Early Mediational Intervention to Offset Learning Difficulties & Early School Dropout Tirussew...
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![Page 1: Early Mediational Intervention to Offset Learning Difficulties & Early School Dropout Tirussew Teferra, Professor Addis Ababa University.](https://reader035.fdocuments.us/reader035/viewer/2022081513/56649d635503460f94a4673e/html5/thumbnails/1.jpg)
Early Mediational Intervention to Offset
Learning Difficulties & Early School Dropout
Tirussew Teferra, Professor Addis Ababa University
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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
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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
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Procedure of Intervention cont…
Implementing MISC Principles Focusing Mediation of Meaning Transcendence Mediation of Competence
Regulation of Behavior Implementers
Two Mediators & One Supervisor
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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/
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III. Pre-intervention Baseline AssessmentFindings
1) Gender Profile Among Children with Low Academic Achievement -CwLAA
Table 1. Gender Profile of the Participants
Groups
Sex 1 2 3 4 5 6 Total
Male 10 9 11 6 - 5 41
Female 6 11 8 9 17 11 62
Total 16 20 19 15 17 16 103
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Pre-intervention Baseline cont…
2) Impairments Observed among CwLAA Table 2: Impairments Observed among the CwLA
Impairments Number Specific Behavioral Difficulties
Hearing 2 Unable to fully grasp what was discussed in class
Vision 4 Should sit near the chalkboard, hardly read black print
Motor 1 Right limbs paralyzed, difficulty in sitting and balance
Emotional 5 Impulsive, restless, misdemeanors & can't concentrate
Motivational 1 Apathetic for learning , prefers playing
Social 1 Shy and silent, socially aloof, avoided any social contact
Mental 3 Displayed chronic headaches, often off from school
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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.
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Pre-intervention Baseline cont…
4) Parents‘ Profile
Low educational background (most are below grade 8)
Low income families ( engaged in pottery & weaving)
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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)
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IV. Post Intervention FindingsProgress in Academic Progress(1991-1996)
0
10
20
30
40
50
60
70
1991/92 1992/93 1993/94 1994/95 1995/96
Academic Year
Acad
em
ic P
erfo
rman
ce (
100%
)
Group 1
Group 2
Group 3+4
Group 5+6
Figure 1. Trend analysis of Academic Performance of the Four Groups
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Post Intervention Assessment Findings 1)Achievement Scores of CwLAA
Table 3: Students’ Performances with the Average Passing Criterion ( 50%) after the Intervention Program
Group Academic Year No. of Students 50% < 50%* Dropout
One 1993/94 16 12 (75%) 3 (19%) 1 (6%)
1994/95 12 9 (75%) 2 (17%) 1 (8%)
1995/96 9 8 (89%) 1 (11%) -
1996/97 8 7 (88%) 1 (13%) -
Two 1994/95 20 17 (85%) 2 (10%) 1 (5%)
1995/96 17 15 (88%) 1 (6%) 1 (6%)
1996/97 15 15 (100%) - -
Three 1995/96 34 30 (88%) 5 (15%) -
1996/97 30 27 (90%) 3 (10%) -
Four &Five 1996/97 33 31 (94%) 2 (6.%) -
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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
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V. Recommendations
Initiate family & school-based MISC program
Introduce screening programs in primary schools
Provide the necessary educational support for children with special needs
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Thank You !!