Special Needs and Inclusive Education

Permanent URI for this collectionhttps://etd.hu.edu.et/handle/123456789/313

Browse

Filters

20244

Settings

End date: 2024Subject: search.filters.subject.accessibility

Search Results

Now showing 1 - 4 of 4
  • No Thumbnail Available
    Item
    THE RELATIONSHIPBETWEEN SCHOOL SUITABILITYAND ACADEMIC ACHIEVEMENT OF STUDENTS WITH DISABILITIES IN SELECTED GOVERNMENT PRIMARY SCHOOLS AT HAWASSA CITY ADMINISTRATION
    (HAWASSA UNIVERSITY, 2024-03) YISAK BANCHA
    The purpose of this study was investigating The Relationship between School Suitability and Academic Achievement of students with disabilities in selected government primary schools at Hawassa city administration. It was conducted at Tabor, Haik, &Ethiopia Tikdem primary Schools in 2023. The independent variable was school suitability which comprises hard ware and soft ware of the schools. The hard ware refers to infrastructure suitability &accessibility including building accessibility, Technology, &resource allocation. The software of the school talks about instructional methods used by teachers, Curriculum flexibility & support system designed in the schools. The dependent variable was students’ academic achievement. The study employed a crosssectional survey research design under quantitative method. Hence, 210 samples were selected by systematic random sampling technique to fill out questionnaires. However, only 205 from which 68 (33.2%) were females & 137 (66.8%) males, were correctly filled out & returned. Data were collected by Likert type self-designed questionnaire. Data analysis was done by using the descriptive & inferential statistical applications. The inferential statistics analysis examined the correlation & regression to identify significant relationship between the variables. As a result, Pearson product-moment correlation analysis indicates that there is strong correlation & relationships between independent & dependent variables that shows building accessibility (R= .702* ), technology accessibility (R= .716*); Resource allocation (R= .870**); Curriculum flexibility (R= .726*); & Teaching method (R= .830**) relationship with students’ academic achievement. Furthermore, the model summary also depicted that the school suitability is a predictor of the academic achievement of students with disability with value of R= .912a ; &the R-square for the equation was .832. From this it is possible to infer that the selected schools are not suitable. In other words they have no appropriate infrastructure including inaccessible building, lack of technology, poor resource allocation, curriculum rigidity, & poor instructional method. Due to this the student’s academic achievement was poor as observed on the first semester average result. Based on the findings it was recommended that there should be consideration for making the schools suitability learning zones by improving the problems identified on the hardware & software of the schools.
  • No Thumbnail Available
    Item
    ACCESSIBILITY AND UTILIZATION OF ASSISTIVE TECHNOLOGY INFLUENCE ON ACADEMIC ACHIEVEMENT OF STUDENTS WITH DISABILITY IN RESOURCE CENTER: THE CASE OF MIZAN AMAN TOWN, SELECTED PRIMARY SCHOOL
    (HAWASSA UNIVERSITY, 2024-06) ALEMAYEHU KASHEKU
    This study investigated the Accessibility and Utilization of Assistive Technology Influence on Academic Achievement of Students with Disability in resource center: The Case of Mizan Aman Town, Selected Primary School. An explanatory Sequential design and a mixed research approach were used in the study. The participants involved in the study were general and special education teachers, principals, supervisors, the head of the City administration's education office, and Education experts in the Woreda/Zone education office. Generally, 66 sample subjects were included in this investigation. Questionnaires, interviews, focus groups discussion, document analysis and observation were used to collect data. The quantitative data were analyzed using frequency, percentiles, mean value, and standard deviation, whereas, the qualitative data were arranged, categorized, and subjected to thematic analysis in order to identify any developing response patterns. The findings revealed that barriers to the use of assistive technology to support academic success for children with disabilities were a lack of funding and information, a lack of budget, non-fulfillment of orders due to cost, a lack of skilled specialists in the field, and others. So, it is possible to conclude that students with disabilities in Mizan Aman selected primary School had little access to and did not have much utilize ATs in the way it is expected to be but the understanding about AT is good. In light of the findings, the study recommends that collaboration and evidence of commitment from the educational office, Woreda/Zone/schools, and other stakeholders to achieve the accessibility and utilization of assistive technology Influence on Academic Achievement of Students with disability in resource centers is necessary.
  • No Thumbnail Available
    Item
    THE RELATIONSHIPBETWEEN SCHOOL SUITABILITYAND ACADEMIC ACHIEVEMENT OF STUDENTS WITH DISABILITIES IN SELECTED GOVERNMENT PRIMARY SCHOOLS AT HAWASSA CITY ADMINISTRATION
    (HAWASSA UNIVERSITY, 2024-03) Yisak Bancha Bassa
    The purpose of this study was investigating The Relationship between School Suitability and Academic Achievement of students with disabilities in selected government primary schools at Hawassa city administration. It was conducted at Tabor, Haik, &Ethiopia Tikdem primary Schools in 2023. The independent variable was school suitability which comprises hard ware and soft ware of the schools. The hard ware refers to infrastructure suitability &accessibility including building accessibility, Technology, &resource allocation. The software of the school talks about instructional methods used by teachers, Curriculum flexibility & support system designed in the schools. The dependent variable was students’ academic achievement. The study employed a cross sectional survey research design under quantitative method. Hence, 210 samples were selected by systematic random sampling technique to fill out questionnaires. However, only 205 from which 68 (33.2%) were females & 137 (66.8%) males, were correctly filled out & returned. Data were collected by Likert type self-designed questionnaire. Data analysis was done by using the descriptive & inferential statistical applications. The inferential statistics analysis examined the correlation & regression to identify significant relationship between the variables. As a result, Pearson product-moment correlation analysis indicates that there is strong correlation & relationships between independent & dependent variables that shows building accessibility (R= .702*), technology accessibility (R= .716*); Resource allocation (R= .870**); Curriculum flexibility (R= .726*); & Teaching method (R= .830**) relationship with students’ academic achievement. Furthermore, the model summary also depicted that the school suitability is a predictor of the academic achievement of students with disability with value of R= .912a; &the R-square for the equation was .832. From this it is possible to infer that the selected schools are not suitable. In other words they have no appropriate infrastructure including inaccessible building, lack of technology, poor resource allocation, curriculum rigidity, & poor instructional method. Due to this the student’s academic achievement was poor as observed on the first semester average result. Based on the findings it was recommended that there should be consideration for making the schools suitability learning zones by improving the problems identified on the hardware & software of the schools.
  • No Thumbnail Available
    Item
    ACCESSIBILITY AND UTILIZATION OF ASSISTIVE TECHNOLOGY INFLUENCE ON ACADEMIC ACHIEVEMENT OF STUDENTS WITH DISABILITY IN RESOURCE CENTER: THE CASE OF MIZAN AMAN TOWN, SELECTED PRIMARY SCHOOL
    (HAWASSA UNIVERSITY, 2024-06) ALEMAYEHU KASHEKU
    This study investigated the Accessibility and Utilization of Assistive Technology Influence on Ac ademic Achievement of Students with Disability in resource center: The Case of Mizan Aman Town, Selected Primary School. An explanatory Sequential design and a mixed research ap proach were used in the study. The participants involved in the study were general and special education teachers, principals, supervisors, the head of the City administration's education of fice, and Education experts in the Woreda/Zone education office. Generally, 66 sample subjects were included in this investigation. Questionnaires, interviews, focus groups discussion, docu ment analysis and observation were used to collect data. The quantitative data were analyzed using frequency, percentiles, mean value, and standard deviation, whereas, the qualitative data were arranged, categorized, and subjected to thematic analysis in order to identify any develop ing response patterns. The findings revealed that barriers to the use of assistive technology to support academic success for children with disabilities were a lack of funding and information, a lack of budget, non-fulfillment of orders due to cost, a lack of skilled specialists in the field, and others. So, it is possible to conclude that students with disabilities in Mizan Aman selected pri mary School had little access to and did not have much utilize ATs in the way it is expected to be but the understanding about AT is good. In light of the findings, the study recommends that col laboration and evidence of commitment from the educational office, Woreda/Zone/schools, and other stakeholders to achieve the accessibility and utilization of assistive technology Influence on Academic Achievement of Students with disability in resource centers is necessary.