Dilla university

COLLEGE OF EDUCATION AND BEHAVIORAL

DEPARTMENT OF SPECIAL NEED AND INCLUSIVE
EDUCATION
THE EDUCATIONAL SUPPORT SERVICES FOR STUDENTS WITH
SPECIAL NEEDS, IN DAWIT PRIMARY SCHOOL

PREPARED BY:ATIKILT NIGATU

ADIVISOR: - FANTAHUN ADMAS /PhD/

A SENIOR ESSAY PROPOSAL SUBMITTED IN PARTIAL

FULFILLMENT REQUIREMENTS FOR BACHELORS OF ARTS OF
SPETIAL NEED AND INCLUSIVE EDUCATION

DECEMBER
DILLA,ETHIOPIA

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 ACKNOWLEDGEMENTS
First of all, I would like to thank God, the Creator and Ruler of this world, and the
Blessed Virgin Mary for giving the patience and strength to complete our research
proposals. We would like to express deepest thanks to my instructor Tariku (MSc) his
unlimited support, guidance, suggestion, comment, and encouragement throughout the
development of this research proposal. We also extend our sincere gratitude and
appreciation to my department head Mr. Ayalew (MSc) and class friends their endless
constructive comments helped a great deal to shape the paper in its present form and
supervision from the beginning to the end of proposal.

Table of Content

Acknowledgements......................................................................................................................................i

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 I. Table of Content.............................................................................................................................ii
II. ABSTRACT……………………………………………………………………………………………………………………………......İİİ
III. ACRONYM…………………………………………………………………………………………………………………………………VI

CHAPTER ONE
INTRODUCTION.......................................................................................................................................1
1.1. Background......................................................................................................................................1
1.2. Statement of the Problem.................................................................................................................3
1.3. Significance of the study..................................................................................................................4
1.3. Delimitation of the tudy...................................................................................................................4
1.4. Limitation of the study.....................................................................................................................4
1.5. Definition of terms...........................................................................................................................5
CHAPTER TWO
REVIEW OF RELATED LITRATURE......................................................................................................6
2.1. The Concept and Principles of Special Needs Education..................................................................6
2.2. The International Conventions on the Rights of the Children and Ethiopian Constitution on Child
Rights to Basic Education................................................................................................................6
2.3. The Policy Concerning about Special Needs Education...................................................................7
2.4. The principles of Education for All on Special Needs......................................................................8
2.4.1. Strategies to Offer Basic Education for Children with Special Needs........................................9
2.4.2. Access to Basic Education for student with special needs:......................................................10
2.4.3. Equity of educational support for student with special needs:.................................................11
2.4.5. Quality of education of education for students with special needs:..........................................11
2.5. Curriculum......................................................................................................................................12
2.5.1. Teacher competence................................................................................................................12
2.5.2. Lack of school physical facilities and climate..........................................................................13
CHAPTER THREE
RESEARCH METHODS..........................................................................................................................14
3.1. Research design..............................................................................................................................14
This research conducted by using qualitative research design...............................................................14
3.2. Participants.....................................................................................................................................14
3.2.1. Sampling Frame.......................................................................................................................14
3.2.2. Sampling Techniques...............................................................................................................14

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 3.3. Instrument/Tools of data collection/...............................................................................................14
3.3.1. Data Collection procedures......................................................................................................15
3.3.2. Interview..................................................................................................................................15
3.3.3. Observation..............................................................................................................................15
3.4. Data Analysis..................................................................................................................................15
CHAPTER FOUR
RESULTS AND DISCUSSION................................................................................................................16
4.1. Educational support services provide for students with special needs in the school.......................17
4.2. Challenges to provide the educational support for student with special needs................................20
CHAPTER FIVE
SUMMARY, CONCLUSSION AND RECOMMENDATION.................................................................22
5.1. SUMMARY...................................................................................................................................22
5.2. Conclusions....................................................................................................................................23
5.3. Recommendations..........................................................................................................................25
References
APPENDICES………………………………………………………………………………………………………………………………………...30

APPENDIX -A
APPENDIX -B9
APPENDIX -C
APPENDIX -D
APPENDIX -E

LIST OF ACRONYMS

AAEDB: Addis Ababa Education Bureau

AU: African Union

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CRPD: Convention of Rights for Peoples of Disabilities

CWDs: Children with Disabilities

DPOs: Disabled people organizations

ECDD: Ethiopian Center for Disability and Development

EFA: Education for All

ESDP: Education Sector Development Program

FDRE: Federal democratic Republic Ethiopia

JAWS: Job Access with speech

MDG: millennium development goal

MoE: Ministry of Education

MOLSA: Ministry of labor and social Affaires

NGOs: nongovernmental organizations

SWSN: students with special needs

SWDs: students with disabilities

SENs: Special Educational Needs

SENDA: special educational Needs and disability Act

SNE: Special Needs Education

PWDs: persons with disabilities

UNESCO: United Nations Educational, Scientific, and Cultural Organization

UNICEF: United Nations International Children’s Education Fund

UPE: Universal primary education

USAID: United States Agency for International Development

y.

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 CHAPTER ONE
INTRODUCTION
1.1. Background

Education plays a great role in every world country especially it is one of the indicators to
equally sharing resources for citizen of a country and it uses as a tool to provide a productive
citizen for each country. Additionally, it makes hope and it shows promotion of respect for
human rights and democratic values, creating the condition for equality, mutual
understanding and cooperation among people. Additionally, education does not functional
without the special support for children with special needs in general class room; fairly it has
to be integrated with practice and development to contribute towards all rounded development
of society (MoE, Education and Training Policy, 1994, p.1).

Furthermore, fair support services of education for all requires the all should be available
in the process and have equal consideration for the opportunities, facilities and appropriate
support programs to meet specific needs and requirements of the education for all rules
should be used. Thus, the recent movement of special classes in regular schools in the
country has brought some change in the education of children with special needs.
Nevertheless, the participation rate of children with disabilities in both special schools and
special classes are very small where accompanied with existing number of children with
disabilities.

Ethiopia has ratified and accepted various international conventions and policy instruments
of relevant to special needs education. Of significances are:

(1) The UN convention of human rights (1948)article11,A&B, which focuses on

elementary education, should be free and compulsory.

(2) The Declaration on the Rights of Disabled persons (1975),Calls for international and
national actions to ensure the rights of the disabled to all services, enable them to
develop their capabilities and skills to the maximum possible, and hasten the process of
their social integration or reintegration.

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(3) The world Declaration on Education For All, EFA ( 1990),emphasizes the inherent
rights of a child to a full cycle of primary education equal access to education for all,
including those with special needs, in the same setting; commitment to a child centered
pedagogy where individual difference are accepted as a challenge and not as a problem;
improvement of the quality of primary education as well as teachers education;
recognition of the wide diversity of needs and patterns of development among primary school
children’s individual needs.

(4) The standard Rules on the Equalization of Opportunities for Persons with disabilities (1993),

recognizes the principle of equal primary …opportunities for children, young people and
adults with special needs in an integrated setting; the education of persons with special needs as
an integral part of the education system. It establishes appropriate, adequate and
accessible support services to accommodate educational provisions for persons with
special needs in an inclusive setting.

The Ethiopia education and training policy (1994) also States that expansion of quality
primary education to all citizens (ETP, 1994, p.7), it aimed at providing education for all
children among the general objectives of this policy. There is a concern for the rights of
the children with disabilities to have equal opportunities for education.

The education and training policy makes the following statements on special needs
education in provision of basic education for all (Article 2.1.1 and 2.2.3) Moreover, the
Ethiopian growth and transformation plan (GTP,2010-2015) establishes disability as a
cross cutting sector developments where focuses on preventing disability and providing
education and training to persons with disabilities In general, all the above international
and national policy documents stated about the privileges, benefits and rights of children
with disabilities/special needs. While these documents strongly stated the rights to special
needs/inclusive education still in the country as well as in the city coverage and
implementation is not free from obstacles. however universal primary education achieved
in 2015(UN MDG, 2000) the coverage of the education provision in Ethiopia is very
minimum and the country did not found with those of achieved the UPE African
countries.

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1.2. Statement of the Problem

This study will be focused about the educational support services for children with special needs
at Dawit primary school because; the study used to improve the educational support services
provide for students with special needs who come to this school and by identifying to show the
challenge of support in the school. Related to this, The 2007 UNESCO Education For All
Global Monitoring Report estimates that more than one third of the 77 million children
still out of school are persons with disabilities and that in Africa fewer than 10% of
children with disabilities are in school. These figures and their very nature of what is
meant by “education” do not seem to go beyond pure access, and raise important
questions regarding quality education and inclusion (Polat and Kisanji, 2009, p.4).

In the recent times, world vision international displayed that 98% of children with
disabilities in developing countries do not attend school (World vision International, 2010). In
addition, according to UNICEF (2013) report, “out of 100 million children with
disabilities under 5 years of age worldwide developing countries where the provision of
preprimary education and other basic support services tend to be insufficient”
(UNICEF,2013,p.17). This would mean that only, 80% live in 5% of all children with
disabilities in worldwide have completed primary school (UNICEF, 2013, p.21). Some locked
up for so long that they develop sores or wounds (save the children, UK 2012,
p.33).This indicates that in developing countries there are many problems in the issues of
providing necessary support for education.

The study was particularly conducted to investigate the educational support services in this
general school. As to the researcher of this paper formal and informal observation, this research
aimed at investigating the school educational support so that the gap hopefully be filled by
addressing the consequences of perspectives of both concerned bodies by recommending
expected solution that investigate the following leading questions of the research. Therefore, it
is a good initiative to conduct research in the area so that moving towards educational support
services for students with special needs facilitated or improved and to do this; the basic research
questions which answered in the findings of the study are prepared.

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Research questions

1. What is the educational support services provided for students with special needs in the
Atsenaod primary school?

2. What are the opportunities and challenges to provide the Educational support services for
students with special needs in this school?

1.3. Significance of the study

Nature doesn`t give a guarantee to borne without disability and live without disability through
peoples life span. The study focuses on the educational support services for student with special
needs to indicate the areas in which more efforts are required to improve the support and show
the direction to minimize the problem in this school. For example:

 After the study completed the student with special needs are a primarily beneficiary from
school improvement.
 The school teachers, administration and family of the student.

1.4. Delimitation

This study focus on educational support services for persons with special needs in Atsenaod
primary schools only (grade 1-8).

The fundamental dimension of the study delimit due to shortage of time, financial limitation
and distance delimited to study the educational support services provide for all children with
special needs learn in Atsenaod primary school only.

In this case, the studies delimit and it doesn’t give a chance to investigate the educational support
for student with disabilities out side of the school compound.

1.5. Limitation of the study

 The limitation of this study was being involuntary of the teachers during asking the
question for the study.
 Unfortunately the data gathering time was over lapped with grade eighty national
model exams and limitation of time to asking more.
 Lack of experience and exposure in conducting research

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1.6. Definition of terms

 Support: to provide everything or necessary equipment.

 Services: a system that provides the public needs or to other need services organized by
the government or a private company.
 Disabilities: someone who has a long-term physical, mental, intellectual or sensory
refers to that impairment with other different social, economic that may make it difficult
to participate in education.
 Impairment: any loss or abnormality in body structures or physiological functions
(Including mental functions)
 Special Needs: it children who need some form of extra help and assistance.
 Special Needs education: refers to the range of educational provisions for learners
with disabilities, impairment or social-emotional difficulties.

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 CHAPTER TWO

REVIEW OF RELATED LITRATURE

2.1. The Concept and Principles of Special Needs Education

The concept of Special Needs Education is defined as on the basis of human rights and
international experiences, educational policy and the legal frame work at national level
(Mamo,2000)/. Moreover, Special Education may be the most familiar as the expression
of educational services provided to children with special needs, which means that the
educational provision specially planned for people with special needs. However, the logic
behind providing special education influenced or determined by several assumptions about
disabilities and individual with disabilities/SNE/ and consequently changing. For example,
the detailed category of major ideological backgrounds charted in 1996 as religious charity,
society’s responsibilities, general human rights, integration and education for all shows the
changing perspective of the field. (Tirussew,2005; Mamo, 2000; Meijer, 1994).

The ministry of education (MoE) legally mandated to facilitate ways and means of
providing special assistance to people with disabilities and special needs. In this regard, the
Ethiopian Education and Training policy (1994) clearly outlined the principles of special needs
education. By which all disabled and gifted children learn in accordance with their full
potential and needs, however the existing capacity and resources do not permit in
Ethiopia because of limited trained experts, society of financial and making resources.

In the process of these chances, special needs education, which is moving towards seeing
all needs to meet through appropriate resources and responses should provide an
alternative perspective to improve the provision of special needs education on the Basis
of the needs and contextual possibilities (Lawson, 1991 & un, 1983).

2.2. The International Conventions on the Rights of the Children and Ethiopian
Constitution on Child Rights to Basic Education

The convention on the rights of the children is international treaty that recognizes the
human rights of children. The member countries are required to ensure that children should

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benefit from special protection measures without discriminator and have access to services, such
as education, health, etc. Besides the UN, have adopted convention and international
agreements to provide educational support and services on the basis of equal opportunity,
particularly primary education as compulsory and available, free to all (Article 23.3 and
28(a).Ethiopia is one of the countries that have ratified the international convention on
the rights of children on the December 1991. Therefore, the constitution of the Federal
Democratic Republic of Ethiopia (FDRE) article 9 (4) states, “all international agreements
ratified by Ethiopia are an integral part of the land.” Regarding this Tirussew (2005) refers that
the Ethiopia Government is moving forward to address the issue of Persons with
Disabilities. As a result, the proclamation concerns citizens with disabilities targeted to
protect Persons with Disabilities, including proclamation No. 101,1994 that focuses on the
elimination of discrimination and protecting the rights of Persons with Disabilities as a targeted
to secure the rights of the people.

2.3. The Policy Concerning about Special Needs Education

Today, in many countries the rights of children with disabilities have acceptance in the
human right code, which allows the right to education without discrimination. For
example, in most developed countries, a manual of special needs education regulation and
policy requires that each school board to provide appropriate educational support services in
the least restrictive environment(Winzer. 1990). Moreover, Melcher cited in Boone, (1983)
explained that legislation should provide by law for establishment of district schools
which shall be free to all children or young people. For example, in the American public
law 94-142, the education for all “children with disabilities’’ act is the most
comprehensive educational legislation, which guarantees free education for every child
with disabilities. In the Ethiopian situation access of special needs education wants more
effort and commitment. The new education and training policy(MoE, 1994) is committed
to address universal Basic education by the year 2015 (ESDP IV,2010/11).

All schools (centers) are required to operate within the parameters of the national
educational goals to overcome problems at “implementation stage. Government in a given
country should play main role in the formulation and monitoring of the implementation
of educational policies. Particularly the ministry of education is legally mandated to

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illuminate the existence of diverse educational need cooperating with non-government
organizations. Concerning this, the Ethiopian Education and Training policy (MoE, 1994)
clearly explained the need for the support services of education for all children with
special needs. Moreover, this policy not only children in primary school confirms the
importance of early childhood (Pre-school) for all- round development of children and in
preparing for formal schooling (Education structure 3.2.1). Thus, the policy has confirmed to
address the needs of children with disabilities to provide special education and training in this
level.

2.4. The principles of Education for All on Special Needs

Education The principles of Education for all depends on the extent to which the position
keeps step in the target population and is accomplished by a reasonable level of
utilization on part of the target population. Thus, an important measure of real progress
towards “Education for All” is found in mostly the participation rates for the target
population. It is demanding quantitative challenge, but it is qualitative challenge as well
as, since it implies the need to provide relevant education contents and a convenient
atmosphere in all aspects. (Kokkali and Savolainen,2000). According to the Jomtien World
Declaration “Education for All” (EFA) and Framework for action to meet basic learning
needs 1990 emphasis is in inherent right of a child to full cycle of primary education as
well as teacher education. Moreover, the Salamanca statement and frame work for action
called up on UNESCO to:

• Ensure that special needs education forms part of every discussion dealing with
education for all.

• Mobilization the support of organizations of the teaching profession in matters related

to enhancing teachers education.

• Stimulate the academic community to strengthen researches and networking. As it has been
mentioned earlier, the Salamanca Framework of action (1994) reinforces all the principles
expressed in the world declarations on education for all and standard rule on the
equalization of educational for all and standard rule on the equalization of educational
opportunities for all persons with disabilities.

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Above all, education for all emphasized the rights of children participation in a quality education
program that is meaningful to all at inclusive schools a pedagogically sound learners
centered approach. Therefore, the education for all is a movement that recognizes the
exclusion from full participation in education. Experienced by any individual, is a global
responsibility (MoE, 2005; Booth, 2000 P.17)

2.4.1. Strategies to Offer Basic Education for Children with Special Needs

Providing equitable access for special needs education and ensuring participation of
children with special needs is still a serious problem in developing countries. Besides,
special education needs are complex and diverse in nature so that to meet these needs it
requires multi-pectoral strategies and actions, which are integrated to overall development
efforts. With regard to this, UNESCO (1995) reports that it is very sustain to increase in
primary school enrollment, particularly children with special needs as well as to bring
about changes in educational value and understanding. On the other hand, the Ethiopian
constitution established the right of all Ethiopians to have equal access to health and education.
Accordingly, the government committed to provide universal education by 2015. This strategic
plan gave authority to regions and subsequent levels for the actual implementation plan
designed. However, the participation of government in special needs is still insignificant.

According to MOLSA (2000) and MoE (2005), in Ethiopia, children with various
disabilities have not received education and training which enable them to fulfill their
needs because of its complex and diverse nature a great support is needed from local
government, NGOs and religious organizations to accommodate their needs in the plan of
period. The following strategies designed to provide inclusive and integrated education program.
These are: The MoE (2012) recent special needs/ inclusive education program strategy
further sets that “according to new education and training policy of 1994 the regions and
subsequence levels are responsible for planning and implementing special needs education.”

The new strategy emphasizes on provision of inclusive education, which provides

education opportunities for all children with special needs and as “Widen” the gate to
equitable access in regular school system. That is, the new strategy has given priority for
inclusive education in the regular school system and to support the system by establishing

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resource centers provide available materials and equipment’s in schools, assigning focal
persons, providing trainings for staff, and school community and develop necessary human
power (teachers).

• Raising the public awareness on the benefit of pre-school education.

• Encouraging the private sector, NGOs and the community participation to increase
enrollment.

• Availability special needs education- training programs will be strengthened with human and
material resources.

2.4.2. Access to Basic Education for Student with Special needs:

Providing, expanding, and equalizing educational opportunities may not show only access
to educational enrollment for children with disabilities. Children with special needs education
also require other educational opportunities, which help them to lead their future life
independently in the society. In order to do this, effort has to be made by individuals
with disabilities to have access for education in all levels. Of course, expanding and
equalizing educational opportunities for all children with special needs require access to
equal enrollment, access to trained (qualified) teachers, and professional and an available
environment with the helpful aids, equipment’s and necessary resources. Thus, participation
in schooling determined not only by the educational opportunity that provided, but also by
the availability of necessary condition and degree of their use in practical (MoE, 2005;
William, 1991, p. 23).

Besides, Bauer and Shea (1994) explained that people with disabilities cannot be
discriminated only for access of education but also for public accommodation such as
services that are used in day to day life of all people. On the other hand, in Ethiopia
primary schools tend not to allow the enrollment of children with observable disabilities,
because the school principals and teachers are uncommitted and unaware of the universal
rights of primary education or they fear of that necessary aids should be fulfilled. A few of the
existing special units and schools located in the city are not accessible to all.

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Consequently, a great number of children with disabilities and special needs are still
waiting for educational access. Hence, in Ethiopia, it estimated that less than 3% of
children with special needs have access to education (MoE/ESDP IV, 2010, p. 74).

Additionally, Ethiopian constitution (1994) explained that the Ethiopian constitution

stabled the rights to equal access to public funded social support services, health and
education for all including people with disabilities (constitution of FDRE, 1994, P. 14).
However, this report is not explaining about the practically accomplished performance
according to intended goals in a given duration of time.

2.4.3. Equity of educational support for student with special needs:

Children with disabilities require educational support like other peers without discrimination and
segregation. Thus, children with disabilities need equal opportunity to education which
helps them to develop their maximum potential. Equal opportunity implies that equal
educational right for all children, including children with special needs (Winzer, 1990).
For instance, “the special educational needs and disability Act (SENDA, UK, 2001) is
designed to remove physical, curricular and pedagogical barriers to participation in regular
schools for persons with disabilities students in schools, colleges and universities.” (P.11)

2.4.5. Quality of education of education for students with special needs:

The intension of providing quality and relevant education is one of the policy issues,
which ensure education for all children with special needs, when we think of improving
access to special needs education; quality issue needs more attention to make it
successful. The quality of special needs education may be affected by several variables such as,
variables that are observed in the school compound. Some factors (variables) that are
observed in the school compound are: inflexible curriculums teachers’ incompetence to adapt co-
curriculum and inconvenient classroom, physical facilities like seating arrangement,
furniture, and lack of teaching aids. These conditions can affect directly and indirectly the
quality of education to children with special needs education (MOLSA, 2004; MOE, 2002).

To minimize the quality problems of special needs education and work to be done in the required
manner, well- qualified and experienced teachers, competent administrative staffs, relevant

11
materials /devices and a appropriate parent-school communication is very much essential.
In addition, to provide quality education, programs of study should carefully be planned
which enable to develop for skills and knowledge of the children with special needs.

2.5. Curriculum

The term curriculum is the most flow concept for most parents, it means text book; for
teacher if includes the text guides and perhaps the syllables. For other it may mean the
contents and structures of the lessons. However, in the professional context, the curriculum
includes the national goals of education, educational objectives and structure of the
lesson. Whatever the meanings are given by different groups, meeting the needs of the
people with special is important. 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 (Gaijarro.2000;
Mamo, 2000).

2.5.1. Teacher competence

The adequacy of the teachers’ knowledge, skills, a good perception and positive attitude
towards children with special needs as well as availability and utilization of important
materials make a teacher competent in providing special needs program. Actually, these
conditions help a teacher to be engaged in the school cultures, policies and practices in
order to increase learning ability and participation rate of children with divert needs. On
the contrary, negative attitudes and misconceptions of the teachers as well as school
administrators towards children with disabilities have a great impact on the provision of
required special needs education (Schmid and Nagata,1993).

Moreover, poorly trained and unqualified teachers, lack of supportive structural leadership
and capacity of resources and lack of interest in education on the part of parents and students are
also associated with low quality of education. On the contrary, a positive school climate and
culture is an emergent quality that promotes the well being of students, their families and
staff (Carpenter,2001).It is not doubtful that the successfully teaching children with
disabilities require trained teachers(professionals) who are equipped with skills to deal
with their unique characteristics and needs(Winzer, 1999). Thus, the capable teachers are

12
required to adapt their own teaching methods and modify the curriculum so that all children
with special needs can have opportunity to learn.

It is obvious that unavailability of these conditions on teachers and administrators likely

to affect implementation of the special needs education.

2.5.2. Lack of school physical facilities and climate

It is clear that lack of physical facilities and lack of good climate in school have
impacts on the learning and participation of students with special needs. Fore example, to
provide available support and teaching materials (aids), in convenient classroom
arrangements, inconvenient design of building, in availability of water, toilet like basic
facilities can affect learning activities of children with visual impairment. Besides, a
UNESCO (2003) survey states that lack of conducive physical environment (activities) of
the schools (centers constrains both students with disabilities to participate and the range of
learning activities in and out of classroom.

Furthermore, According to the Federal MoE of Ethiopian special needs/inclusion

education strategy (MoE,2012) states that Many educational settings (Schools, TVET,
TEIs, HEIs, and Adult Education Centers) in Ethiopia are not conducive and friendly
enough to accommodate PW Ds. Facilities such as adapted toilet, adapted seats in library,
adequate space for wheel chairs, ramps, signage, water supply, play grounds; etc. should be
accessible to these children. In the case of multi-story school buildings, measure must be taken
to build a modified ramp. Until then, classes for learners with physical disabilities should be
located in the ground floor. As stipulated in Ethiopian Building Proclamation No. 624/2009,
future buildings should have inbuilt ramp and lift/elevator services for the use of students with
disabilities. Regarding Creating Friendly School Environment, Educational leaders at all
levels, particularly school management bodies should strive to create friendly relationship
between and among CwDs and their non- disabled peers, teachers, administrative personnel
and supportive staffs by raising the awareness of the school community (MoE,2012,p.15)

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 CHAPTER THREE
RESEARCH METHODS
3.1. Research design
The researcher will be conducte using qualitative research design, because such
kind of methods give a chance to respond more and richly/elaborately/ the idea
of participant on the issue of the study.

3.2. Participants

3.2.1. Sampling Frame

The reseacher will study about the educational support services for children with special needs
at Dawit primary school because; the school near to my campus, it takes less time to collect data
and to minimize the transportation coast.

The total sample of this study is ten (10) (one school principal, five teachers (three males and
two females) and four students with visually impaired.

3.2.2. Sampling Techniques

As the researcher, I will be tried to choose 10 participants in conducting the study. Among those
participants, four female visually impaired students who are learning in grade eight inclusive
class room setting selected by available sample technique. They used as primary sources of data
to the study based on the following reasons. The students will be selected by available sampling
because, student with visually impaired are not distributed in all class proportionally like as non-
visually impaired students and to show me how to support to learn inclusively.

The other one is, one school principal will be selected purposely because, respond me how to
provide educational support for children with special needs in the school based on his work
position and authority. Finally, from the five participants one special needs professional selected
by available sample technique because the school has only one special need professional and the
rest four teachers from the twelve teacher who teach grade eight was selected by lottery sample
technique because, those children with visually impaired are learning in grade eight and other
children with special needs do not identified. Then, I discussed with them and started the work.

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3.3. Instrument/Tools of data collection/

In order to gather the necessary data from the target population in detail or in depth, the
researcher wii use two types of instruments. Multiple techniques use more than a single method or
techniques. Multiple sources of information are required and used because a single source
of information failed to provide a comprehensive perspective on the study. By using a
combination of observation and interview the researcher was able to use different data sources to
validate and cross check findings. These were Interview and observation.

3.3.1. Data Collection procedures

First I received latter from Addis Ababa University department of special needs education.
Secondly, I selected the school and discussed with the school principals. Thirdly, I started
collecting data, mainly using interview from blind students as primary sources and other from
the school principals, the teachers, special needs professionals. Finally, I observed the school
compound and actual class room teaching situation.

3.3.2. Interview
Interview prepared to four students with visual impairment, the school principal, teachers who
teach grade eight and special needs professional.

3.3.3. Observation
To identify the educational support services in class room and in the school compound regarding
to student with special needs.

3.4. Data Analysis

To conduct this research I used qualitative method of data analysis. The data gathering through
interview and observation analyzed and interpreted by using words and sentences or thematic
expiration.

Work Plan and Budget

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3.5. Work Plan
The study will be carried out after the title is submitted and approved by Dilla University,
College of Business and Economics, Department of Economics. The researcher will conduct the
study as per the following time schedule.

Table 1 Work Plan

No Activities Decembe Novembe Janary February April May June June

r r

1 Title selection

2 Study area

3 Literature
Review

4 Data
collection

5 Data entry

6 Data analysis

7 First draft
writing

8 Presentation

3.6 Budget Breakdown

This study will not be undertaking if budget is not allowed for the researcher from the concerned
authority. Because, each and every activities in the study require funds. The funds required for
this specific study are stated in the following financial breakdown (budget schedule).

Table 2 budget

16
NO Item Quantity Measurement unit

Unit Unit price Total birr Cent

1 Paper 076 076 0.75 57 00

2 Pen 05 05 10 50 00

3 Ruler 1 1 5 5 00

4 Flash disk 4GB 1 180 180 00

5 Total material cost 300 00

6 Writing & printing cost 34 page 34 5 170 00

7 Transportation cost 100 00

8 Miscellaneous expense 300 00

Total 1165 00

17
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