HARAMAYA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL

SCIENCES

SENIOR ESSAY REPORT IN THE PARTIAL

FULLFILMENT FOR THE REQUIREMENT
OF THE BACHELOR IN THE
DEPARTMENT OF SPECIAL NEEDS AND
INCLUSIVE EDUCATION
Title:-Factors that affect the inclusion of students with
language and communication disorder in the case of Gidhole
primary school.

By: Yeshitila Seifu

ID.No. k/r/950/07
To: INSTRUCTOR Tigist ayila
June /2011
Haramaya University

ACKNOWLEDGEMENT፡-
I would like to acknowledge and thank my assistance for her continued support me by giving
feedback made the completion of this research an enjoyable experience.
I would like to extend special appreciation to thank the schools, the managements and all those
who participated in the study. Without them, this study would not have been possible.
Finally, I would like to our families and friends for their love and support during the entire time
of our studies for their support.
 Table of Contents
Cover page………………………………………………………………………………….……..I

Acknowledgement II

Table of contents………….………………………………….….….………………..........……..III

List of tables………………………………………….…..………….……….……….….……..IV

Abbreviation and Acronym………………………..……..……………….…….………….……..V

Abstract/Executive summary……………………………..……………..……….….….………..VI

CHAPTER ONE

1) THE PROBLEM AND ITS APPROCH

1.1) Back Ground of the study 1

1.2) Statement of the problem 2

1.3) Objectives of the study……………………..................................................................2
1.4) Research Questions of the study ……………….…………………………………...2-3
1.5) Significance of the Study………………………………………………………….…..3

1.6) Delimitation of the Study…………………….…………………………….………...….3

1.7) Limitation of the Study…………………………………………………...……….…….4

1.8) Definitions of key terms and phrases of the Study………………………………….….4

1.9) Organization of the Study…………………………………………………………….4-5

CHAPTER TWO

2. Review of related literature

2.1) Historical and Legal Foundation of Inclusion ....................................................5-11
2.1.1) Views and Implementation of Inclusion ..................................................6-7
2.1.2) Benefits of Inclusion ................................................................................7-8
III
 2.1.3) Barriers of Inclusion ..............................................................................8-10

2.1.4) Emotional Difficulties………………………………………………...…10

2.1.5) Using Augmentative and Alternative Communication…………...….10-11

2.2) Communication and Language learning disorders……….………...…….11-12

2.2.1) Communication/Speech sound disorder……………………...…………….11

2.2.2) Language learning disorders…………………………………….………….12

2.3) Theoretical Background ...............................................................................12-14

2.3.1) Bandura's Social-Cognitive Theory and Self-Efficacy...........................12-13
2.3.2) Implications for Bandura's Theory for Education ..................................13-14
2.3.3) The Scale of Teacher's Attitude Toward Inclusion (STATIC).....................14

CHAPTER THREE

3. THE RESEARCH DESIGN AND METHODOLOGY

3.1) Research Design and Approach …………………………………...…………14-15
3.2) Population and Sampling …………….…………………………….…………...…15
3.3) Instrumentation and Materials……………………..……………………….……16-17
3.4) Statistical Analysis …………………………………………………………………17
3.5) Data Collection and Analysis…………………………………………………….…18
3.6) Role of the Researcher………………………………………………..…………18-19

CHAPTER FOUR

4.PRESENTATION OF ANALYZED DATA AND DISCUSSION OF

RESULT
4.1) Result 1: Attitudes of teachers related to three factors……………….……19

4.2) Result 2: Attitudes of teachers with respect to personal factors…..……….19-22

4.2.1. School Management…………………………………………………..20
4.2.2. Gender………………………………………………………..……….20
IV
 4.2.3. Level of teaching………………………………………………………21
4.2.4. Experience of the teachers……………………………………………..21
4.2.5. Qualifications of the teachers ……………………………..……..21-22

CHAPTER FIVE

5) Discussion, Conclusions, and Recommendation

5.1. Interpretation of Findings .........................................................................22-25
5.1.1. Discussion on result 1…………………………………….22-24:
5.1.2. Discussion on result 2………………………………….…………24-25
5.2. CONCLUSION/summery…………………………………………...25-26
5.3. Recommendations for Action……………………………………….26-27

References ...................................................................................................................................2
8-29
Appendix A
...................................................................................................................................30-35
List of Tables
Table 1: Demographic Data of Participants………………………………………………..…..15
Table 2: Summary of the Content by Factor Loading of the Scale of Teacher’s Attitude
Toward Inclusive Classrooms (STATIC) ..................................................................16-17
Table 3: Means and Standard Deviations for All Factors by Group ..............................19
Table 4: Means and Standard Deviations for Factor 1 by Group ..................................20
Table 5: Means and Standard Deviations for Factor 2 by Group ..................................20
Table 6: Means and Standard Deviations for Factor 3 by Group ..................................21
Table 7: Means and Standard Deviations for Factor 3 by Group ..................................21
Table 8: Means and Standard Deviations for Factor 3 by Group ..................................22

V
 ABBREVIATIONS and Acronym
CRC Convention/ Committee on the Rights of the Child
CRPD Convention on the Rights of Persons with Disabilities
CWDs Children with Disabilities
NCC National Council for Children
NGO Non-Governmental Organization
NUDIPU National Union of Disabled Persons of Uganda
PWDs Persons with Disabilities
SNE Special Needs Education
UNESCO United Nations Educational, Scientific and Cultural Organization
UNICEF United Nations International Children‟s Fund
UPSE Universal Primary Special education
UPE Universal Primary Special education
USDC Uganda Society for Disabled Children
WHO World health Organization
 ABSTRACT
Inclusion of children with disabilities in mainstream classrooms has become the focus of
extensive research in education. It has both academic and social benefits for all students, such as
providing opportunities for communication and social interaction. The evaluation of teachers’
attitudes towards inclusion appears to be a good method to determine the success of the
programme. Although this has been widely researched in many countries, the available evidence
is not consistent. This study was undertaken in the state of S/N/N/R/ of segen zone Gidhole
primary school, to measure and compare the personal factor that affects inclusion of students
with language and communication disorders in schools.
A questionnaire developed measuring three factors: (a) advantages and disadvantages of
inclusive education, (b) teacher feelings toward inclusive education and (c) administrative issues.
The results also indicate that most teachers are agreeable to the inclusion of students with
disabilities in their classrooms. Significant difference in attitudes was observed, based on the
teachers’ qualifications, teaching experience, gender, level of teaching and management.
The study concludes that there is a need for intervention to foster more positive attitudes among
teachers, if the implementation of inclusive education is to succeed. It also has implications for
the framing of laws and policies for children with hearing impairments.