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I: Background

Early Mediational Intervention to Offset Learning Difficulties & Early School Dropout Tirussew Teferra, Professor Addis Ababa University. I: Background. Collaborative Projects AAU,UoB & UoO 1990-2006 Early Psychosocial Intervention Inclusive Education & Competence Building

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I: Background

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  1. Early Mediational Intervention to Offset Learning Difficulties & Early School Dropout Tirussew Teferra, Professor Addis Ababa University

  2. I: Background Collaborative Projects • AAU,UoB & UoO 1990-2006 • Early Psychosocial Intervention • Inclusive Education & Competence Building Project Title • Early Mediational Intervention to Offset Learning Difficulties & School Adjustment Project Site • Debre Selam Primary School, Addis Ababa, Ethiopia Focus of the Study • Low achievers in grade one

  3. II. Procedure of Intervention • Setting the Stage for Intervention • Meeting with school management & parents • Identification of students (Bottom 5% of Grade one students Scored < 35%) • Fixing meetings with parents & teachers • Intervention Package, MISC Program • Mapping out the child’s context • Creating a Yes Cycle

  4. Procedure of Intervention cont… • Implementing MISC Principles • Focusing • Mediation of Meaning • Transcendence • Mediation of Competence • Regulation of Behavior • Implementers • Two Mediators & • One Supervisor

  5. II. Method of Intervention • Working with children/Reading & writing /Amharic- English & Math/( 5 sessions a week with a minimum of 3 contacts hours for 3 months ) • Working with parents/3 hours a month for 3 months/Individual-Group-General & • Working with teachers /awareness & consultations/

  6. III. Pre-intervention Baseline AssessmentFindings 1) Gender Profile Among Children with Low Academic Achievement -CwLAA Table 1. Gender Profile of the Participants

  7. Pre-intervention Baseline cont… 2) Impairments Observed among CwLAA Table 2: Impairments Observed among the CwLA

  8. Pre-intervention Baseline cont… 3)Conspicuous characteristics observed among CwLAA • Most school repeaters lacked basic psychosocial and cognitive skills that are essential for the acquisition of literacy and interpersonal skills, • They were susceptible for unfavorable school and home environment, • Some may have unrecognized hidden disabilities and • Some have started to develop low self-esteem and lack trust in their surrounding.

  9. Pre-intervention Baseline cont… 4) Parents‘ Profile • Low educational background (most are below grade 8) • Low income families ( engaged in pottery & weaving)

  10. Pre-intervention Baseline cont… 5) Conception of Child Development& Education • Language & cognitive development • Causes for academic failure ( no concern & interest) • Engagement in household errands (child labour, etc.) • School absenteeism (health, errands, economic, family crisis etc) • Disciplining approaches at home and school • Parent –school consultations with school (homeroom teachers about misbehaviour and poor academic performance)

  11. IV. Post Intervention FindingsProgress in Academic Progress(1991-1996) Figure 1. Trend analysis of Academic Performance of the Four Groups

  12. Post Intervention Assessment Findings 1)Achievement Scores of CwLAA Table 3: Students’ Performances with the Average Passing Criterion ( 50%) after the Intervention Program

  13. Post Intervention Assessment Findings 2)Impact on Parents’ Behavior • Change in perception and understanding of child development • Listening to the child and discussing with the child • Developing self-confidence on childcare and development

  14. V.Recommendations • Initiate family & school-based MISC program • Introduce screening programs in primary schools • Provide the necessary educational support for children with special needs

  15. Thank You !!

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