Indian Journal of Health and Wellbeing

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Challenges and Opportunities Experienced by Students with Physical Disabilities (SWPD's) in Wollega Zones


Affiliations
1 Department of Behavioral Science, College of Education and Behavioral Science Nekemte, Oromia, Ethiopia
     

   Subscribe/Renew Journal


The main purpose of this study was to investigate challenges and opportunities experienced by Students with Physical Disabilities (SWPD's) in Primary Schools of Wollega Zones. The research employed qualitative design and simple random sampling technique to select 2(two) primary schools from four towns of Wollega Zones (i.e., Shambu & Gimbi) and students with physical disabilities were selected purposively (i.e.,7 SWPD's). Collection of data was conducted by using semi-structured interview to investigate the phenomena. The research employed Thematic Content Analysis as a mode of data analysis in the study. Results of the study showed that, students with physical disabilities generally find that there is inadequate physical infrastructure which compromises their physical access within the school and outside of the school. The participants also had to deal with discrimination from peers and staff. Furthermore, participants reported that being provided with proper facilities such as crunches and wheelchairs would help them find the environment less challenging. The poor infrastructure in schools cause many challenges and impair ability to move freely which, at times, leads them to staying in their classrooms thus increasing their separation. Finally, based on the findings and conclusion of the study, it was recommended that, awareness raising activities should be designed to the school principals, teachers, families and other stakeholders so that they could support and encourage inclusiveness of regular schools. School should be provided relevant training and they need to be innovative, flexible, creative, willing, welcoming and capable of initiating participatory inclusive environment.

Keywords

Challenges, Students with Physical Disabilities, Opportunities.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Abate, L. (2001). Teacher's attitude towards the inclusion of children with disabilities into regular schools. The Case of Some Schools in Addis Ababa. Master Thesis. Addis Ababa University School of Graduate Studies AAU.

  • Creswell J. W. (2009). Research design: Qualitative, quantitative and mixed method approaches (3rded.). Thousand Oaks, CA,US: Sage Publications, Inc.

  • Dunn, J., & Hollisfait (1989). Special physical education (6th ed). WMC-Brown publishers.

  • Elias, F. (2012). Physically disabled students and physical education: Challenges and opportunities, the case of selected schools in Addis Ababa. Master's Thesis AAU. Ethiopia, Addis Ababa: MOE- EMPDA.

  • Fichten, C, Bourden, C, Amstel, R, & Fox, L. (1989). Validation of the college interaction self-efficacy questionnaire. Students with and without disabilities. Journal of College Student Development, 28(5), 449-458.

  • Gorter, J.W. (2009). Determinants of students attitudes towards peers with disabilities. Developmental Medicine and Child Neurology, 75(6), 417-418.

  • Healey, T, Pretorius,A., &Bell, D. (2011). Disability in higher education. March 3, at. http://www.uct.ac.za/usr/disability/reports/progress_reportl Oil .pdf, March

  • Manson, M., & Reiser, R. (1994). Altogether Better. Comic relief, UK. Retrieved, Merril Publishing Company

  • MOE (1997). Education statistics annual abstract 1988 E.C 1995/96, education management information system. Addis Ababa: Ministry of Education.

  • Ogunlana, O. (2012). The compendium report. Does Special Education Have a Role to Play in the Twenty First Century?

  • Onasanya, I.V. (2002). Disability issues in the regions: Social analysis and disability. http://www.secretariat.disabilityafrica.org/

  • Singh, D. K. (2003). Students with disabilities and higher education. College Student Journal, 37(3),367-375.

  • Tensae, G. (2000). Educational Status of the blind Students in the regular Secondary. School of Addis Ababa and Eastern Shoa. Master Thesis, Addis Ababa University School of Graduate Studies AAU.

  • Tirussew, T. (2000). Human disabilities: Developmental, educational andpsychosocial implications. Addis Ababa: Addis Ababa University Publishing Pressing.

  • Tirussew, T. (1999). Inclusion of Children with Disabilities in Regular Schools: Challenges and Opportunities. The Ethiopian Journal, 19, 29-64.

  • UNESCO (1994). Salamanca Statement. Pairs.

  • UNICEF (2011). It is our world too a report on the lives of disabled children. Report on disability.

  • Venter, C.T., Rickert, T.E., & Maunder, D.A.C. (2012). Disability and development in the World. Bank

  • Yesseldyke, J.E., &Algozzine, B. (1995). Special education: A practical approach for teachers (3rded.). Geneva: Houghton Mifflin Company


Abstract Views: 372

PDF Views: 1




  • Challenges and Opportunities Experienced by Students with Physical Disabilities (SWPD's) in Wollega Zones

Abstract Views: 372  |  PDF Views: 1

Authors

Dinka Yadeta Oli
Department of Behavioral Science, College of Education and Behavioral Science Nekemte, Oromia, Ethiopia

Abstract


The main purpose of this study was to investigate challenges and opportunities experienced by Students with Physical Disabilities (SWPD's) in Primary Schools of Wollega Zones. The research employed qualitative design and simple random sampling technique to select 2(two) primary schools from four towns of Wollega Zones (i.e., Shambu & Gimbi) and students with physical disabilities were selected purposively (i.e.,7 SWPD's). Collection of data was conducted by using semi-structured interview to investigate the phenomena. The research employed Thematic Content Analysis as a mode of data analysis in the study. Results of the study showed that, students with physical disabilities generally find that there is inadequate physical infrastructure which compromises their physical access within the school and outside of the school. The participants also had to deal with discrimination from peers and staff. Furthermore, participants reported that being provided with proper facilities such as crunches and wheelchairs would help them find the environment less challenging. The poor infrastructure in schools cause many challenges and impair ability to move freely which, at times, leads them to staying in their classrooms thus increasing their separation. Finally, based on the findings and conclusion of the study, it was recommended that, awareness raising activities should be designed to the school principals, teachers, families and other stakeholders so that they could support and encourage inclusiveness of regular schools. School should be provided relevant training and they need to be innovative, flexible, creative, willing, welcoming and capable of initiating participatory inclusive environment.

Keywords


Challenges, Students with Physical Disabilities, Opportunities.

References