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Teachers' Beliefs and Practices Toward Children with Disabilities in Ethiopia

dc.contributor.advisorBeckman, Paula Jen_US
dc.contributor.authorAbera, Nicole Tayloren_US
dc.date.accessioned2014-10-11T05:53:10Z
dc.date.available2014-10-11T05:53:10Z
dc.date.issued2014en_US
dc.identifierhttps://doi.org/10.13016/M27K5K
dc.identifier.urihttp://hdl.handle.net/1903/15793
dc.description.abstractThe purpose of this study was to examine the beliefs and practices of teachers toward students with disabilities at one early childhood school in Ethiopia. I conducted a case study that included ethnographic features in order to examine teachers' beliefs about children with disabilities, factors that influence their beliefs and ways in which teachers' beliefs are evidenced by their daily classroom practices. I used the bioecological systems theory as a framework to consider data for this study. I conducted a series of classroom observations and interviews with 12 teachers at Addis Early Childhood School (AECS) for this study. I also gathered extensive background and contextual data interviews with other Ethiopian education professionals in order to gather additional data on this topic and to triangulate data I gathered from primary sources. Findings of the study indicate that, although AECS teachers acknowledged that Ethiopian traditional beliefs linking disabilities to supernatural causes persist in Ethiopia, most AECS teachers rejected those beliefs and believed children with disabilities could learn with appropriate support. Teachers' prior training and experience related to teaching children with disabilities influenced their beliefs about children with disabilities. They held similar expectations for all of their students regardless of their abilities, and they often provided assistance and differentiation to students in order to help them meet participatory, behavioral and academic standards. Findings from this study provide valuable information for Ethiopian teachers, education policy makers, and international organizations as they continue to reform Ethiopia's education system and attempt to improve education for all children.en_US
dc.language.isoenen_US
dc.titleTeachers' Beliefs and Practices Toward Children with Disabilities in Ethiopiaen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentSpecial Educationen_US
dc.subject.pqcontrolledSpecial educationen_US
dc.subject.pqcontrolledEarly childhood educationen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pquncontrolledAfricaen_US
dc.subject.pquncontrolleddisabilityen_US
dc.subject.pquncontrolledearly childhood educationen_US
dc.subject.pquncontrolledspecial needsen_US
dc.subject.pquncontrolledteachersen_US
dc.subject.pquncontrolledtraditional beliefsen_US


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