilities in Ethiopia Tirusew, et.al.
(1995) stated that, taking the school age population in the age group (7-
16) of 15,203,092 (MOE, 2005) and the prevalence of apparent
disabilities among children in to consideration, there may be a minimum
of 456, 092 school children and youth with common disabilities. However
it is stated further that there is no full and reliable data on the incidence
prevalence and the situation of persons with disabilities. The data
available is fragmentary incomplete and sometimes misleading (Tirusew,
2005). Based on the report of the Ethiopian government the number of
persons with disabilities constitutes 1.9% of the total population. On the
other hand it is stated in Tirusew et.al (1995) that the 1995 focused
based line survey of persons with disabilities in Ethiopia revealed the
prevalence of disabilities to be about 2.95%. The study further revealed
the problem of the magnitude of specific disabilities in the country as
follows; 41.2% persons with motor disorder, 30.4% with visual
impairment, 14.9% persons with hearing impairment, 6.5% persons with
cognitive disability (referred to as mild, moderate, and profoundly
mentally retarded, 2.4% persons with speech and language impairment,
2.4% of persons with behavioral problems and 2% persons, with multiple
disabilities. (Tirusew, 2005 cited in Tirusew 1995).
2.6. Research activities made in Ethiopia
Although not for all disability types, education for the disabled in
Ethiopia is not a recently began activity. Rigby, (1970) cited in Tinsae,
(2000) stated that; the Ethiopian orthodox church had been teaching the
blind in traditional way. Moreover, she affirmed that before the 20 th
century, the Ethiopian Orthodox Church by using the traditional method
of teaching (Oral memorization) had been, delivering religious education.
This method of instruction attracted the blind students to learn morally.
As Rigby, (1970) stated, it was this time Ethiopia started an organized
integrated system of education for the blind. In the 1930s, the Ethiopia
school system began to follow the Western academic type, where no real
attempt was made to integrate blind students. This weakened the
traditional form. Later on charity organization initiative motivated the
government to open residential schools. Thus some elementary schools
were opened in several administrative areas; Sebeta, Bako, Shashemene,
Wolayita Sodo, Gimbi, Asmara and Dire Dawa (Rigby and Sawaraga,
(1970) cted in Tinsae 2000). As Azalech 2005 stated, on the other
side,educational provision for children with hearing disability in Ethiopia
is very little known. However, the Ethiopian National association of deaf
(ENAD), (1999) cited in Azalech (2005) pointed out that educating the
deaf informal schools started a few years back. Special schools for
hearing impaired were first opened by the non-governmental voluntary
organizations in 1962… currently it appears that the opening of special
classes and integrating hearing impaired students in regular classes is at
a growing rate bringing students into closer physical proximity for
possibly better social interaction, (Azalech, 2005). However, researchers
approved that the educational provision for disabled students has
problems. The problems may vary according to the disability type, the
severity of the disability, the socio economic status, and the condition of
the organization that caters the education. For instance, the research
finding by Azalech, (2005) indicated that the major problem of hearing
impaired students is language and communication problem, which has a
great influence on the students’ social interaction and academic
achievement. It also indicates that the absence of sign language on the
part of teachers and hearing students may cause academic and social
problem. Research also indicated that lack of support from educational
authorities has influenced the education of hearing impaired students.
Researches made by different researchers on visually impaired students’
learning in integrated classes in different areas indicate that, visually
impaired students have a problem of getting Braille texts, Braille paper
and stylus, visually impaired students are affected by the negative
attitude non disabled students have towards them, insufficiency of
guidance and counseling services, inadequacy of the support given by
teachers for visually impaired students, inadequacy of attention given by
educational authorities, shortage of effort made by schools to solve their
problems (Tensae, 2000, Desalegn, 2006, Anto, 2004). On the other
research made on hearing impaired students concerning the attitudes of
teachers and students regarding the integration of hearing impaired
students into regular class by (Abebe G/selasie, 2000) concluded that
though there seems to be a general truth that integration is favored for
its social and academic benefits particularly for children with special
needs, the obtained result in his study did not confirm this truth in
large. He stated that though regular class students appeared to have a
some what positive attitude towards integration, the majority of hearing
impaired, students special class teachers and regular class teachers did
not support the integration of hearing impaired students into regular
classes: Information obtained from the focus group discussion and from,
key informants confirmed that there was no smooth social relationship
between the hearing impaired and regular class students. The major
factor for disfavoring the integration of HI student were mainly related by
communication problems, feeling of incompetence in facing challenges
that may be encountered in the integration process (Abebe G/selassie,
(2000).
2.7. Disabilities of common type
2.7.1. Visual impairment
A student with visual impairment has impairment in vision that, even with
correction, adversely affects a Childs educational development. Visual
impairment includes both partial sight and blindness (Yesseldyke, 2004,
Salend, 1994). Students with severe visual impairments are usually
identified before they enter the school, although some partially sighted
students may not be identified until they reach school age, when visual
demands increase (Yesseldyke, 2004)
2.7.1.1. Causes of visual impairment
Heredity is the major cause of visual impairment. Other factors include
infectious diseases, poisoning, diabetes, tumors and pre-natal
complications. Aging has become a primary cause of blindness in the elderly
(Salend, (1994)
2.7.1.2. Classification of visual impairment
According to Yeseldyke, (2004), there are three ways in which vision may be
limited... Visual acuity, the field of vision may be restricted, & color vision
may be restricted.
Visual acuity- refers to the clarity or sharpness with which a person sees.
The method of measuring visual acuity is derived from the use of the
Snellen wall chart. A person is described as having normal vision (20/20 in
both eyes) if, at 20 feet from the chart that person is able to distinguish
letters that an average person can distinguish at 20 feet. A rating of 20/200
means that the person can distinguish letters at 20 feet that the average
person can distinguish at 200 feet. Conversely 20/10 means the person is
able to distinguish letters at 20 feet that the average person can distinguish
only at 10 feet.
Field of Vision- A person’s field of vision may be restricted in two ways.
First, a person may demonstrate normal central visual acuity with a
restricted peripheral field. This is usually referred to as tunnel vision.
Second, a person may have a scrotoma, a blind or dark spot in the visual
field. If the spot occurs in the middle of the eye, it may result in central
vision impairment, particularly if both eyes are impaired.
Color vision- is determined by the discrimination of three qualities of color;
hue (such as red versus green), saturation (pure versus muddied color), and
brightness (vibrant versus dull) reflection of light. The essential difference
between people who have color blindness and those who do not is that hues
that appear different to normal person look the same to color blind person.
Color blind persons frequently do not know that they are color blind unless
they have been tested and told so. Most color blindness is partial; the
person has difficulty distinguishing certain colors, usually red and green.
Total color blindness is extremely rare. Color blindness is an inherited trait
found in about 1 out of 12 males and about 1 out of 200 females. There is
no care for color blindness, but the condition is not usually regarded as
disability. According to Nielsen, (1997), blindness can also be classified as a)
partially sighted (b) legally blind (c) low vision and (d) totally blind.
2.7.1.3. Classification of degrees of visual impairment.
In describing the degrees of visual impairment Nielsen, L.B (1997) classified
it as follows...
a) Partially sighted person has lost most of his or her sight. He/she can
not see much more than light or some large shapes and has central
visual acuity of 20/70 to 20/200 in the better eye with correction.
This means with correction he/she sees at 20 feet what the normal
eye sees at 70 to 200 feet.
b) A legally blind person has central visual acuity of 20/200 or less with
correction in the better eye or has a very limited field of vision, such
as 20 degrees at its widest point. A person who is legally blind sees
with correction at 20 feet what the normal eye sees from a distance of
200 or more feet.
c) low vision usually refers to a severe visual impairment, but it is not
necessarily limited to distant vision. Low vision also applies to all who
have difficulty reading news papers or other reading material, even
with correction.
d) A totally blind person is the most visually impaired
2.7.1.4. Etiology of visual impairment
Visual problem arise from any interference with the formation of images on
the retina or the transmission of retinal images to the brain (Harley and
Lawrence, 1977 cited in Winzer, 1990). Optical errors, defect of the eyes,
diseases, syndromes and associated conditions all affect vision to a greater
or lesser extent. The following exhibit shows an outline of some visual
conditions, their consequence and their etiologies.
Table 1. Visual Condition and their etiology
Category Example Manifestation Etiology
Refractive errors Myopia Near sightedness slightly out of
Shape eye ball;
light does not hit
directly on the
retina
Hyperopia Long sightedness
Astigmatism distorted or blurred vision
Eye pathologies Glaucoma impaired outflow of Congenital;
vitreous fluid, causes heredity; aging
pressure on eyeball
Retinoblastoma Malignant tumor of genetic
the retina
Albinism lack of skin pigmentation genetic error of
metabolism
Optic nerve atrophy Nerve degeneration damage to the
optic nerve
Retinitis pigmentosa Narrowing of field hereditary
of vision condition
Ocular motor strabismus See double arise from disorder
problems of the eye muscle
nystagmus Rapidly moving eye ball
Amblyopia Lack of depth
perception
Other problems color blindness deficient in color genetic
Vision
Photophobia extreme sensitivity to
light
Cataracts growth over lens Aging; heredity,
disease & infection
2.7.1.5 Adaptive devices for visually disabled students
Visual and print impaired students acquire information from print materials
by using the following devices...Kurzweil Reading Machine- an electronic
device programmed to recognize letters, group letters into words, pronounce
words. Printed materials are placed on the glass top of the machine,
students can pause, rewind, move ahead, spell words, control pitch and
volume by pressing buttons. Optacon - a camera like device that can be
moved along a printed page. It translates the image into a tactile Braille type
representation or converts it into speech. Optical aids- are magnifiers of
different kinds. Tele- Braille- facilitates communication for deaf and blind
individuals by converting a message typed on a Braille keyboard into print
on a video monitor, which is read by a sighted person. The sighted person
then types a response which is converted into a Braille display. Electronic
devices... Curriculum access can be addressed effectively and efficiently by
assuring that disabled students have the appropriate tools. A wide range of
products have been developed for the blind that are referred to variously as
‘assistive’ technologies. As Shepard, (2001) in Desalegn, (2006) stated these
technologies include: traditional devices like long cane, magnifying glass,
portable Braille, type writer, hand held video camera, talking
calculator/clock/ dictionary/ measuring device cassette recorder and dicta
phone, large print books and raised line drawings), as well as more recent
technology associated with the computer (e.g. Braille key caps, Braille
embosser, Braille display, screen reader, screen magnifier, speech
synthesizer, text–to-speech software, scanner, electronic travel aid,
personal navigation assistant and laptop. These tools are however very
expensive.
2.7.1.6. Orientation and Mobility
As stated in Kirk (1986) training blind children and adults to move about in
their environment is very important. The situations that force dependence
and can cause the greatest personality and social problems for visually
impaired individuals usually involve mobility. Tools for improving mobility
for adults include; long canes, seeing- eye dogs, sighted guides. But children
and high school students must also learn to move about their environment
independently and safely. This is why orientation and mobility have become
part of the curriculum in all schools for blind children.
2.7.1.7. Map and chart reading
A favorite curriculum for children with visual handicaps are models or
tactile maps representing spatial relationships that students can mater
through their sense of touch (kirk,1986).
2.7.2 Hearing Impairment
2.7.2.1. Characteristics of hearing impairment
The manifestation of faulty hearing, whether due to a malfunction of
physical apparatus or of perceptual processing, are amazingly similar. Both
types of problems result in inadequate assimilation of auditory information,
and hence difficulties result in language and speech, (Bock miner, 1981
cited in Solomon, 2005). Many people are not aware of that there are two
dimensions to the sense of hearing. First, the intensity, or loudness with
which sound is received, and second, the quality, or clarity with which
sound is received. Difficulties concerning only the loudness factor are due to
conductive losses and can usually be helped with the use of hearing aids.
Difficulties with clarity, however, are due to sensory neural losses. Such
losses are usually caused by damage to nerve fibers in the inner ear, (Allen,
1989 cited in Solomon, 2005).
According to Kirk (1962), a hearing impaired person is considered to be deaf
if the sense of hearing is not functional for the ordinary purposes of life, or
hard of hearing when the sense of hearing is defective but functional, with
or without a hearing aid (Ibid).
2.7.2.2. The causes of hearing impairment
The causes of deafness can be heredity or environmental factors. Total
deafness, which is rare, is usually congenital. Trybus, (1985) cited in
Salend, (1994) identified the primary causes of hearing impairment as
hereditary, maternal rubella, prenatal and perinatal complications,
meningitis and child hood diseases and injuries.
2.7.2.3. Classification of hearing impairment
There are two types of hearing losses; conductive and sensori-neural
(Gearheart, Weishahun & Gerheart (1988). The most common cause of
hearing loss in childhood is middle ear infection (ottitis media), which
causes fluid to collect in the Eustachian tube. This gives rise to conductive
hearing loss. It affects about 1 in 4 of young children. Sensory neural
deafness is much less common (affecting about 1 in 1000), but is usually far
more severe in its effects. The condition is usually permanent as a result of
irreversible damage to the nerve endings of the inner ear. It may be caused
by infection from rubella, viral damage or it may be inherited (Roe & Ross,
1988).
2.7.2.4. Measurement of Hearing loss
Hearing impairment is detected by an apparatus called audiometer. Both
hertz and decibels are used in hearing tests to find out the degree of loss. A
sound’s intensity or loudness is measured in Decibels (dB), and its
frequency or pitch is measured in hertz (Hz) (Nielsen, 1997, Roe &
Ross,1988). The authors classified the degree of hearing impairment as
follows.
25-40dB=mild
41-55dB= moderate
56-70dB= moderately severe
71-90dB= severe
91+dB= profound
2.7.2.5 Communication system for hearing impaired people
Nielsen, Lee Brattland, (1997) enlist and describe the different types of
communication system as follows.
Sign language- is one variety of communication system used by hearingimpaired
people. It uses the visual medium rather than the auditory.
Finger Spelling- is a manual alphabet. It is similar to writing in air
Speech reading (lip-reading)- the deaf person watches the speakers lips,
facial expression, and gestures. Cued speech- uses eight hand shaped in
four possible positions to supplement the information that is visible on the
lips. Oral communication- refers to the use of speech residual hearing and
lip-reading. Some researchers believe that all deaf children may have
functional residual hearing. Simultaneous communication- uses both
spoken words and finger spelling. The person who has a hearing impairment
lip-reads along with the sign and finger spelling of the speaker. Total
Communication- uses all possible methods of communication. E.g. sign,
finger spelling, speech reading, gesture, reading, writing and any modal that
will result in clarity and ease of communication (Evans, 1982 in Tirusew,
200)
2.7.3. Physical impairment
As noted in Salend (1994), two types of physical disabilities are recognized
by the United States department of education (1977); orthopedically
impaired and other health impaired. Orthopedically impaired students
are defined as having the following; A severe orthopedic impairment which
adversely affects a child’s educational performance, (which includes
impairment caused by congenital anomaly (e.g., clubfoot, absence of some
member, etc), impairments caused by diseases e.g. poliomyelitis, bone
tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy,
spina bifidia, amputations, and fractures of bone which cause contracture
(USOE, 1977 in Salend, 1994)
Other health impaired- is defined as the following; having limited strength,
vitality, or alertness, due to chronic or acute health problems such as a
heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell
anaemia, hemophilia epilepsy, diabetes, leukemia which adversely affects a
child’s educational performance (Federal Register, 34, July 1, 1985 cited in
Salend 1994).
2.7.3.1. Cerebral palsy and associated disorders
The brain is the control center of the body. When something goes wrong
with the brain, something happens to the physical, emotional, or mental
functions of the organism (Kirk, S.A, 1962). An injury to the brain or lack of
development of the brain is likely to result in disabilities of various kinds.
Cerebral palsy refers to a ‘palsy’ or motor disability resulting from, a
deficiency in the cerebrum (brain). Injuries to the brain or part of it can
cause mental disorders like mental retardation, language disorders
(aphasia), reading disability (dyslexia), writing disability (agraphia), inability
to understand words (word deafness), and various forms of motor
incoordination including cerebral palsy. “Cerebral” means “brain”, and
“palsy” means “a motor disability”. Cerebral palsy refers to a motor disability
caused by a brain dysfunction, characterized by paralysis, weakness in
coordination, or any other aberration of motor function caused by pathology
of the motor control center of the brain. In addition to this motor
dysfunction, cerebral palsy may include, learning difficulties, psychological
problems, sensory defects, convulsion and behavioral disorders of organic
origin (Ibid).
Kinds of cerebral palsy
a Spastic paralysis (hypertonia) - in spastic condition one or more limbs
of the body may be affected. Balance is absent and instead of a smooth
movement there are jerky, uncontrolled movements, with the spasmodic
contraction of the muscles. The child is able to move the affected muscle
voluntarily since the muscle is normal, but the movement is slow,
explosive, and poorly performed (Ibid).
b Athetosis- children with athetosis walk in a lurching, writhing, and
stumbly manner. (Ibid).
c Ataxia- An individual with ataxia experiences difficulties in balancing
and using hands (Salend, 1994).
d Hypotonia- An individual with hypotonia has loose and flaccid muscles
and may have difficulty maintaining balance (Salend 1994).
2.7.3.2. Spina Bifidea
Spina bifidia is a condition that is caused by a defect in the vertebrae of the
spinal cord and usually results in some type of paralysis of the lower limbs
as well as loss of control over bladder functions; Students with spina bifidia
often have good control over their upper body but may need to use some
type of prosthetic device for mobility such as a walker, braces, or crutches.
They also may require the use of a catheter or bag to minimize their bladder
control difficulties (Salend, 1994). Spina bifidia is a congenital defect in
which part of one or more vertebrae fails to develop completely, leaving part
of the spinal cord exposed. According to the spina bifidia Association of
America as cited in Nielsen (1997), “It is a defect in the bony spinal column
where the spine failed to close up to form one piece during the first two
months of pregnancy. It is a permanently disabling defect occurring with a
higher frequency than dystrophy, polio, and cystic fibrosis. Its cause is
unknown. Both genetic and non genetic factors are believed to be involved.
It’s occurrence in siblings is 3%-5%. Spina befidia are classified as;
spinabifidia occulata, myelocele, meningocele, and encephalocele.
Spina bifidia occulata - is the most common type and the least serious
form. In this form, there is an opening in one or more of the vertebrae of the
spinal column with out the damage to the spinal cord. There is little
external evidence of this form except for a possible dimple of tuft of hair over
the underlying abnormality. At least 40% of all Americans may have spina
bifidia occulta. Most do not even know they have it because they experience
few or no symptom. Myelocele (meningomyelocele)- is the severest form
where the portion of the spinal cord protrudes through out the back. In
some cases the sacs are covered with skin and in others, tissues and nerves
are exposed. A child with myelocele is generally severely handicapped and
may have other associated abnormalities such as cerebral palsy, epilepsy,
mental retardation and visual problems. 70%-90% of children with
myelocele may have hydrocephalus (a fluid build up in the brain).
Meningocele- is less severe than myelocele the spinal cord remains intact
but the meninges, or proactive covering around the spinal cord, have
pushed out through the opening in a sac called meningocele. It can be
repaired with little or no damage to the nerve path way.
Encephalocel- in this type the protrusion occurs through the skull and
results in severe brain damage.
Characteristics
Depending on the type of spina bifidia a child has, he or she may be heavily
braced or be indistinguishable from other children: However, the American
spina Bifidia Association has presented the following characteristics.
Varying degree of paralysis, weakness in the feet and, ankles, and/or legs,
diminished feeling in the feet, ankles, and/or legs. Incontinence both bowls
and bladder from nerve damage, resulting in occasional accidents and a
probable need for clean intermittent catheterization during school hours.
Shunting of fluid from brain, learning disabilities, perhaps resulting from
perceptual difficulties and/or damage of the brain, Motor difficulties in the
arm and hands children with spina bifidia are similar to other children in
their intellectual ability, ranging from gifted to developmentally delayed. The
majority will have normal to above normal intelligent (Nielsen, 1997 & Kirk,
1962).
2.8. Teaching Methods and styles
Method is about the manipulation of the learning in which pupils are
involved Brennan, W.k (1985). Teaching methods are of the utmost
importance, for through them the school achieves objectives, satisfies aims
and makes a reality of the individualization of curriculum and teaching for
pupils with special educational needs. Teaching methods should be
subjected to evaluation and discussion with purpose. Theoretical
contemplation and analysis must be closely related to actual work in
classroom in which new ideas or modification or the existing are tested and
evaluated with the pupils they are intended to benefit (Ibid). Hence, in
explaining what a teacher ought to do Moss, G., (1995) states that a teacher
should never be rigid. He should never expect pupils to fit into the
curriculum; rather he should tailor the curriculum to meet the learning
needs of individuals. Teachers, need to be more varied and flexible in their
teaching, so that all students including those with special needs are able to
take part. Moss, (1995) further states that, a flexible teacher is concerned to
bring the content of lessons alive by different means so that all children are
engaged from the outset. Resources and activities are designed so that
pupils of varying abilities can get something from them, working at different
speeds and levels. Learning is organized to take account of these pupil
differences. In general teacher is required to differentiate. Differentiation
should not be confused with “individualized learning” there are distinctions.
All children are individuals and there are times when specific help will be
required by one child from one teacher. However this entails all pupils
working on different materials, interaction between teacher and children
becoming superficial, brief and infrequent (Ibid).
2.8.1. Teaching styles and presentation (General considerations)
Moss, (1995) mentioned the following considerations to be taken during the
processes of teaching.
a) Planning topics- consider the size of the task and the amount of
topic to be completed. When introducing a new topic, remember that
this new topic needs to build on and link with the pupils’ earlier
experiences if it is to be absorbed. At this stage, issues such as the
level of language complexity, familiarity of vocabulary, concepts and
any technical information can be discussed (Moss, 1995).
b) Lesson pro-forma- Where it is important to introduce new terms, key
concepts, or technical vocabulary, these can be written on a handout
or profile could be produced giving additional explanations and
highlighting lesson content in terms appropriate to your pupils’
existing levels of comprehension. There is more likelihood of success
when every one understates and shares the reasons for doing a task,
the material to be used, the questions to be addressed, the time
available and what is anticipated as the outcome.
c) Multimedia presentation- long stretches of unrelieved listening,
without any visual illustrations, practical tasks or concrete examples
can be very tiring for some pupils, particularly those with limited
listening skills or poor attention span. Multimedia method
presentation can be used to reinforce key points and sustain interest.
Over head projectors, flip charts, video records, white board and other
methods of displaying lists summaries, diagrams, key concepts and
other important written dues (Ibid).
d) Classroom context- this also may influence the quality of learning.
Having a learning environment which is well ordered in terms of
materials and their uses will assist those pupils who may be clearly
distracted. Factors such as amount of movement around the room,
noise source from outside and noise generated within the learning
context, need to be considered as well.
e) Seating arrangement- Good position for listening when the child has
hearing or attention problem, most students can be helped by
adopting positions where they can see the speakers face, lip patterns,
facial expressions and natural body gesture which accompany speech.
Also important are speaking whilst writing on the board or with
competing background noise, (fans, heaters etc), addressing a child
from behead silhouetting oneself against a light source, and relying on
video sound tracks where the speaker is not visible. So too, students
who may have visual problems need to be seated in position where
they are in good light for their own work, and can focus upon visual
display which is part of the lesson activity (Ibid).
f) Hands on experience- For many children with special needs the
greatest impact is often achieved by marking out a topic area through
real-life or participatory experiences. Photographs sound recordings,
videos, role plays, artifacts, tools, archive materials, can be used to
bring more remote subjects to life (Ibid).
g) Sensory channels- A range of channels can be used when presenting
topic, including visual, tactile, kinesthetic as well as auditory
experience (Ibid).
h) Group work- all pupil particularly pupil with individual needs benefit
from cooperative group work for some of the time. Managed effectively
groups promote higher self- esteem and confidence and can involve
pupil in more positive interaction, negotiation and discussion. Group
work can extend children in the following ways; listening to others,
learning how to make suggestions, or entera discussion, putting aside
a selfish interest to promote the good of the group, willingness to help
oneanother, identify roles, such as ideas; person, technician,
manager, secretary, motivator etc (Ibid).
i) Buddy system- One strategy that works well both in primary and
secondary school context for a child with special needs, such as a
visually impaired youngster is to be ‘adopted’ by a sympathetic class
member or ‘buddy’ prior to any topic changes, important listening
points, announcements or instructions, the buddy gives a signal,
such as a nudge or quiet word, which alert the child (Ibid).
2.8.2. Modifying instruction based on specific disabilities
Students with sensory disabilities have unique needs that teachers must
address. For students with visual disabilities, teachers must emphasize
presenting information orally, for students with hearing disabilities;
teachers must focus on the use of visual stimuli to provide meaningful
instruction (Salend 1994). Teachers modify instructions for students with
visual disabilities by enacting the following
• Provide experience that allows students to learn by doing and
using manipulative.
• Give test directions, assignments, notes, and directions verbally
• Make letters and numerals on the chalkboard larger.
• Provide additional time to students with visual impairment to
complete assignments and tests, and minimize the number and
length of activities that cause visual fatigue.
• Use and allow students to use typewriters with large, clear type
when preparing written assignments.
• Record assignments or present information on an audiocassette
• Phrase questions and comments directed to students with visual
impairments to include names.
• Give directions to specify destinations with in the classroom or
school by using non-visual statements. Directions for going left or
right should be in relation to the student’s body rather than yours
• Assign a buddy to facilitate their movement through the school.
Peers can also read directions and materials, describe events in
the class room, take notes, and assist these students during drills
and other emergencies
• Provide students a copy of notes, verbalize notes as they are being
written on the board, and allow students to take notes using a
laptop computer.
• Provide students with desk copies of important visual stimuli such
as charts or maps.
• Provide audible warning signals accompanied by simultaneous
visual signals to alert students with visual impairment to
dangerous situations and fire drills (Ibid).
Teachers can modify instruction for students with hearing impairments by
enacting the following suggestion.
• Use an over head projector to present material; it simultaneously
allows the student to view both the material & the teachers lips.
• Assign a peer to take notes using carbon paper and to point to
speakers during a group discussion. A peer also can ensure that
the student is following along in the correct pace? when the class
is working on an assignment.
• Speak clearly with a normal tone of voice and at a moderate pace.
• Use visual signals to gain the student’s attention.
• Re-phrase content or questions to be more understandable
• Supplement information presented orally with visual aids
• Give test directions, assignments, and lecture outlines in writing.
• Provide the students with outlines, assignments, vocabulary lists,
and the like prior to introducing new materials.
• Establish visual signal to alert students to dangerous situations.
• Provide the student with the script of a record or filmstrip to help
the student follow along.
• Try to limit movement and unnecessary gestures when speaking
to students with hearing impairments.
• Repeat and summarize main points of orally presented
information
• Provide written models to aid students in checking the accuracy of
their assignments.
• Use an interpreter to help students coordinate the visual and
auditory messages associated with the class presentation (Salend
1994).
Educational modification for students with physical disabilities
The provision which have to be made for students who are physically
disabled are for physic cal, medical, and health reasons rather than for
academic accomplishment. If the student is unable to hold his book or write
because of his disability, it becomes necessary to develop devices that will
facilitate holding a book or communicating on paper. Because of the
heterogeneity of physically disabling conditions, it is difficult to describe
facilities for all children Kirk, (1962) points the more general modifications
as follows...
• Slippery floors, swinging doors, easily overturned equipments; stair ways
are not suitable for physically disabled students.
• The physical plant must be adjusted in a way that enable freedom of
movement .i.e. there must be ramps, elevators, handrails, wide hallways,
spacious classrooms.
• Lavatories should be equipped with handrail to facilitate independence.
• Doors should be wide enough for wheelchairs.
• The teacher can modify and use numerous aids for instructional use
(Kirk 1962)
• Motivating the physically disabled to find realistic ways to attain certain
satisfactions which are within their ability , to understand and recognize
that he has qualities which are of value , that he can succeed and
accomplish something , and to approximate independence (Ibid).
• Compensating for the physical disability by exaggerating abilities in
another area often provide much needed satisfaction.
• Promoting association with non-disabled children so that they will learn
about the activities of normal children
• Physically disabled children experience the same needs for recognition ,
security and self –esteem as do normal children and hence they have to
have guidance in adjusting to their handicap and finding compensatory
satisfaction(ibid)
2.9. Support services and facilities
Schools require support services across a broad front if they are to achieve
the curricular and organizational reforms in view here, of the priority
services in a school, the guidance and counseling service, the library service
are some. The school facility needs to be observed, examined and adjusted
according to the needs of the students with disabilities.
2.9.1. Curriculum content
As stated in Gaijarrow, (2000), the term curriculum is the most fluid
concept. For most parents it means textbooks; for teachers it includes the
text guides and perhaps the syllabi; for others it may mean content and
structures of the lessons. This is but narrow definitions of curriculum. On
the other hand Derbessa, (2004) defines curriculum in its broadest sense
as, every thing that transpires in the course of planning, teaching, and
learning in an educational institution. What ever the meanings are given
meeting special needs of the people with disabilities is the main issue. The
curriculum should be balanced in terms of the competencies and context it
includes incorporating learning related to the development of knowledge,
skills and values to be meaningful and functional for every child. Assessing
the problems of the learners with learning difficulties the important
modification in a core-curriculum may encourage schools to use the range
of available flexibilities in order to respond to local and individual
differences (winzer, 1990). The curriculum need not be rigid. It must be
flexible and leave space for local adaptation. In Yesseldyke & Algozine,
(1995) stated that, in addition to traditional academic content taught to
their peers, students with disability needs a curriculum that demands
disability specific contents which includes, Braille using, Listening skills,
use of slates etc. The lack of access to physical education activities may
hinder the children to monitor their activities other children do and create
difficulties with general health and appearance.
2.9.2. Library service
Library service is one of the support services that need to be considered .the
library must be able to entertain all kinds of students with disabilities. for
instance as Fagbulu (1985) describes , the library ought to be a spacious
hall exclusively for the purpose of stocking books , films, records , and
charts. It should be a place where people can sit down and read
newspapers, magazines, journals, and educational material in a reasonable
comfort. The furniture provided must be comfortable though not
comfortable so as to make one feel like sleeping. The library is supplied to
be a quite place and on no account must students be allowed to disturb the
peace of those using it.
2.9.3. Guidance and counseling service
The role of guidance and councilors as outlined by Deighton, (1971)
includes, counseling students to improve their self-understanding, self
acceptance, personal decision making and personal problem solving,
coordinating the use of school and community service, helping with
educational planning and placement of students within a school or in
transition between schools, servicing as a consultant to parents,
administrative and teaching staff. Conducting local research related to
pupils needs and to the effectiveness of the guidance program and
communicating and interpreting the guidance programme to the public. In
addition to this the councilor should understand the societal provision for
the disabled including educational provision, the medical, economic and
vocational rehabilitation (Gown, 1965).
2.10. Accommodations for students with disabilities (removing
barriers)
An accommodation is defined by Byrnes as an adjustment, to an activity or
setting, that removes a barrier presented by a disability so a person can
have access equal to that of a person with out a disability. Hegarty, et.al,
(1981) states that one of the most common objections to educating pupils
with disabilities in ordinary schools is that the buildings are unsuitable or
even dangerous. The difficulties are couched in terms of the physically
handicapped. Wheelchairs blocking up narrow corridors, whole areas of
multistory buildings out of reach, extra hazardous in the events of fire and
so on. There are problems too with other handicaps though these are
frequently articulated. Consideration of the physical environment tends to
focus rather narrowly on the fabric of the school building. Access, mobility,
sanitary arrangement all raise serious problems and may dictate specific
modifications to the buildings. For instance
a Parking facilities- There is a need for a suitably sized setting down area
or collecting bay close to the most appropriate point of entry to school,
sheltered provision for waiting, and accessible departure and arrival
points to the buildings.
b Approach and entrance- There must be a level or suitably ramped
approach from the public foot path to school entrance and from the
school to external play areas.
c Door and door ways- Should be wide enough to permit easy passage of
wheel chairs. Doors should have appropriate handles at convenient
heights and. There must be sufficient wall space adjacent to the door
handiest and wheel chair users.
d Internal changes of level- pupils needs to gain access to accommodation
or different levels within the school. This will entail the provision of
internal ramps, lifts or additional stair cases.
e Sanitary provision- Depending on the number of disabled pupils, there is
a need of one or more latrines with compartments accessible to wheel
chair users of either sex. These must meet various specifications in
regard of minimum dimensions, doors fittings and support rails,
2.11. Social interaction
Gearheart (1995) declares that teachers have the potential to greatly
enhance or seriously limit their students, feelings of self-worth,
achievement, and behavior. Teachers must recognize that all students need
to be acknowledged as individuals in their own right and to know that
significant others in their lives care about what they do and how they feel.
The teacher is the single most important factor in the successful
mainstreaming of student with disabilities. Teachers have profound
influence on the students’ behavior and achievement Gerhard (1996) further
illustrates that some of any students’ difficulties are the result of
interactions with peers. In fact many teachers label students difficulties as
‘problems with peers’. In some case such difficulties can be reduced by
changing seating, by some specific program of behavior managements, or
simply by modification of teacher’s attitude (Ibid). The social and economic
factors have long been central issues in discussing a child’s performance
and adjustment since differences in material circumstance, parental life
style, attitude and values basically affect the child’s learning achievement.
In relation to the negative aspect of low income of the parents on the child,
with the nutrition, housing or material goods needed for a positive, health
social and cognitive development.
CHAPTER THREE
THE RESEARCH DESIGN AND METHODOLOGY
3.1. The Research Design
This research is a qualitative research that employs descriptive survey
method. It employs the data collection instruments observation, interview
and questionnaire that characterize qualitative research. The data collected
through these instruments are analyzed qualitatively. However, simple
mathematics i.e. percentage and mean) are used to analyze and interpret
the data collected through questionnaire.
3.2. Participant is of the study
The subjects of the study were 44 disabled (28 male and 16 female)
students: visually impaired, hearing impaired, and physically impaired
students integrated in three preparatory schools of Addis Ababa. The
schools selected were Addis Ketema, Yekatit 12 and Menilik preparatory
schools. The schools were purposefully selected by the researcher because
he noticed that more disabled students are registered in these schools than
in any other government preparatory schools in the administrative region.
The subjects from Addis Ketema secondary school were 3 male and 3 female
students, all were with physical impairment. In the school specifically in
grade 11 and 12, there was no other noticeable disability except physical
impairment. In Yekatit 12 secondary school a total of 18 students, 17
visually impaired one physically disabled were the subjects of the study. The
visually impaired students were 9 female and 8 male students. The subjects
of the study in Menilik II preparatory and general high school were 18
visually impaired and two hearing impaired students. The visually impaired
students include 15 male and 3 female students. The hearing impaired
students include 1 male and 1 female students. The subjects of the study
were all preparatory students learning in grades 11 and 12. Even though
the main subjects of the study were disabled students, teachers of these
students, principals of the schools, guidance and counselors of the schools,
official from the education bureau of A.A were used as additional, sources of
data to triangulate, the information got from the students. The sites of the
research were three government preparatory schools found in A.A. Two of
the preparatory schools namely Menilik II and Yekatit12 secondary schools
are located in Gulele sub city. The third one, Addis ketema senior secondary
school is found in Addis ketema sub city. All the schools are senior
secondary schools, accommodating grades 9 to 12 students. The schools are
big, registering a total of approximately 4833 to 5098 students.
3.3. Sample size and sampling technique- because of the small number of
disabled students in the school, all visually, hearing and physically
impaired students were included in the study. Hence available sampling
technique was employed. Hence 6 physically impaired, 2hearing impaired,
and 30 visually impaired were studied.
3.4. Sources of Data- As the study employed qualitative approach; multiple
sources of data is used. The main sources of data were, visually impaired,
physically impaired, and hearing impaired students of Yekatit 12, Menilik II
and Addis Ketema preparatory impaired, a total of 44 disabled students.
However in order to triangulate the information the principals of the three
schools, the guidance and counselors, the librarians, and the teachers of
the respective schools were also used as sources of data. In addition to
these the official in the education bureau of the administrative region who is
responsible for special needs education was interviewed. And lastly
observation was made on the physical set up of the school, the library and
teachers’ activity in the classroom.
3.5. Instruments of data collection and procedures
The main instrument used was questionnaire. Furthermore, interview
and observation were also administered
3.5.1. The questionnaire
Questionnaire was prepared for both students and teachers. The
questionnaire prepared for students was in English language. But for the
sake of understanding and clarity, the English Version was translated into
Amharic language. The Amharic Version of the questionnaire was reviewed
by two English and Amharic instructors in order to check for the
consistency of the translation with that of the English version. A student of
postgraduate study in special needs education had also reviewed the
questionnaire for the validity of the content. Then the questionnaire was
administered to five students who were learning in grade 10 in Minilik II
secondary schools for pre- test. These students were not included in the
main study. The questionnaires were collected and analyzed. Based on the
analysis two items that were irrelevant were discarded. The items were
concerning laboratory service. Finally, a questionnaire with 7 background
questions, 36 items of close ended questions and 7 open ended questions
resulted. The close ended items were Likert type, five points (strongly agree,
agree, uncertain, disagree and strongly disagree). Then the student
researcher first met the principals of the three high schools. After they were
told about the objectives of the study and read the letter of cooperation
written from the department, they all directed me to the guidance and
counselors of the respective schools. All the guidance and counselors were
very cooperative. They all took the responsibility of appointing the disabled
students. Because all the students were not attending class at that time,
especially grade 12 visually impaired students were not present. The
visually impaired students were at home because most teachers had already
finished their topics, the students were studying at the library for the
visually impaired at Afinchober. Hence, the guidance and counselors of
Menilik and Yekatit 12 could get them only by sending message for their
friends. Fortunately all the disabled students filled the questionnaire. But,
had it not been for the effort of the guidance and counselors, it would have
been very difficult to get them. The copies of the questionnaire papers were
then collected and made ready for analysis.
3.5.2. The interview
Unstructured interview were prepared for the school principals, the
guidance and counselors, the region 14 education bureau official
responsible for special needs education and the librarians of the three
schools. The interview was conducted to get additional information to the
questionnaire. Appointment was taken from the respondents before the
interview was conducted. Accordingly, interview taking 20 to 30minutes was
conduct. The respondent from the education bureau was new for the duty
he is placed on. For the librarians no appointment was needed, they
responded soon as the researcher met them.
3.5.3. The observation
The observation mainly focused on the activities of teachers in the class. For
this, observation check - list was prepared. Four teachers were observed
while they were teaching in the classroom. The observation took three
consecutive weeks. The observation focused on the classroom settings, the
activities of teachers, and the materials used by the disabled students. The
disabled students who were the concern of the observation were visually
impaired and hearing impaired students mainstreamed in grade 11. The
educational requirements of physically impaired students were regarded as
the same to that of the non-disabled students. Hence they were not
observed. Their requirement for classroom organization was taken as the
same to visually impaired students; that is their problem of movement
within the classroom. The observation then focused on educational
provision of visually impaired and hearing impaired students. The class
room observation didn’t include grade 12 students because at the time of
the observation most of the visually impaired students were not attending
class. The guidance and counselors of both Yekatit12 and Menilik II
preparatory schools informed the researcher that, because during that time
most of grade 12 teachers had finished their topic, the visually impaired
students preferred to study at home. Three social science sections and four
teachers were chosen for observation. The sections selected for observation
were designated by the researcher as section A, B and C. On the first week
the teachers of geography and History teaching in section A were observed.
The disabled students in this section were all visually impaired students.
The teachers were designated as H1 for one of the History teacher and H2
for the other history teacher and G1 for one of the geography teacher and
G2 for the other one .The first week G1andH1 were observed in class A and
the second week G2 and H2 were observed in class B. The third week
because there were no other geography and history teachers for grade 11,
G1 and H1, were observed again in the 3rd class. The hearing impaired
students were found in class “B”. The observation was conducted using a
check list containing 19 items labeled in alphabets A to S. In addition to the
classroom observation, the researcher has tried to observe the library, the
paths and the architecture of the buildings informally.
3.6. Method of Data analysis
After the data are collected through the aforementioned instruments,
analysis was done as follows. The data obtained, through the questionnaire
was first tallied and coded on a code sheet, then it was analyzed and
interpreted using descriptive statistics (the mean). The frequencies of the
responses for each item were first registered and the mean of each item was
computed. The means of the items were then compared with the average
mean of the Likert scale which was given values 1 to 5; to strongly disagree,
disagree, uncertain, agree, and strongly agree. The average mean is found to
be 3. The interpretation for the mean scores was then: 4.00 and above -very
strong, 3.5 –3.99 Strong, 3.00 – 3.49-Moderate, 2.00 – 2.99 - low, 1.00–
1.99 -very low. The background information was all interpreted using the
percentage. The data obtained through interview, observation and open
ended questionnaire are analyzed qualitatively. The responses to the open
ended questions of both the students and the teachers are placed as they
wrote it.
CHAPTER FOUR
ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the analysis and interpretation of the data obtained
through various data collecting tools
4.1 Analysis and interpretation of questionnaires for students and
Teachers
General Characteristics of the respondents
Table 2. Background information of the respondents
Total %
Physically impaired Male -
Female -
4
3
7 15.6
Hearing Impaired Male -
Female -
1
1
2 4.5
1. Disability
Visually impaired Male -
Female -
23
12
35 79.9
15-17 6 13.6
18-20 28 63.6
2. Age
21-23 8 18.4
24-26 2 4.5
Grade 11 27
12 17
- living with parents 15 34
- living alone 13 29.5
- living with others 15 34
3. Living Condition
- No response 1 2.3
< 150 9 20.9
150-250 3 6.8
250-500 2 4.8
500-1000 2 4.8
> 1000 2 4.8
4.Monthly Income
No response 25 56.8
Mobility only 1 29%
Braille only 25 71.5%
Mobility & Braille 9 25.7%
Sign language 2 100%
Training taken in
special needs
Lip reading - -
Table 3. Background information of teachers
No. %
1 Sex M 14 82.9%
F 3 17.6%
Diploma - -
Bachelor degree 16 94.1%
2 Qualification
Master degree 1 5.9%
1-5 - -
6-10 - -
11-15 1 5.9%
3 Year of service
16-20 > 20 16 94.1%
11 5 52.9%
12 3 17.6 %
4 Grades Teaching
11 and 12 9 64.3%
Strongly agree 5 29.4%
Agree 8 47%
Disagree 2 11.8%
5 Opinion on inclusion
Strongly disagree 2 11.8%
6 Training on methodology Not trained 16 94.9%
for teaching disabled
student
Trained 1 1%
From the table of background information for disabled student, it can be
observed that the number of hearing impaired students is low. Only two
students out of 44 disabled students were deaf. When the hearing impaired
students are mainstreamed, these students need sign language interpreters
in the class room as well as supplementary resource assistance. The
response of the hearing impaired students to the open ended question;
“What problems do you face during the teaching-learning process in the
class? Appears to confirm this problem. They stated that, they can’t hear
what the teacher speaks; they prefer writing from the blackboard to
listening to their teacher. Teachers seem not to understand their problem.
They complained that teachers do not write on the black board. Teachers,
including the guidance and counselors and the principal of the school where
the two hearing impaired students are found, also had explained, that these
students have big communication problem. They learn in a class where
there is no interpreter. These students have taken training in sign language,
but the teachers do not have the knowledge of sign language.
The hearing impaired students also had reported that because their peers
do not know sign language, they could not communicate with their peers.
Hence the students seem to align them. Their communication problem
seems to adversely affect their social as well as educational activities.
Regarding the physically impaired students in the sample schools, they were
mostly integrated in Addis Ketema S.S.S. They constituted 85.6% of the
sample. Only one student (14%) was integrated in Menillik S.S.S. Some 71%
of the physically impaired students live with their parents. The rest 28.5%
live with others which might include distant relatives. The income of 71.4%
of these physically impaired students appear to be less than 150 birr per
month. Their financial status seems to affect their education. This also was
confirmed by the principal and the guidance and counselors of Addis
Ketema S.S.S. They mentioned that some of the students were even
supported by contribution of money from teachers. Being a disable
compounded with financial shortage is really distressing. One can imagine
what this amount of income would be used for. A student requires food,
clothing, and educational materials in addition, being disabled he/she may
require medical service and accommodations like leg brace, special shoe,
and others. The visually impaired students constituted the highest number
of disabled students in the preparatory schools. They comprised 79.9% of
the disabled students. Considering the living condition of the visually
impaired students, 10(28.5%) live with their parents, 13(37%) live alone and
22(62.9%) live with others (relatives). Regarding their income 25(71.4%) of
the visually impaired students were not pleased to tell their income (they
gave no response). 4(11.4%) of the visually impaired students have income
less than 150 birr per month, 8.6% have income between 150-250 only
1(2.9%) have income 250-500, 1(2.9%) have income 500- 1000 and 1(2.9%)
have income more than 1000 birr per month. The data indicate that most of
the visually impaired students seem to be afflicted by financial problem.
Concerning special trainings for the disabled students the data indicates
that out of 35 visually impaired students 1 student (2.9%) has taken
training on mobility only 25 students (71.5%) has taken training on Braille
reading and writing and 9 students (25.7%) has taken training on both
mobility and Braille.
People who are visually handicapped must develop a series of special skills.
For children who are blind, learning to use Braille is a key skill for
communicating with the sighted world( Kirk.A, 1986). Equally important is
the skill to move about in their environment. Mobility forces dependence
and can cause the greatest personality and social problems for visually
impaired individuals. Students must learn to move about their environment
independently and safely. This is why orientation and mobility have become
part of the curriculum in all schools for blind. They need to avoid obstacles
make turns in hallways, stop before they run into a door.
The number of visually impaired students who took mobility training is very
low. Out of 35 visually impaired students only one (2.9%) has taken mobility
training. This makes the visually impaired students dependent for moving
from place to place. The background information of the teachers who teach
the disabled students indicates that, the majority of them (94%) are
bachelor degree holders and they are also well experienced (94%) with the
experience of more than 20 years of service. They also have a strong
positive attitude (76%) towards the students with the non disabled students
in the regular class. 94% of these teachers did not take training on the
methods of teaching disabled students. Modification of teaching method
according to the needs of specific disabilities is vital for the successful
teaching of disabled students. But this data give a clue that the disabled
students are not effectively instructed, although the teachers have many
years of teaching experience.
More information on handicapping especially those of a physical or sensory
nature along with details on matters such as checking hearing aids, lifting
pupils in wheel chairs, and a better understanding of the educational
implications of these conditions, along with an insight into the teaching that
the pupils were receiving seems to be required by teachers.
Table 4. Background information of principals, Guidance & counselor,
Education bureau official and librarian
No Place of work Duty/position Sex Qualification
Year of
Service
1 Addis Ketema Principal M MA 14
2 Addis Ketema Guidance & counselor M BA -
3 Addis Ketema Librarian M Diploma 5
4 Yekatit 12 Principal M BA >20
5 Yekatit 12 Guidance & counselor M BA in psychology 27
6 Yekatit 12 Librarian M Diploma in Lb 32
7 Menilik II Principal M Bachelor of
education
25
8 Menilik II Guidance & councilor F BA in sociology 35
9 Menilik II Librarian F Library science 10
10 Addis Ababa
education
bureau
Special needs department M Master in special
needs.
>20
Analysis and interpretation of the responses of disabled students
to the questionnaire for students
Identification of the needs of disabled students and use of the appropriate
teaching method by teachers
To examine the basic question “Do teachers identify the needs of disabled
students and use a teaching method that fits their needs? A questionnaire
containing 11 items was prepared. The subjects indicated their responses
on a five point scale ranging from strongly agree to strongly disagree.
Strongly agree was given 5points and strongly disagree was given 1point.
The response uncertain was given 3points.For the negatively worded items
scores are given reversely i.e strongly disagree is given 5 points and strongly
agree was given 1 point. The responses given by all the respondents
(subjects) was added and divided to the number of subjects to get the mean.
The average mean is 3. The mean scores are interpreted through out the
text as follows.
Mean 4.00 and above Very strong
“ 3.5 to 3.99 Strong
“ 3.00 to 3.49 Moderate
“ 2.00 to 2.99 Low
“ 1 to 1.99 Very low
Table 5. Disabled Students’ Evaluation of teachers, their teaching
method and support for disabled students.
Item
No Description mean
1 - Support and encouragement is given to disabled
students from teachers to achieve good result.
3.27
2 - There is modification of instruction by teachers
according to the needs and disabilities of the
students.
2.2
3 - Support is given by teachers in the class room so
that disabled students can follow their lesson
appropriately, with out obstacle.
2.75
4 - Teachers use student’s responses to encourage or to
bring others into the discussion.
3.9
5 - Attention is given for disabled students by teachers
in checking homework, class work and other
activities.
2.36
6 - Support and encouragement is given by teachers in
the classroom so that disabled students can use
aids like Braille, tape recorder, hearing aids etc.
2.29
7 - There is willingness of teachers to help disabled
students personally by tutoring them separately.
2.5
8 - There is motivation of disabled students by a smile,
a nod or gesture or rewarding words when they
answer questions correctly.
3.3
9 - Effort is made by teachers to encourage cooperation
and friendship among disabled students and the
non-disabled students.
2.9
10 - Teachers explain lessons from simple to complex,
step by step so that disabled students can catch up
and understand.
2.8
11 - Effort is made by teachers to make non-disabled
students understand the needs of disabled students
and help them.
2.5
12 - Teachers help disabled students to get the right
sitting position in the class.
3.25
The response given by the students for the 1st item support and
encouragement given by teachers was moderate with an average scale of
3.27. Students with disabilities need support and encouragement in order to
achieve the desired result. A teacher should never say, “I am here to teach
my subject, and if pupils cannot or won’t learn, that is their outlook
(Moss G, 1995). Providing special support and encouragement enables
disabled as well as non disabled students to feel that he/she is an
important part of the whole group. Class rooms need to pull together and
form a community. Such a community will teach children to share, to
communicate one another and to join together and to overcome the
prejudice of those who do not believe that every one belongs. The teacher
must be wise enough to identify students and their problems and approach
them, communicate to them and encourage them. His encouragement
develops a feeling of acceptance in the mind of the disabled student and
gives him/her inner strength to achieve more. This effort by teachers seems
to be average in the sample schools. Modification of instruction by teachers
according to the needs and disabilities of the students was the second
question. The response was low. (M=2.2). While a variety of techniques exist
for adapting the learning environment to promote the optimal performance
of mainstreamed students, the selection of an appropriate modification will
depend on several factors, including the students’ learning needs and the
teachers’ instructional styles (Salend, 1994). For instance, students with
sensory disabilities have unique needs that teachers must address. For
students with visual disabilities, teachers must emphasize presenting
information orally; for students with hearing impairment, teacher must
focus on the use of visual stimuli to provide meaningful instruction. This
seems to be below average in the sample schools.
Disabled students’ response to the item “support given by teachers in the
class room, so that disabled students can follow their lesson appropriately
with out obstacles” was also low (M=2.75). There are obstacles or barriers
that hinder learning in the class room. Noise while the lesson is undergoing
is an obstacle for visually impaired students. These students cannot use
their sense of sight. Instead they use their sense of hearing, touch, taste
and smell. If the classroom has noise of any kind it can be noise of
ventilator, disturbance of the non disabled students, the disabled students
cannot follow the lesson. On the other hand, disabled students with hearing
impairment must be seated at a place where they can see the teacher easily
so that they can lip-read and use their residual hearing. The desk of
students with hearing impairment should be in a central position, about two
rows from the front, where these students can have visual access to the
teacher and other student’s lips. Teachers also should consider lighting and
noise levels in determining the location of the work areas of their students
with hearing impairment (Salend, 1994), because students with visual
impairment should be encouraged to use their residual vision (Barga, 1964
in Salend, 1994).
The class room modification for physical disabilities, (for example wheel
chair bound students) should be provided with space to maneuver in the
class room and class room furniture should be placed on aisles that can
accommodate crutches. Floors should have a non slip surface (Kirk, 1962).
When students with physical disabilities are required to work at the chalk
board, they need at least one chalk board that can be lowered to 24 inches
from the floor and a vertical bar as handrail should be attached (Wolf, 1967
in Salend 1994). Students’ response for the 4th item was moderate (3.43).
Teachers’ use of students responses to encourage or to bring others into the
discussion is average. Teachers should randomly select students to respond
to questions, giving them at least from 5 to 10 seconds to formulate their
answers, and ask students to respond to answers given by their peers
(Jones & Jones, 1986 in Salend 1994). This system encourages the other
students to participate in the discussion the students’ response to the 5 th
item was low (M=2.5) checking home works, class works and other activities
given for disabled students is very essential. Students in mainstreamed
classrooms are expected to complete many written assignments.
Mainstreamed students should be taught to hand in neat assignments that
follow the format the teacher requires. This activity by teachers appears to
be below average. The 6th, 8th, 9th and 12th items all are moderate with mean
of 3.2, 3.3, 3.2, and 3.25, respectively. Materials like Braille and stylus
including audio aids like tape recorder are essential for visually impaired
students. Obviously if blind children were exposed only to the educational
experiences and materials used for sighted children (which are
approximately 85 percent visual) they would not achieve the goals for their
education which are not different from those of the ordinary child. Thus
special methods materials and equipment must be employed utilizing the
sense of hearing, touch, smell and even taste. Hence specialized materials
such as Braille, audio aids, Talking Books have to be provided.
Some teachers do not allow the use of tape recorder. But it should be
practiced by teachers as long as the materials are available. The problem
here is in the sample schools, the students, because of financial constraint
do not have tape recorder.
Teachers must also be willing to help disabled students individually by
assigning them peer to take notes using carbon paper . Especially the
hearing impaired students might miss information because they could not
hear. Visually impaired students might also miss information when they are
interrupted by noise or when the teacher simply writes on the blackboard
with out verbally speaking the words. Hence they also need help from their
peers(buddy). The sample schools seem to miss this point.
Motivating the children with a smile, a nod, or rewarding words when the
disabled students answer questions correctly was the other item. Students
spend much of their classroom time listening. An important aspect of
listening to and following direction is paying attention. However because
many mainstreamed students may have difficulty focusing their attention,
teachers may have to use several strategies to get their attention such as
physical gesture, verbal statements like “Listen carefully to what I say) help
in motivating the students. The 8th item also has a mean response of 3.3
which is not far from the average. Hence it is moderate. The teachers of the
sample schools seem to fall short of this activity. The 9th item which is about
encouraging cooperation and friendship among disabled students and nondisabled
students has a mean of 3.2, Which is moderate, Gearheart (1995)
declares that teachers have the potential to greatly enhance or seriously
limit their students’ feelings of self worth, achievement, and behavior. That
result in peer acceptance such as using praise social greetings, and
affection to positively reinforce others, initiating social interaction at
appropriate times, such as play ground time rather than doing seat work
(Dodge, Coie, & Brakke, 1982 in Salend 1994). Explaining lessons from
simple to complex, easy to difficult known to unknown are some techniques
in obtaining involvement and participation of the learners in the teachinglearning
process was another item. Students of the sample schools
perceived the teachers’ ability to employ this style of teaching to be below
average. But as an educator a teacher is expected to use different methods
of teaching. He should never be rigid. Moss (1995) supports this idea by
stating that a flexible teacher is concerned to bring the content of lessons
alive by different means so that all children are engaged from the outset.
The item “effort made by teachers to make non disabled students
understand the needs of disabled students and help them,” got a mean
below the average (M=2.5). The teachers of the sample school appear to lack
the skill of teaching the non disabled students about disability.
Providing students with the opportunity to discuss issues related to
students with disabilities, peer tutoring, and visit to special education
classes can promote a greater understanding of disability and provide
opportunities for friendship (Salend, 1994). Teachers should provide guide
lines for communicating with individuals with disabilities e.g. View the
individual as a person not as a disability, refrain from “talking down” or
speaking in a condescending way, talk directly to the individual even if the
individual uses an interpreter, relax, be considerate, and treat the individual
with respect, talk using language and about topics that are age appropriate,
Don’t apologize for using common expressions that may relate to the
individual’s disability such as, “I’ve got to run” or “Have you seen…?”.
The last item required to be responded by the disabled students was, “the
help provided by teachers to get the right sitting position”. The response
they provided has a mean (3.25) which was moderate. Sitting position in the
class is one of the main things to be considered by teachers. Hearing
impaired students must sit at a place where they can see and follow the
movement of the lips of their teacher and the classmate and be able o use
his residual hearing. Visually impaired students must also be seated at the
place where they can get their seat easily, where they can listen their
teacher properly, with regard to this the teachers of the sample school
appear to be at the average scale.
All the items are found alternating at the average between 3.43 and 2.2
indicating that there is a problem of identifying the needs of disabled
students and modifying the teaching method according to their need.
This seems to be supported by student’s response to the open ended
question, “what problems do you face during the teaching-learning
process?” The visually impaired students said that; some teachers for get
that there are visually impaired students in the classroom, as a result they
write on the blackboard but do not teach us orally/verbally. Some said,” I
don’t understand when teachers explain pictorially “some students said,
because I have no Braille text I am unable to follow my teacher especially
when the teacher writes on the black board without speaking orally. Others
said “enough time is not given for us during the time of examination” and
tests. Some said “Disturbance in the class hinders me not to follow the
lesson. All these responses from the questionnaire and the open ended
questions appears to give a clue that teachers’ system of identifying and
discerning disabilities and using the appropriate method to teach is between
average and below average.
Provision of equipments and facilities by the schools
This part was the second major question of the research. Pupils with special
educational needs almost always require additional accommodation.
Children with special needs show greater variation in a class than other
children in age, ability, home and social background, patterns of interest
duration of attention to a task and degree of individual attention from the
teacher. To meet these needs the teacher must have a greater variety of
teaching material than normally necessary. The following questionnaire was
prepared aiming at answering the above questions. In addition to this,
interview was conducted with the school principal and with the concerned
regional education bureau authority to supplement the information. The
result was as follows.
Table 6. Disabled students’ attitude towards the provision of facilities,
equipment and resources by the schools.
Item
No
Description Mean
13 The school administrators suggest that disabled students should
never learn with non disabled peers in the regular class room.
3.7
14 Effort is made by the school administrators to provide the
appropriate educational materials for disabled students such as
textbooks, Braille etc.
2.59
15 Effort is made by the school administrations in removing
obstacles in the school campus so that disabled students can
move around in the school campus easily.
2.9
16 Effort is made by the school administrators so that disabled
students get access for transportation from home to school &
from the school to home.
1.7
17 Effort is made by the school to organize the library according to
the needs of disabled students.
3.1
18 Effort is made by the school administrators to encourage
cooperation and friendship among disabled and non disabled
students.
2.7
The head is in a key position to foster new development with in school in the
way of negotiating outside agencies, allocating resources internally, shaping
staff attitudes and generally facilitating its growth in the early days. The
head needs to be a very progressive sort of person. The head must be an all
rounded person in looking the problems and needs of children (Hegarty
et.al, 1988). This implies that, if an integration programme for disabled
students is to be successful, the head of the school must have a positive
attitude towards integration. It is this time that he does every effort to
provide the necessary materials & equipments. To asses the attitude of the
principals & administrators of the sample schools, the disabled students in
the schools were asked to give their response to the statement,” school
administrators suggest that disabled students should never learn with non
disabled students in the regular class room”. The students strongly
disagreed with this perception because the` mean of their response was
3.7.This implies that the administrators strongly accept the integration
programme. This leads us to the assumption that, they would make effort to
supply materials and equipment for the disabled. The second item was
“effort is made by the school administrators to provide the appropriate
educational materials for disabled students such as text book, Braille, etc.”
The mean for the students’ response was low (2.59). This indicate that
although, the administrators seems to accept the philosophy of integration
they do not appear to supply the necessary materials and equipments for
the disabled students. Items 15,16, and 18 also have low means (mean
2,9,1,7 and 3.1). They are all below average mean. The effort to organize the
library according to their need also is moderate. This value appeared to be
higher because in the school where the majority of the subjects are found
the school has tried to prepare a separate reading room for the visually
impaired. But the open ended question item indicates that the library lacks
much to be done to fulfill its service. Besides these, from what the
researcher has observed all the libraries in the sample school do not have
Braille texts for grade 11 and 12. The libraries of Menilik and Yekatit 12 are
within very old buildings their floor is wooden & produce sound when
students walk and both libraries are dim lighted because their ceilings are
very high. The reading room of Menilik school was at the inner room of the
main library. The disabled students have to pass, across the main library to
get there, which is a problem for them. The Braille texts in both libraries are
very outdated & disorganized. These libraries do not have assistant librarian
who can read Braille, and organize the Braille. Students complain that they
lose much time in searching the Braille texts they want to read. Further
more, the main library in Yekatit 12 School is found upstairs at the 1 st floor
of an old building which is by itself a problem for disabled students to climb
up. As regards encouragement of cooperation and friendship among
disabled and non disabled students, the interview to the school principals &
guidance officers attest that effort seems to be made to create much
awareness about disability among the school community. The sample
schools especially Menilk II and Yekatit 12 tried to give orientation about
disabilities for the non disabled only at the beginning of the year when the
schools opened. The open- ended question for the disabled students also
indicated that students do not show the willingness to cooperate with them
and help them.
Physical and environmental problems that disabled Students face hindering
their learning process.
The third major question of the research was what environmental problems
are faced by disabled students that hinder their education. The environment
here doesn’t include the social environment. It refers to the physical
environment. To asses the relevance of the environment, three items were
developed. Disabled students were asked to rate these statements. The
result are presented in the table 6.
Table 7. Responses of students showing their attitude towards the
physical environment
Item
No
Description
Mean
19 The location of service quarters like the library,
cafeteria, the staffroom is accessible…
3.18
20 The lavatories have hand rails and entrances to gates
and classes have ramps.
2.7
21 Paths within the school have no obstacle 3.95
As regards the problems posed by the physical environment, one of the
statements used as indicator was the location of service quarters. The
students’ responses to this indicator are moderate. This seems that they
have problems of getting the service areas easily. As Hegarty et al (1988)
describes, this topic is important not merely because the physical
appointments of the school are often critical to integration but because of
the links between the physical environment of the school and the
educational needs it is to serve. Architectural features do not on their own
determine what the school can do, but they have an influence on it, not
least where people with special needs are concerned. Many special schools
have the benefit of purpose built accommodation. The absence of which in
the ordinary school is sometimes seen as presenting insuperable difficulties
to integration. The second statement (item 20) also has a mean value below
average. As also attested by observation the sample schools except Addis
Ketema secondary school have latrines which are very difficult for physically
disabled students to use. They have no hand rail for the disabled students
to support themselves. The seats of the latrines also need to be modified. As
the researcher observed the entrances to the school of Menilik II have many
stages, physically impaired students have to go circular road to get to their
classes. Not only Menilik, but also Yekatit 12 School in like manner does
not have ramps at the gates.
As the researcher observed, let alone the old buildings of the schools, the
new buildings which are multi storied do not take in to considerations, the
problems of the disabled students. They all do not have ramps, lifts etc. The
paths within the school also got a response with a mean value below
average or low grade by the disabled students. Their responses to the open
ended questions also confirm that the paths are ragged. Especially during
rainy times, they suggested that pits store water and they are troubled
wading in to water.
The relationship of disabled students with the non disabled students.
Table 8. Disabled students’ response showing their relationship with
the non disabled students
Item
No
Description
Mean
22 I am not pleased to learn with the non disabled students 4.5
23 I have a problem to make fellowship and to create social
interaction with my peers
3.8
24 I participate in extracurricular activities 3.3
25 Non disabled students suggest that disabled students
should never learn with non disabled students in the
regular classroom
4.8
26 Non disabled students think that disabled students
need support, we should help them.
3.3
Disabled students appear to be pleased to learn with non disabled students
because their responses to the 22nd item is very high.. The 23rd item indicate
that non disabled students seem to no problem in making friends and
fellowship with their peers Teachers also need to create opportunities for
both disabled and non disabled students for creating friendship. A desired
out come of mainstreaming is the development of friendship and peer
support (Stainback, Stainback & Wilkinson 1992 in Salend, 1994). Because
mainstreamed students may have limited few friends and limited peer
support (Gottlieb & Leyser, 1981) teachers and parents need to encourage
the development of friends and peer support system for mainstreamed
students who are isolated in their regular education classroom (Perske &
Perske, 1988, Strully & Strully, 1989 Cited in Salend, 1994), non disabled
students have moderate participation in extracurricular activities /3.3/.As
perceived by students with disabilities, non disabled student have very
strong positive attitude towards integration /M= 4.8/. But their support to
the disabled students is moderate /M= 3.3/. As mentioned above they seem
to need support to develop and enhance the skill of creating friendship.
Support given by guidance and counseling service.
This part tries to asses, the service delivered to disabled students by
guidance and counselors. As stated in Deighton, (1971), the task of
guidance and councilors includes, counseling students to improve their self
understanding, self acceptance, self confidence, personal decision making &
personal problem solving, serving as a consultant to parents, administrative
and teaching staff. The following statements are constructed to asses
student’s perception towards the guidance and counselors related to the
achievement of their tasks.
Table 9. Students’ attitude towards guidance counselors and their task.
Item
No
Description
Mean
27 Support is given by guidance and counseling service to
enable disabled students develop self confidence and self
esteem
3.13
28 Support is given by guidance and counselors to enable
students get the service quarters within the school such as
offices, libraries etc.
2.9
29 Effort is made by guidance and counselors to understand the
personal problems of each disabled students.
2.8
30 Effort is made by the guidance and counselors to create
cooperation with the administration and parents of the
disabled students to solve their problems.
2.5
31 Effort is made by guidance and counselors to inform the
disabilities of students to the regular class teachers, so that
they may know the students specific problems and help them
accordingly.
2.8
32 My disability does not prevent me from doing any thing 4.2
33 I have a feeling of depression because of my disability. 3.9
34 I have much psychological problem because of my denial to
accept my disability
4.1
As the response of the students point out the support by guidance and
counseling service given for disabled students to develop their self
confidence & self esteem is moderate (3.13). This implies that, their service
seems lacking this is supported by the responses of the disabled students to
the questionnaires about their activities. The 28th, 29th, 30th and 31st items
have all means less than the average mean i.e. (2.9, 2.8, 2.5 and 2.8
respectively).
This means that their provision of support to the disabled students is low.
The guidance and counselors are responsible for acquainting the newly
mainstreamed disabled student with curriculum resources of the school
such as the library, store room, laboratories, classrooms etc. Otherwise, the
students will be frustrated. The 30th item also gained a mean below the
average. The guidance and counselors effort to create cooperation with
administration, parents & teacher is low. It is obvious that mainstreaming is
a collaborative effort. Successful mainstreaming depends on an ongoing
process of good communication and cooperation (Hundert,1982 cited in
Salend,1994). Research suggests that the success of mainstreaming is often
dependant on the quality of communications and support among educators,
other professionals, and parents (Millet & Masabatino,1978 in Salend,1994).
The guidance and counselors in this regard are expected to play a greater
role to facilitate the cooperation. Disabled students need to be more
confident to approach the guidance and counselors than any other
personnel. The guidance and counselors need to become facilitators and
connect teachers to disabled students. Teachers must be informed more
about disabled students from the guidance and counselors. They must
know the nature of their disability so that they can individually support the
disabled children. The disabled students’ responses for item 33 are above
average that is they strongly disagreed. This seems to indicate that they are
morally strong and matured. It seems that they have developed self
confidence. Hegarty et.al (1988) describes the development of self confidence
to be affected in various ways by pupils’ presence in the ordinary school.
Some physically handicapped teenagers derived confidence from the sheer
fact of being in an ordinary school. “Here you are part of the world”. They
had not been totally cut off in special school and indeed appreciated the
opportunities created there to enable them enter the mainstream of society.
Here they were part of the mainstream and there was less need for them to
feel different in special school they feel as they are handicapped persons,
but here they fear that they are persons with handicap.
Table 10. Attitude of the regular teachers towards the disabled
students.
35 Teachers think that disabled students should not learn in the regular
classroom with the non-disabled students.
3.9
36 Teachers think that disabled students need support from their peers
and teachers
3.9
As perceived by the students the attitude of teachers to the philosophy that
disabled students should not learn with the non- disabled students is
positive. Students strongly disagree with the 35thitem.The mean value of
students’ perception to the perception of teachers that disabled students
should not learn with the non disabled students is strong (3.9). The second
item is a negative attitude. The statement that states, “Teachers think that
disabled students need support from their peers and teachers imply that the
disable students are weak, they can’t stand and do things by themselves.
This implies that they always need the help of others. This leads teachers
and the non disabled students to over-protect the disabled students. This
inhibits the development of self confidence and independence. As stated in
Hegarty et.al, 1988, “Too high a level of supervision and support was
detrimental and prevented pupils from growing independence. In one case
this was felt to be a marked contrast with the special school which the
pupils had attended previously where “there is a very dependent
atmosphere… The opportunity to act independently, to run risks and make
mistakes, to explore the world about them and their own capacities in
relation to it, is essential part of growing up for all children. It is no less
important for those who have special needs. In some ways it may be more
important since particular disabilities such as vision impairment or lack of
mobility may restrict the scope for independent action. The response of
students, to the statement; teachers think that disabled students need
support from their peers and teachers is low (2.6). This means that they
have a positive attitude towards the disabled students. Even though, in
some instances we have to help them, they need to be left free so that they
could develop independence.
Performance of disabled students when compared with the non disabled
students
The performance of the disabled students has been compared to the
performance of the non disabled students by using their ranks. The
researcher chose their rank for comparison because he believed that the
rank represent the cumulative result of the students. The performance
measure relate to achievement in the content areas, (Wang Anderson, and
Brain, 1985 in Salend 1994).This doesn’t include the attitude measure. Here
the researcher chose Menilik II and Yekatit 12 for comparison of their
performance, because the field of study of the disabled students and their
disability is the same i.e. social science. The physically impaired students in
Addis Ketema secondary school were studying some natural science and
some social science. Hence, thinking that this may affect the comparison
they are excluded. The ranks of the students are tabulated in the following
table.
Table 11. Rank of students learning in Yekatit 12 and Menilik II
secondary School
Ranks of the students
School Name
Total No. of
students in grades
11 and 12
Number of
disabled students
in both grades
1st -5th
6th -
10th
>10
Yekatit 12 1006 18 5 6 -
Menilik II 653 28 13 2 -
Grand total 1653 38 18 8 -
The total number of students of the two high schools who learn in the
preparatory schools including the disabled students is 1653. The number of
non disabled students in the two high schools will be 1653-38= 1615.
Taking the average number of students in a section as 55, there will be a
total number of 30 sections (this includes the disabled students). A total of
300 students including the disabled will have rank of 1st -10th. Excluding
the disabled students (300- (18+11)), a total of 271 non disabled student
have a rank 1st to 10th. This makes 16.8% of the non disabled students, who
stand 1st to 10th when we come to the disabled students, a total of 38
students are found in the two schools). Out of the 38 students 18+11= (29)
students have a rank between 1st to 10th. This make 76% of the disabled
students who have a rank between 1st to 10th. The rest 24% have rank
above 10. This is a very high performance. The grading system in the
schools is the traditional system where by students are compared and
assigned numerical grades based on their performance on tests. The
disabled students have to compete with the non disabled students. The
difference is, the disabled students specially the visually impaired do not
take mathematics and physical education. However despite all the
shortcomings of the teaching method, provision of materials, and the
examination system, they perform very well. This seems to be attributed to
their effort and strive to pursue and achieve better life. The researcher
believes that it is not the quality of education they are provided with, that
contributed to this achievement but rather their personal effort.
4.2 Analysis and interpretation of class room observation
Table 12. Table showing the result of class room observation
Grade & section 11A 11B 11C
Date 3/04/07 11/04/07 17/04/07
Subject & teacher G1 H1 G2, H2 G1 H1
Total
count
Item A X X X X X X 6X
“ B X X X X X X 6X
“ C X X X X X X 6X
“ D 􀀹 X 􀀹 􀀹 X 􀀹 4􀀹
“ E X X X X X X 6X
“ F 􀀹 􀀹 􀀹 􀀹 􀀹 􀀹 6􀀹
“ G 􀀹 􀀹 X X 􀀹 􀀹 4􀀹
“ H X X X X X X 6X
“ I X X X X X X 6X
“ J - - - X - - 􀀹X
“ K X X 􀀹 􀀹 􀀹 􀀹 4􀀹
“L---X--X
“ M 􀀹 􀀹 X X X X 4X
“ N X 􀀹 􀀹 􀀹 􀀹 􀀹 5􀀹
“ O 􀀹 X X 􀀹 􀀹 X 3X
“ P X X X X X X 6X
“ Q X X X X X X 6X
“ R 􀀹 􀀹 􀀹 􀀹 X X 4􀀹
“ S X X X X X X 6X
Key X = No/unseen
􀀹 = Yes/ seen
G1= Geography teacher 1
G2= Geography teacher No 2
H1=History teacher No 1
H2= History teacher No 2
Dates= in Gregorian calendar
Analysis and interpretation of classroom observation
As it was mentioned in the methodology section, four teachers of Menilik II
General & Preparatory School were continuously observed. The teachers
observed were two geography and two history teachers. The result of the
observation is depicted in the table above. As the observation check list
indicates, the desks the students sat on were not conducive for writing on
Braille, because the desk tops were narrow and three students were seated
on one desk. The class rooms were filled with desks. As a result, it seems
teachers can not group students for group work or group discussions. The
structure of the desks was not safe for grouping, in numbers more than
three in one. More over, the number of students in the classes was not
manageable for the teacher to check assignments, home works and to help
disabled students individually within the very limited duration of time.
Visually impaired students were not using Braille text, they were rather
listening quietly. They were trying to answer questions when the teacher ask
them. The hearing impaired students were trying to copy what was written
on the black board during the discussion time. The teachers were using
lecture method but in the midst of the lecture they were asking questions.
Some teacher tried to write some points on the black board but most
teachers don’t write on the black board what they speak .It must be noted
that both writing on the blackboard and speaking what is written is
necessary for teaching hearing and visually impaired students. What was
encouraging was in most of the classes there was silence. Silence is very
important for the visually as well as for the hearing impaired students in
order to follow their lesson attentively. Most disabled students were seated
one or two seats at the back of the first seat which was conducive for the
disabled students. The hearing impaired students were not using hearing
aids. Teachers were not observed using audiovisual aids. Teachers were not
observed calling the names of the disabled most of the time. Buddies were
not assigned by the teachers, which should be practiced by all. All the
teachers did not take the disabled students into consideration while they
were teaching. They were rushing just to complete their lesson only.
4.3 Analysis and Interpretation of the Interview with the school
principal, Guidance and counselors & the education bureau official
The student researcher made unstructured interview with the principals,
the guidance & counselors, the librarians and an official from region 14
education bureau who is responsible for special needs education
programme of the region, to get additional information about the
educational condition of disabled students. The interview focused on how
disabled students are assigned (placed) in the different preparatory schools
of Addis Ababa, the budget allocation, the material provision, how
authorities follow up these students, the role of guidance and counselors
and what they did so far, the library service, and disabled students current
condition in these schools.
Concerning how they are assigned in the schools, all the school directors
said that the students are assigned to their school by their own choice.
Especially the Addis ketema principal said that; when they come and apply
to register, 1 always accept them warmly. The other reason may be because
the school is found at the center of the city, they can get transportation. In
addition to this, in the school we try to simplify their problems by asking aid
and support from NGOs such as Cheshire home. For instance we have
modified the latrines for the disabled students. We have also made ramps at
some sites of the school in collaboration with Cheshire home. He also
reported that no budget is allocated for this specific purpose. We try to
simplify their problem by coordinating teachers (fund raising) and the
NGOs. What problems, do you think, are there at the moment? He answered
there are students who could not get crutches and special shoes. The
principal was also asked about whether there are higher offices that follow
the issues of disabled students or not. He answered there is no authority
who is really concerned with this issue. Regarding the budget all the other
directors responded in the same way, no budget is allocated specially for the
disabled students. The school principals were asked about their relation
with parents of the disable students. All the 3 principals responded that
“the schools do not have any cooperation with parents regarding disabled
students.
Concerning the educational material provision the directors of Menilik II &
Yekatit 12 said that” there is no Braille text for the visually impaired
students for grades 11 & 12. The Minilik’s director also added that the
hearing impaired students are troubled because there is no sign language
interpreter in the class he suggested that the interpreter if available must be
a persons who knows the subject matter. Regarding how disabled students
are assigned in different schools of A.A, the official of the education bureau
responded by saying that, “disabled students are not assigned to these
schools by the knowledge of the officials there, but rather by their own
choice just like the other non disabled students. The office even do not know
whether these students are disabled or not, because, the format for the
choice of schools doesn’t include disability form. Hence, when they are
assigned at schools of not their choice, they come and apply and their cases
have been reconsidered again. Regarding, budget allocation the official said
budget is allocated for grades below 11 but for grades 11& 12, there is no
budget allocated. He said that, “the reason for this is that the problem was
not taken as problem.” Regarding the question; whether there are lower
officials that closely follow up the cases of the disabled in the schools, he
said, “currently, professionals in special needs who follow up this issue are
being employed up to Kifle ketama level”. The education bureau official was
also asked about what the future plan of the bureau will be? He answered
that; one of the main duty of the office will be preparing Braille text for
grades 11 & 12. Concerning the hearing impaired students, he said
“employing teachers who have the knowledge of sign language for all
subjects will be very difficult. Besides this, the number of hearing impaired
students in the preparatory schools is very small. In addition the
vocabularies of sign language are very limited hence it is impossible to
interpret all the technical words in sign language. Furthermore, the
question of educational problems of disabled students in the preparatory
schools has not been considered as problem, and no one has so far raised
such kind of question. It is for the first time that this problem is raised. So
we will think about it in the future, was his answer. From the interview
conducted with the principals & the education bureau official, it seems that
11th and 12th grade disabled students do not get the necessary support from
the concerned education officials. Special needs education is a high cost
requiring programme. The financial constraint limits the educational
provision for the disabled students because educational provision is directly
connected to the finance. As to the guidance and counselors of the three
schools, they were asked what the role of guidance and counselors is
regarding disabled students. Counseling the disabled students on matters
such as developing self confidence, self esteem, discussing the problems of
the students with the administrative bodies and teachers, and helping,
supporting and guiding the students in every matter was their response.
The disabled students have to be more close to the guidance and counselors
than any other body in the school. The Addis Ketema guidance and
counselor reported that, concerning disabled students our responsibility
includes dealing with the office and assigning them in suitable classes at
the beginning of the academic year is one of our duties. We also deal with
teachers concerning the problems disabled students encounter with them
and settle their problems. We try to assign the students at a suitable place
during examination. He also stated that, “we encourage them to organize
themselves. A question was asked to tell what the major problems in the
school are? He answered some students have wound which requires
treatment, otherwise it produces some sort of bad smell in the class. There
is no clinic for this type of problem. They do not get crutches, artificial shoes
etc. In answering the question: do teachers help the disabled students? He
said; yes they help them. They even are supporting some disabled students
by contribution. The guidance and counselor of Menilik II responded to the
question; what help do you give for the disabled? She said during the time
of placement they come and contact us in search of assistance. In
collaboration with one visually impaired teacher, we teach them how to use
Braille. We write letters to the organizations that support them when they
are asked to bring evidence that they are learning on the due time. We also
deal with teachers to settle some disagreements with them. Concerning their
social interaction with their peers she said, “Those disabled students who
have been learning here beginning from 9th grade do not have problem of
interaction. But those who come from other places and join grade 11 have
problem. Regarding the problems currently faced by disabled students she
said that “Unavailability of Braille text is one of the crucial problems for
grade 11 & 12. Further more she said teachers are not willing to teach the
hearing impaired students. When they are assigned in classes where these
students are found they become annoyed. She also said that the teachers
who teach the disabled are not trained in teaching students with disability.
The guidance and counselor of Yekatit 12 responded to the question; what
did the guidance and counseling service do to help disabled students? He
responded, “We have prepared a reading room for the blind”. We help
visually impaired students to take examination in Braille and we translate it
is English for teachers to check it in collaboration with visually impaired
teachers. The problem they have currently is the absence of Braille text for
grades 11 & 12 students. Further more we brought outdated Braille from
central library; we helped them to learn Braille writing. Concerning the
relationship between disabled & non disabled students’ he said, “there are
some disabled students who interact with the non disabled students while
some do not”. This depends on the approach of the disabled students. He
also stated that, “the non disabled students are ready to help them; the
researcher further asked him, “How do you help them to make fellowship
with the new comer disabled students? He said we give orientation for the
non-disabled students about disabled students at the beginning of the year.
When we come to the interview with the librarians, the library of Addis
Ketema S.S.S is a bit spacious and it has class for the physically impaired
students. The librarian has said that the physically impaired students are
given priority in getting books. They are not required to take turn with the
non disabled students. He also said that the library has steps at its gate but
now a ramp is made for wheel chair users. Concerning the availability of
reference books, he said “the physically impaired students use the same
reference as the non disabled, so there is no shortage of books. He also
suggested that, it would be preferable if a room wider than this is prepared
for the disabled students. The library of Menilik School as observed by the
investigator is a bit narrow and with wooden floor. The room for visually
impaired students is found at an inner room of the main library. They have
to cross the main library to get there. The librarian said visually impaired
students of grade 11 and 12 do not have text books in Braille. She also said
that the Braille references on the shelf are disordered because; there is no
assistant librarian who can read Braille. The hearing impaired students use
the same text as the non disabled students. The library has a very long
ceiling and the light is dim. The Yekatit 12 library is found on the 1 st floor of
an old building. It has a wooden floor that produces sound when students
walk on it. The library is not safe for physically impaired students, because
it is found upstairs. The ceiling is very long and the light is not sufficient for
reading. The librarian reported that, “visually impaired students do not use
the library because; reading room is prepared for them. But, the reading
room is a bit small. The Braille references placed in the library are few.
Grade 11 and 12 students do not have student text in Braille. There was no
one responsible for the materials in the library. From the interview it can be
observed that, there seems to be
• Less concern for disabled students from authorities
• Absence of material provision by the concerned bodies.
• Insufficient library service
• Less effort by guidance & counselors to alleviate their social problem.
• Less effort by school principal to cooperate with NGO’s and others to
alleviate their problem.
4.4 Analysis & interpretation of teachers’ responses.
For the analysis of the responses of teachers to the following questionnaire,
the same grading as that of the students is used. The questionnaires
administered are the following.
Table13. Teachers’ perception on the educational problems of disabled
students
Item
No
Description Mean
1 Teachers perception on the effect of high number of students as
barrier for helping students individually
4.3
2 Noise condition in the class as a barrier to teach in the class 3.7
3 The classroom condition doesn’t allow disabled students to sit
and move with wheelchairs
4.1
4 Getting resources like overhead projector, video recorder etc is a
problem
4.2
5 Accepting the fact that children learn at different rate and
applying this truth in the teaching learning process is a problem
3.1
6 Treating the disabled student equally with the non disabled
student is impossible.
2.9
7 Participation of disabled students during the teaching learning
process
2.5
8 Participation of disabled students in extracurricular activities
like clubs, field trips is minimal
3.8
9 location of service centers is inappropriate for disabled students 4.1
10 Location of the school, its access for transportations the traffic
problem is challenging
3.8
11 The architecture of the building, the corridors, absence of lifts,
space in the classroom is in appropriate for disabled students.
4.2
12 Getting sympathetic peers is difficult 3.8
13 Knowing the personal problem of disabled student and helping
them individually is difficult, because of lack of information
about them
3.00
14 Giving extra time for examination helping them individually is
difficult for teachers.
3.1
15 There is problem of disabled students in developing self esteem
and self confidence.
3.00
16 Disabled students do not get sufficient guidance and counseling
service
2.8
17 There is lack of attention given by authorities regarding the
issue of disabled students.
3.7
18 Disabled student lack skills in creating social interaction with
non disabled peers.
2.8
The means of most of the above items lie below moderate. This seems to
indicate that the education of the disabled students is adversely affected.
The mean values which are all below moderate seem to match with the
means of the students’ responses which gives extra evidence to the
existence of the problems. Teachers reason out that they are unable to help
disabled students because the number of students in the class is high. They
also lack teaching aids like audiovisual. The participation of disabled
students during the teaching-learning process is high. This seems to
indicate their enthusiasm to learn, but their disabilities seem to hinder their
participation in extracurricular activities. Teachers also need to be informed
about disabled students and their problems so that they may help them.
This should be the task of guidance and counselors. The inappropriateness
of location of service centers the architecture of the building, the space in
the classroom, are all given a value below the average. This becomes extra
evidence to the response by the students. The perception of teachers that
guidance and counseling service is insufficient matches with the perception
of the disabled students. Lack of attention given by authorities also matches
with the interview to the principals and the education bureau.
4.5 Responses to the open- ended questions
The responses to the open ended questions by the students and teachers
are presented below. Redundant opinions are summarized in one statement.
The open ended questions focused on,
1. What problems do you face during the teaching learning process in the
class room? The response by the physically impaired students was
generally; we face not much problem
The visually impaired students responded as;
􀂾 Some teachers do not explain what they write on the black board
verbally, they usually forget that there are visually impaired
students in the class.
􀂾 Some teachers use pictorial description which is difficult for us to
understand.
􀂾 We are not assessed continuously as our sighted classmates are
assessed.
􀂾 Some teachers use demoralizing words against us
􀂾 I get no one who is willing to help me, so I simply pass what I do
not understand in the class.
􀂾 No one gives attention for me, so I follow my lessons just like the
non disabled students. Teachers and administrations need to give
attention for us.
􀂾 Because I have no Braille text in my hands I can not follow my
teachers, especially when they write on the blackboard silently, we
need to record what the teacher teach. Tape recorder should be
provided.
􀂾 Not enough time is given for us during the time of examination and
tests.
􀂾 Disturbance in the class and pictorial explanation by the teacher
are my problems.
􀂾 No text is given for us.
􀂾 I have a shortage of Braille paper
The hearing impaired students reported that, teachers teach only the
hearing students. They do not write on the black board. Because I can’t
hear I don’t understand what I learn easily. The lessons have to be given by
teachers who have the knowledge of sign language.
2. What problems do you face with your peers during your social
interaction? This was the second question .A physically impaired
students responded, some students encourage me, some others tease
me
The hearing impaired students responded:
􀂾 I have a problem of communication with my peers.
The physically disabled students:
􀂾 Some students think that all people with motor disability have
cognitive problem.
􀂾 They insult disabled students.
􀂾 People do not want to make me their friend.
Visually impaired students:
􀂾 Student do not allow me to participate in their discussion
􀂾 After I create intimacy with the sighted peers, I worry fearing that,
what, If might have displeased them? We don’t have the
opportunity to create fellowship with the sighted people, because
we do not participate in activities like watching films together,
playing football etc.
3. What are the shortcomings of the guidance and counseling service? This
was the third question.
􀂾 Most students do not have a positive attitude towards us so the
guidance and counseling office need to work much to create
awareness about disability within the students.
􀂾 Orientation about disabled students should be given not only at the
beginning of the year but through out the year.
4. What problems do you face concerning the physical structure of the
buildings, the roads etc? The physically impaired students responded
􀂾 Since I have motor problem I am unable to climb up the long stairs
of the buildings
􀂾 Our staff room is up at the first floor, so I can not meet my
teachers, during recess time.
􀂾 Lavatories are not safe to use, they need to be modified.
The Visually impaired students responded as
􀂾 There is big problem. The paths are ragged, not safe
􀂾 There are pits on the paths that store water, there are poles, As a
result we are always late for school.
􀂾 The library is at the 1st floor so it is difficult to climb up
􀂾 The latrines, the classes and the library are far apart from one
another.
5. What are the short comings of the library?
􀂾 There is no Braille text for grade 11 & 12
􀂾 Menilik’s library is old and not clean
􀂾 The library for visually impaired students in Minilik School is at
the inner room, so we have to pass across the main library to get to
the library for visually impaired students.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1. Summary
After the conception of the thought that disabled students learning in the
preparatory schools of Addis Ababa faces many educational problems, the
researcher formulated seven basic questions in order to examine these
problems. Three preparatory schools were then selected which were believed
to accommodate more disabled students. Accordingly disabilities which are
believed to be more observable were chosen. The researcher chose visually
impaired, hearing impaired and physically impaired students as the
subjects of his study. Seven physically impaired students, thirty five visually
impaired and two hearing impaired students, a total of forty four disabled
students were selected from the sample schools. Data was collected using
multiple data collecting tools that comprises likert type questionnaire,
observation and interview. The data was then analyzed qualitatively. The
examination of the data revealed different results which are summarized as
follows. Beginning from the background information: It is found out that the
number of hearing impaired students were very much insignificant when
compared to the other disabilities. The result matched with the theoretical
back ground which states that mainstreaming deaf high school students
successfully is difficult because they are often several grade levels behind
their age mates in achievements (Kirk, 1962). It has been found out that the
income of the physically impaired students is less than 150 birr per months.
This was also testified by the response of the principles & the guidance and
counselors to an unstructured interview. Concerning the first research
question, it is found out that disabled students have problems with the
teachers who teach them. Some of the problems are:
• Teachers do not support and encourage them as they should
• Teachers do not modify their methods of instruction according to the
needs and disabilities of the students.
• Teachers do not try to remove barriers of learning in the class which
prevent disabled students to follow their lessons appropriately such
as sound.
• Teachers do not use students’ responses in order to bring others into
the discussion.
• Teachers do not give more attention to disabled students in checking
home works, class works, and other activities.
• Teachers do not use the necessary teaching aids such as
audiovisuals, models, tape recorders etc.
• Teachers do not show self initiated willingness to help disabled
students personally.
• Teachers’ effort to create friendship among disabled and non disabled
students is low.
• Teachers do not take into consideration, the disabilities of students
when explaining lessons.
• The number of students in class is high that teachers become unable
to help students individually.
• The result of the second major question, “provisions of equipment and
facilities by the school have been low”.
• Appropriate educational materials like Braille texts Braille papers
slates & stylus are not provided.
• Sign language interpreters for hearing impaired students are not
available.
• Barriers and obstacles that prevent movement are not properly
removed.
• No effort is made by the schools to create conducive condition for
transportation.
• The effort made to organize the library and furnish it is low.
• Effort made by the school to create fellowship and friendship among
disabled & non disabled students is low.
The result of scrutinizing the data concerning the problems faced by
disabled students with their physical environment is summarized as follows.
• The locations of service quarters like the libraries, the staffrooms, and
the cafeteria are not conducive and appropriate for disabled students.
• Lavatories are not modified for use by disabled students like the
physically impaired.
• There are no hand rails, and ramps where necessary.
• Paths with in the schools have obstacles for wheel chair users & blind
students.
Examination of the data collected concerning the relationship of disabled
students with the non disabled students, is found out that:
• The disabled students are highly interested in learning with the non
disabled students, in the same way it is found out that the non
disabled students do not have a negative attitude towards the
integration of disabled students. However the disabled students admit
that they have problem in making fellowship and to create social
interaction with their non disabled peers.
• It is also found out that the participation of disabled students in extra
curricular activities is moderate.
• Non disabled students’ support to disabled students also is moderate.
The examination of the data collected concerning guidance and counseling
service reveals the following findings.
• The supports given by guidance and counselors to enable disabled
students develop self confidence and self esteem is low.
• The support made by guidance and counselors to acquaint the new
disabled students with the service quarters within the school is found
out to be low.
• Their effort to understand the personal problems of the disabled
students so that they might give the necessary support is found out to
be low.
• The guidance and counselors do not try to make cooperation among
parents and school administrator including teachers to solve the
problems of disabled students cooperatively.
• Guidance and counselors do not have much effort to inform the
disabilities and the needs of the disabled children to the classroom
teacher, this is related to their low level of effort to understand the
personal problems of the disabled students.
• The data revealed that the disabled students show self confidence in
doing things. It is also found out that they claim to be morally strong
and matured.
• The research result also revealed that the performance of disabled
students is very well.
• From the interview made with the principals and from the open ended
questionnaire for teachers it is found out that there is insufficient
attention given by education officials for disabled students.
• From the interviews with the guidance and counselors, principals and
from the responses of the hearing impaired students to the open
ended questionnaire, it is found out that there is no sign language
interpreter for the hearing impaired students.
• The interview to the guidance and counselors also revealed that
teachers are not willing to teach hearing impaired students.
• The interview with the principals, the background information of
teachers revealed that the teachers of the disabled students of the
three high schools are not trained in teaching disabled students.
The questionnaire, the open ended questions for the disabled students and
the interviews with guidance and counselors revealed that most disabled
students do not have cooperation with non disabled students, especially the
hearing impaired and the visually impaired students reported that students
are not pleased to make them their friends.
5.2. Conclusions
Beginning from the inception of this study, it has been attempted to find
answers to seven basic research questions already stated in unit one. Based
on the result of the study, it can be concluded disabled students learning in
the preparatory schools are not given the privilege to benefit from what the
education policy and the law claim to provide.
1) The education catered for disabled students is not appropriate, because
according to the research finding teachers do not use the appropriate
teaching methods. They do not understand the specific problems of the
disabled students. Hence they are unable to treat each student according
to their problems. This was also supported by the response of the
students to the open- ended questions, and the interviews to the
guidance and counselors. Both the hearing impaired and visually
impaired students complained that, teachers cannot understand our
problems. This has an implication, that they do not use the proper
method of teaching and assessment.
2) The material provision delivered for disabled students in the preparatory
schools is almost none. Budget is not allocated for fulfilling materials for
the disabled students. The disabled student in grades 11 and 12 do not
get teaching aids like text books, tape recorders etc. Authorities do not
show concern for the disabled students in the preparatory schools.
Budgets are allocated for disabled students at lower grades only. Even
support teachers like sign language interpreters are not available. Braille
text for visually impaired is not prepared.
3) The service rendered by guidance and counselors is low. The guidance
and counselors ought to have to help students develop independence,
self esteem and confidence but the finding doesn’t confirm that they are
doing well. Their effort to create awareness among the non-disabled
students on how to make friends is also low.
4) It can also be concluded that the cooperation between disabled and nondisabled
students is weak. Non-disabled students do not help the
disabled. It seems that it is not because non-disabled students do not
like to help them, but according to the study it is because of lack of the
skill in making friendship.
5) Teachers are found to have a positive attitude towards the integration of
disabled students. But they lack the knowledge about how to teach
disabled students. They are found complaining that the number of
students in the class, the absence of interpreters who reads sign
language for the hearing impaired, and lack of teaching materials like
Braille text has made teaching disabled students challenging.
6) Based on the research result concerning the physical environment that
challenges the education of the disabled student it can be concluded
that.
- Buildings are not conducive or safe for accommodating disabled
students. For instance the new buildings do not take into
consideration the problems of disabled students. There are no ramps,
no bridges over ditches, no hand rails in the latrines, and latrines are
not modified for use for physically disabled students. The paths with
in the school are ragged, there are poles, pits etc. The classes are not
safe for disabled students, such as wheel chair users to maneuver
within the class.
- Finally it is very important to note that clinic is necessary for disabled
students like for those who use special shoes. There is no clinic in the
high schools where the research has been conducted.
5.3. RECOMMENDATIONS
5.3.1. Measures to be taken by the government
1) Even though policies and legislations are issued, there appears
to be lack of clarity and specifications. Therefore there must be
clearly stated guidelines to provide special education to children
with different types of disabilities. Legislations, educational
policies, and teacher training programme also need to be
progressively updated to realize integration as an education
modality.
2) Regardless of the school, curriculum facilities, or other aspects
of the setting, if the teacher is not qualified and skilled in
teaching disabled students, and if he/she is not able to identify
the needs of the disabled students, the students will not achieve
as they should. Hence the teachers of the ordinary school need
to receive special training in the form of workshop, summer
programme or correspondence.
3) Experts, administrative staff and education bureaus at region or
Kifle Ketama level should be more concerned with the education
of these disabled students and play a significant role in
improving, organizing and planning the learning environment of
the disabled students in an integrated setting, especially the
preparatory schools.
4) The concerned government officials must make an effort to
fulfill the educational materials and alleviate the economic
problems of the disabled students in collaboration with
domestic and international non-governmental organizations.
5) The government has to allocate budget specifically for fulfilling
the materials needed by disabled students.
6) The government must also allocate budget for health service i.e.
Clinic is required in the schools where disabled students are
mainstreamed.
7) When choosing a school for use to teach disabled students, the
buildings, toilets and paths need to be modified.
8) New constructions should take the problems of disabled
students in to consideration.
5.3.2. Measures to be taken at school level
1) The school should create awareness among the school community
about the nature of disabled students. This would help regular
classroom teachers and students to perceive disabled students as
persons with a potentiality to grow up.
2) The school should pay attention in getting an interpreter in the
regular classroom.
3) The schools should adjust programme for continuous assessment of
the disabled students in collaboration with the teachers.
4) The school should adjust programme for the teachers to share
experience with other special schools.
5) The school must try to modify the paths, build bridges over ditches
and construct ramps at places where there are stages. It also must try
to modify latrines for uses by students with motor disability.
6) Schools also must set wider classes for disabled students, and fix
black boards at a height suitable for wheel chair users.
7) Schools need to give refreshment courses for the guidance and
counselors so that they can effectively counsel and guide disabled
students.
8) Awareness creation for the non disabled student must not be once a
year only. It must be progressive using posters, mini-media, and other
means through out the year.
5.3.3. Measures to be taken by Teachers
1) Equitable treatment of deaf students would be attained only if deaf
students get their education using sign language as a medium of
instruction. But if not available the teacher mast use classmates
(buddies) as helpers. Preferential seating can be a considerable
assistance to facilitate deaf education.
2) Buddies also are used to assist visually impaired students in the absence
of Braille text; the buddies can read what is written on the black board,
when the teachers miss to speak it verbally.
3) Regular classroom teachers must also collaborate with special school
teachers to meet the unique needs of the students.
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APPENDIX I
ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
COLLEGE OF EDUCTION
DEPARTMENT OF CURRICULUM AND TEACHERS PROTESSIONAL
DEVELOPMENT STUDIES
QUESTIONNAIRE TO BE FILLED BY STUDENTS
This questionnaire is prepared to be filled by disabled students, learning in
the regular classes of the preparatory schools in Addis Ababa.
The aim of the questionnaire is to collect data that will help to study
problems faced by disabled students mainstreamed in the regular classes of
the preparatory schools of Addis Ababa, and search solution for the
problems. Your genuine cooperation is basic for the validity of the study. So
I request your careful responses by putting the sign "√" in the box or by
writing in the space provided.
1. Name of the school
2. Age Sex Grade
3. Your living condition
a) Live with my parents c) With others, specify...
b) I live alone .................................
4. If you are living with your parents, how much is their monthly in
Come?
a) Below 150 birr b) 150-250 birr
c) 250-500 d) 500-1000
e) More than 1000
5. If you live alone, how do you earn your living?
6. Type of disability
a) Visual disability c) Movement of the arms
b) Hearing disability d) Unable to move legs
e) Others Specify..........................
7. What special education have you taken?
a) Movement skill d) lip-reading
b) Reading Braille e) other specify............
c) Sign language ................................
8. Who support you in movement, communication, reading or writing?
When ever you are in need? (Specify) .............................................
Part I
Direction: - Five alternative answers are given for each of the following questions. Your
answer may be very high, high, moderate, low or very low. Put the sign “√” in the column
under the appropriate answer you think right, in front of each question.
No strongly
Agree agree Uncertain Disagree
Strongly
Disagree
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Support and encouragement is given to
disabled students from teachers to achieve
good result
There is modification of instruction by
teachers according to the needs and the
disabilities of the students
Support is given by teachers in the class
room so that disabled students can follow
their lessons appropriately, with out obstacle.
Teachers use student’s responses to
encourage or to bring others into the
discussion
Attention is given for disabled students by
teachers in checking homework, class work
and other activities.
Support and encouragement is given by
teachers in the classroom so that disabled
students can use aids like Braille, tape
recorder, hearing aids etc.
There is willingness of teachers to help
disabled students personally by tutoring
them separately
There is motivation of disabled students by a
smile, a nod or gesture or rewarding words
when they answer questions correctly.
Effort is made by teachers to encourage
cooperation and friendship among disabled
students and the non disabled students.
Teachers explain lessons from simple to
complex, step by step so that disabled
students can catch up and understand.
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Effort is made by teachers to make non
disabled students understand the needs of
disabled students and help them.
Teachers help disabled students to get the
right sitting position in the class.
School administrators suggest that disabled
students should never learn with their non
disabled peers in the regular classroom.
Effort is made by the school administrators to
provide the appropriate educational materials
for disabled students such as text books,
Braille. etc.
Effort is made by the school administrators in
removing obstacles in the school campus so
that disabled students can move around in
the school campus easily.
Effort is made by the school administrators
so that disabled students get access for
transportation from home to school & from
school to home
Effort is made by the school to organize the
library according to the needs of disabled
students to use library
Effort is made by the school administrators
encourage cooperation and friendship among
and non disabled students.
The location of service quarters is very easy to
find & get like the library, cafeteria, the staff
room etc. is accessible.
The lavatories have hand rails, entrance to
gates and classes have ramps.
Class rooms are spacious; paths have no
obstacles to move around.
I am unwilling to learn with the non disabled
students.
I have a problem to make fellowship and to
create social interaction with my peers
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I participate in extracurricular activities.
Non-disabled students suggest that disabled
students should never learn with non
disabled students in the regular classroom.
Non-disabled students think that disabled
students need support we should help them.
Support is given by guidance and counseling
service to enable disabled students develops
self confidence and self esteem.
Support is given by guidance and councilors
to enable students get service quarters with
in the school such as offices, library,
cafeterias etc.
Effort is made by guidance and counselors to
understand the personal problems of each
disabled students.
Effort is made by the guidance and
counselors to create cooperation with the
administration and the parents of the
disabled students to solve their problems.
Effort is made by guidance and councilors to
inform the disabilities of students to the
regular class teachers, so that they may know
the students specific problems and help them
accordingly.
Teachers think that disabled students
should not learn in the regular classroom
with the non-disabled students.
My disability doesn’t prevent me from doing
anything.
I have a feeling of depression because of my
disability.
I have much psychological problem because
of my denial to accept my disability.
Teachers think that disabled students need
support from their peers and teachers.
Part II
Write what you think can be appropriate answer for the following questions
in the space provided
1. The number of students in the class.
Below 50 50-60 above 60
2. Your rank in your class
1-5 5-10 Above 10
3. What problems do you face during the teaching learning process in
the class?
Your recommendation
4. What, problems do you face with your peers during your Social
interaction
Your recommendation
5. What problems do you face as a result of your disability with the
School settings such as the architecture of the building, position
of Offices, Classes etc.
What is your recommendation?
6. Specify the strength and the short coming, of the guidance and
Counseling Services.
What is your recommendation?
7. How do you evaluate the provision by the school of materials like
textbooks, library service, and others?
Your Recommendations?
APPENDIX II
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¾ÉI[ U[n Ø“ƒ“ ƒUI`ƒ ¡õM
¾ƒUI`ƒ ¢K?Ï
"]Ÿ<KU“ ¾SUI^” S<Á ThhÁ Ø“ƒ
u›"M Ñ<Ç}— }T]−‹ ¾T>VL SÖÃp
ÃI SÖÃp u›Ç=e ›uv ¾SÅu— G<K}— Å[Í ¾Sc“Ê ƒ/u?„‹ u11—“
u12— ¡õM ¨<eØ uT>T\ ¾›"M Ñ<Ç}— }T]−‹ ¾T>VL SÖÃp ’¨<::
¾SÖÃl ›LT u›Ç=e ›uv ¾G<K}— Å[Í ¾Sc“Ê ƒUI`ƒ u?ƒ ¨<eØ
¾T>T\ ¾›ŸM Ñ<Ç}— }T]−‹ ¾T>ÑØT†¨<” ‹Óa‹ KTØ“ƒ“ ¾SõƒN?
NXw KSeÖƒ ¾}²ÒË ¾S[Í Scwcu=Á SÖÃp ’¨<:: eK²=I KÁ”Ç”Æ ØÁo
}Ñu= SMe uSeÖƒ KØ“~ Ø^ƒ ›e}ªî± uTÉ[Ó ”Ƀ}vu`/] ÖÃnKG<::
ƒ¡¡M ’¨< wKI/g= uUƒÑU}¨</ˆ¨< dØ” ¨<eØ ¾ "√" UM¡ƒ ›É`Ó/Ñ>
1. ¾ƒUI`ƒ u?~ eU .........................................................................................
2. °ÉT@ ............................ ï .......................... ¾ƒUI`ƒ Å[Í .....................
3. ¾’<a G<’@ G/ Ÿu?}cw Ò` N/ ŸK?L c¨< Ò` ŸJ’
K/ Kw‰ ÓKî...........................
4. Ÿu?}cw Ò` ¾Uƒ•`/] ŸJ’ ¾u?}cwI/i Ñu= u¨` U” ÁIM ’¨<?
G/ Ÿ15® w` u‹ S/ Ÿ5®®-1000 w`
K/ Ÿ15®-250 w` W/ Ÿ 1®®® w` uLÃ
N/ Ÿ25®-500 w`
5. uÓM ¨Ã”U Kw‰ ¾Uƒ•`/] ŸJ’ KS•]Á ¾T>J” Ñ”²w ŸT” ¨Ã”U
”ȃ ”ÅUÑ˜ ÑKî/ÓKÜ ....................................................... ...................
6. ¾›"M Ñ<ǃ ›Ã’ƒ
G/ ¾T¾ƒ ‹Ó` N/ ¾Ó` ¾”penc? ‹Ó`
K/ ¾SeTƒ ‹Ó` S/ ¾Ï ”penc? ‹Ó`
7. ¾}cÖI ¾M¿ õLÔƒ eMÖ“
G/ ¾”penc? S/ ¾Ÿ”ð` ”penc? T”uw
K/ ¾w_ÃM W/ K?L "K ÓKî/Ü
N/ ¾UM¡ƒ s”s .............................................
8. Ÿx ¨Å x uUƒ”kdke/g= Ñ>²? ¨Ã”U KSíõ ¨Ã”U KT”uw
¾T>[ÇI/g= ¨Ã”U Ÿc−‹ Ò` KSÓvvƒ ¾T>Áe}[Ñ<UMI/g= [ǃ ›KI/g=?
ÓKî/Ü ...................................................................................................
¡õM 1
Ÿ²=I u‹ K}ÑKÖ<ƒ ØÁo−‹ ›Ueƒ ›T^ß SMf‹ uc”Ö[» ¨<eØ }cØ}ªM::
SMeI/g= u×U cTTKG<' cTTKG<' `ÓÖ— MJ” ›M‹MU' ›MeTTU' õì<U
›MeTTU K=J” ËLM Ÿ’²=I ›T^à‹ ¨<eØ ƒ¡¡M ’¨< wKI
ŸUeu¨</ŸUcu=¨< SMe ›”í` vK¨< ¡õƒ x uØÁo¨< òƒ Kòƒ ¾ "√" UM¡ƒ
›É`Ó/Ñ>::
}
l
u×U
eTT
KG<
eT
TKG<
`ÓÖ—
›ÃÅKG<
U
›MeT
TU
õì<U
›MeT
TU
1
2
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12
›"M Ñ<Ç}— }T]−‹ Ø\ ¨<Ö?ƒ ”Ç=ÁSÖ< SUI^”
ÉÒõ“ Tu[ƒ ÁÅ`Ñ<L†ªM::
SUI^” K›"M Ñ<Ç}— }T]−‹ ¾›"M Ñ<ÉK†¨<”
u›Ñ“²u SMŸ<“ uM¿ õLÑA†¨< SW[ƒ ¾Te}T`
S”Ñdž¨<” ÃkÁÃ^K<::
¾›"M Ñ<Ç}— }T]−‹ u¡õM ¨<eØ ÁKU”U ‹Ó`
”Ç=T\ SUI^” ›eðLÑ>¨<” ÉÒõ ÁÅ`Ñ<L†ªM::
SUI^” K?KA‹ }T]−‹ u¨<ÃÃ~ }dò ”Ç=J’<
}T]−‹ SMe c=SMc< Áu[~›†ªM::
SUI^” ¾u?ƒ Y^†¨<” ¾¡õM e^†¨<”“ K?KA‹
”penc?Á†¨<” uT[U“ uSŸ}M K›"M Ñ<Ç}—
}T]−‹ ƒŸ<[ƒ ÃcÖ<›†ªM::
SUI^” ¾›"M Ñ<Ç}— }T]−‹ w_ÃM' Sp[ì< ÉUî
/Tape recorder/¾SeT>Á S`Í SX]Á /hearing aid/
K?KA‹”U ’Ña‹ ”Ç=ÖkS< Tu[‰ ÁÅ`Ñ<L†ªM
ÃÅÓ÷†ªM::
SUI^” ›"M Ñ<Ç}— }T]−‹” uƒ`õ Ñ>²?Á†¨< uÓM
uS`ǃ uƒUI`†¨< KSÅÑõ ðnÅ— “†¨<::
SUI^” ¾›"M Ñ<Ç}— }T]−‹ ØÁo uT>SMc< Ñ>²?
ðÑӁ uTd¾ƒ' ^e” uS’p’p' ¾Tu[‰ nM
uSÖkU Á’ns†ªM::
SUI^” u›"M Ñ<Ç}— }T]−‹“ ¾›"M Ñ<ǃ uK?L†¨<
}T]−‹ S"ŸM Iw[ƒ“ ÕŘ’ƒ ›”Ç=SW[ƒ Ø[ƒ
ÁÅ`ÒK<::
SUI^” ¾T>Áe}U\ƒ” ƒUI`ƒ ŸkLM uS’dƒ ¨Å
ŸvÆ 'ÓMê ŸJ’¨< ¨Å ¨<eweu< Å[Í uÅ[Í uTe[ǃ
¾›"M Ñ<Ç}— }T]−‹ ƒUI`~” ”Ç=[Æ ÁÅ`ÒK<::
SUI^” ¾›"M Ñ<ǃ ¾K?L†¨< }T]−‹ ¾›"M Ñ<Ç}—
}T]−‹” M¿ õLÑAƒ }Ñ”´u¨< ”Ç=[ÇD†¨< Ø[ƒ
ÁÅ`ÒK<::
SUI^” ¾›"M Ñ<Ç}— }T]−‹” u¡õM ¨<eØ }Ñu=“
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}eTT> SkSÝ ”Ç=ÁÑ–< Ã[ÇD†ªM::
¾ƒUI`ƒ u?~ ›e}ÇÅ` ¾›"M Ñ<Ç}— }]T−‹ ¾›"M
Ñ<Ç}— "MJ’< }T]−‹ Ò` uSÅu— ¡õM ¨<eØ ST`
¾Kv†¨<U ¾T>M ›e}dcw ›L†¨<::
¾ƒUI`ƒ u?~ ›e}ÇÅ` ¾›"M Ñ<Ç}— }T]−‹ }Ñu=¨<”
¾ƒUI`ƒ SX]Á−‹ KUXK? SÉNõƒ' w_ÃM
¾SdcK<ƒ” ’Ña‹ Ák`vK<::
¾ƒUI`ƒ u?~ ›e}ÇÅ` ¾›"M Ñ<Ç}— }T]−‹ uƒ/u?~
pØ` Óu= ¨<eØ ÁK‹Ó` S²ª¨` ”Ç=‹K< ”pó„‹”
KTe¨ÑÉ Ø[ƒ ÁÅ`ÒM::
¾ƒU`ƒ u?~ ›e}ÇÅ` ¾›"M Ñ<Ç}— }T]−‹ ¨Å
ƒ/u?ƒ c=SÖ<“ c=SKc< ¾SÕÕ¹ ‹Ó` ›”ÇÃÑØT†¨<
Ø[ƒ ÁÅ`ÒM::
¾ƒUI`ƒ u?~ ›e}ÇÅ` SêNõƒ u?ƒ” ”Å M¿
õLÑA†¨< K›"M Ñ<Ç}— }T]−‹ KTÅ^˃ ÃØ^M::
¾ƒUI`ƒ u?~ ›e}ÇÅ` u›"M Ñ<Ç}— }T]−‹“ ¾›"M
Ñ<ǃ uK?L†¨< }T]−‹ S"ŸM Qw[ƒ ”Ç=ðÖ` Ø[ƒ
ÁÅ`ÒM
¾›ÑMÓKAƒ SeÝ ¡õKA‹ KUdK? ¾SêNõƒ u?ƒ
"ò‚]Á '¾SUI^” T[òÁ ukLK< LÑ–¨< ‹LKG<::
¾ƒUI`ƒ u?~ i”ƒ u?„‹ SÅÑòÁ ÁL†¨< ¡õKA‡ cóò
S”Ñʇ U‡ eKJ’< u›”penc? ‹Ó` ¾Kw˜U
¾›ŸM Ñ<ǃ ŸK?L†¨< }T]−‹ Ò` KST` ðnÅ—
›ÃÅKG<U
¾›"M Ñ<ǃ ŸK?L†¨< }T]−‹ Ò` Iw[ƒ uTÉ[Ó
TIu^© Ó”–<’ƒ KSõÖ` †Ñ^KG<::
¾›"M Ñ<Ç}— }T]−‹ u¡uw“ uK?KA‹ }Õǘ ƒUI`„‹
¨<eØ }dƒö ÁÅ`ÒK<::
¾›"M Ñ<ǃ ¾K?L†¨< }T]−‹ ¾›"M Ñ<Ç}™‹ uSÅu—
¡õM ¨<eØ ¾›ŸM Ñ<Ç}— ŸMJ’ }T]−‹ Ò` TT`
¾Kv†¨<U ¾T>M ›e}dcw ›L†¨<
¾›"M Ñ<ǃ ¾K?Kv†¨< }T]−‹ ¾›ŸM Ñ<Ç}— }T]−‹
°`ǁ ¾T>ÁeðMÒ†¨< “†¨<:: M”[dž¨< ÃÑvM ¾T>M
›e}dcw ›L†¨<
¾}T]−‹ ›S^`“ ¾U¡` ›ÑMÓKAƒ ¾›"M Ñ<Ç}™‹
u^e ¾S}TS” eT@ƒ ›”Ç=ÁÇw\“ ^d†¨<” ›”Ç=Á¨<l
ÉÒõ ÁÅ`ÓL†ªM::
¾}T]−‹ ›S^`“ ¾U¡` ›ÑMÓKAƒ ¾›ŸM Ñ<Ç}—
}T]−‹ ¾ƒUI`ƒ u?~” ¾›ÑMÓKAƒ ¡õKA‹ KUXK?
u=a−‹”' SêNõƒ u?ƒ”' S´“— eõ^−‹ ”Ç=Á¨<l
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ÉÒõ ÁÅ`ÓL†ªM::
¾}T]−‹ ›S^`“ ¾U¡` ›ÑMÓKAƒ ¾›ŸM Ñ<Ç}™‹
}T]−‹ ¾ÓM ‹Ó` uS[ǃ ‹Ó^†¨<” KTnKM Ø[ƒ
ÁÅ`ÒM::
¾}T]−‹ ¾U¡` ›ÑMÓKAƒ“ ŸƒUI`ƒ u?~ ›S^` “
Ÿ¨LЋ Ò` p”ρ© ›W^` uSõÖ` ¾›"M Ñ<Ç}™‹”
‹Ó` uÒ^ KSõƒ Ø[ƒ ÃÅ[ÒM::
¾}T]−‹ ›S^`“ ¾U¡` ›ÑMÓKAƒ ¾›ŸM Ñ<Ç}—
}T]−‹ ‹Ó` SUI^” uÓM ›¨<k¨< ›”Ç=[ÇD†¨<
‹Ó^†¨<” KSUI^” KTd¨p Ø[ƒ ÁÅ`ÒM::
¾›"M Ñ<Ç}˜’‚ T”—¨<”U ’Ñ` ŸSe^ƒ ›MŸKŸK˜U
u›"K? SÑ<ÅM U¡”Áƒ Ÿõ}— ¾J’ ¾ß”kƒ eT@ƒ ›K˜
¾›"M Ñ<Ç}—’‚” vKSkuK? ¾e’Mx“ ‹Ó` Å`fw—M
SUI^” ›"M Ñ<Ç}— }T]−‹ ¾›"M Ñ<ǃ ŸK?L†¨<
SÅu— }T]−‹ Ò` }kLpK¨< ST` ¾Kv†¨<U ¾T>M
›e}dcw ›L†¨<::
SUI^” ›"M Ñ<Ç}— }T]−‹ ŸSUI^”“ Ÿ}T]−‹
`ǁ ÁeðMÒ†ªM ¾T>M ›SK"Ÿƒ ›L†¨<::
¡õM 2
ƒ¡¡M ’¨< wKI ¾Ueu¨<” SMe uvÊ x¨< ¨<eØ SMe ¨ÃU uXØ’< "√"
UM¡ƒ ›É`Ó
1. u¡õMI ¨<eØ e”ƒ }T]−‹ ›K<?
G/ Ÿ5® u‹ K/ Ÿ 5®-60 N/ Ÿ6® uLÃ
2. Ÿ¡õM }T]−‹ ¨<eØ uÅ[Í e”}— ƒ¨×KI
G/ Ÿ1-5 K/ Ÿ5-10 N/ Ÿ1® uLÃ
3. uST` Te}T` H>Ń Ñ>²? u¡õM ¨<eØ U” ‹Ó` ÃÑØUNM?
¾SõƒN? NXw "KI ÓKî/Ü
4. uTIu^© Ó”–<’ƒI Ÿ¡õM ÕÅ™‹I Ò` ¾T>ÑØUI ‹Ó` "K ÓKî/Ü
¾SõƒN? NXw "KI ÓKî/Ü
5. uƒUI`ƒ u?~ ¾I”í ›W^` u¡õKA‹ ›kTSØ uu=a−‹ ›kTSØ ui”ƒ
u?ƒ“ uSdcK<ƒ ¾ÑÖSI ‹Ó` "K ÓKî/Ü
¾SõƒN? NXw "KI ÓKî/Ü
6. ¾}T]−‹ ¾U¡`“ ¾ÒÃÇ”e ›ÑMÓKAƒ Ö”Ÿ^“ ÅŸT ÑA” "K ÓKî/Ü
¾SõƒN? NXw "KI ÓKî/Ü
7. ƒUI`ƒ u?~ SêNõƒ” ¾u?}SêNõƒ ›ÑMÓKAƒ” uSeÖƒ uŸ<M ÁK¨<”
Ö”Ÿ^“ ÅŸT ÑA” ”ȃ ¾ªKI?
APPENDIX III
CHECKLIST FOR GLASSROOM OBSERVATION
Date______________ School______________________
Subject___________ Grade_____________________
Yes No
I Class room setting
A. The seat is conducive for copying notes in the Braille
B. The class room is conducive for grouping students
C. The class room has space for movement of the disabled students,
visually impaired and physically disabled
D. There is silence in the classroom
E. The number of students is manageable
F. There is enough light in the room
G. Students with disabilities are seated at the right position in the class
II educational materials
H. Students with disabilities have text book and for Braille text
I. Students with disabilities use tape recorder
J Students with hearing impairment use hearing aids
III Teacher students interaction
K. There is active participation of visually impaired students by asking and
answering questions
L.There is participation of the hearing impaired students
M. The teacher speaks while he is write and write while he is speaking
N.The teacher encourages and praise the disabled students when they
answer questions
O. The teacher calls the disabled students by name
P. The teacher uses audiovisual aids in the class
Q.The teacher assigns buddy for the disabled
R. The teacher speaks loudly
S. The teacher allows enough time for the disabled to complete their work.
Declaration
I, the undersigned declare that this thesis is my original work and has never been presented
for the degree in any other university and that all sources of material used for the thesis have
been duly acknowledged.
Name _______________________________
Signature ____________________________
Date _______________________________
This thesis has been submitted for examination by my approval as a university advisor.
Name _______________________________
Signature ____________________________
Date of submission ____________________