This study was undertaken to investigate those factors that were influencing as factors of absenteeism from school for students with physical impairment in Hedar 11 Secondary School of North Gondar Zone of Amhara Regional State of Ethiopia. Five students with physical impairments were selected through available sampling technique and 8 teachers were selected from 24 teachers of the school through simple random sampling via lottery method. Questionnaire and interview were the main data collection instruments. To collect data letter of recommendation was taken from Department of Special Needs Education of School of Education of the University of Gondar and was given to the Principal of Hedar 11 Secondary School. Then, the director was cleared with the objectives of the study and he expressed his permission the study to be undertaken. And then, the selection of the teacher participants and the student participants followed. The data collected was analysed quantitatively (through, frequency, percentage and mean) and qualitatively through thematic analysis. The results demonstrated that the major absenteeism factors from school for students with physical impairments were: parents (lack of knowledge how to treat their children with physical impairment and financial problems), teachers (negative attitude, lack of professionalism in special needs education i.e. lack of knowledge on how to treat children with physical impairments), guards of the school, peers, and school related factors (such as, inflexible rule and regulation of the school, long distance between the school and the homes of the students with physical impairments, uncomfortable infrastructure of the school, lack of learning material and less support given to the students). Finally, based on the study findings relevant conclusions and recommendations were forwarded.

The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.

The transition from high schools to higher education institutions can be especially difficult for students with disabilities as the impetus for securing necessary accommodations falls on students themselves rather than on parents or on the institution as it did in high schools. Students with disabilities are still facing issues in both their transition to higher education institutions and their retention to complete a degree or certificate. Educators and researchers suggest that self-advocacy skills would address the issue. A self-advocacy skill is an evidence-based predictor in secondary transition, having an impact on improved post-school outcomes in education and employment. Coming to Ethiopia, over the last few years, higher educational institutions in Ethiopia increased from 11 to 32. Universities and enrollment rate also reached to 100,000 per annum. However, the number of students with disabilities in the universities is still low. Those who joined the universities have experienced challenges of different types ranging from academic to social. Ethiopian institutions do not have any explicit policy for students with disabilities. Similarly, the available provision for students with disabilities, if any, is negligible. For example, in the university where I work in students with physical impairments are facing lack of educational materials, non-inclusive environment (inaccessibility of library, dormitory, toilet rooms, classrooms, roads, and the like) and lack of awareness by the university community. Hence, although making higher institutions to be inclusive for students with disabilities is the responsibility of higher education communities and other stakeholders, students with disabilities are also expected to play a role (by using self-advocacy skills) to get appropriate services and supports to complete their education with better academic and psycho-social achievement that enable them to be competitive in the world of job and social integration, which is the aim of this How to cite this paper: Tedla, T.A. (2017)

This chapter provides an overview of deaf education in Ethiopia. It covers the country’s history of special needs education, the history of deaf education, the status of sign language, teachers’ training and communication approaches in the classroom, and classroom access services. In addition to describing student- and school-related challenges to deaf education, it outlines coping mechanisms used by deaf students and opportunities created by legislation. Deaf education in Ethiopia is better than it was decades ago, but it still has far to go. Recommendations are made to pave the way forward in the education of deaf and hard-of-hearing learners. Where available, relevant empirical evidence is provided.

This study was targeted to investigate the nature of quality auditing guidelines in-side-out, unlike previous studies which reported situational analysis on quality education about Ethiopian Higher Education Institutions (HEIs). The first two documents were HERQA’s areas of focus for institutional quality audits and institutional quality auditing guidance on focus area thresholds. And the third document was institutional quality audit checklist which was developed by the University of Gondar. The third document was not considered to be reviewed at the outset and yet, considered after the review of the two documents of HERQA’s concluded and visible gap was witnessed. Qualitative Document Analysis with specific READ approach was employed in analyzing the three documents: (1) ready your materials, (2) extract data, (3) analyze data, and (4) distil your findings. Results indicated the three documents were largely unrealistic to the existing situation of HEIs of the country, with conclusion that Ethiopia’s HERQA and HEIs’ endeavor on developing, improving, and utilizing a quality audit checklist guideline is an unfinished job, and was recommended exerted efforts should be continued.