The general objective of this study is to examine the socio-economic challenge of students with disability in the University of Gondar in the case of Maraki campus. According to world report on Disability, more than one billion humans or 15% of the world’s population stay with some shape of disability, of whom, nearly 200 million ride considerable difficulties in functioning. In the years ahead, incapacity will be an even larger situation because its incidence is on the rise. This is due to getting older populations and the greater danger of disability in older people as nicely as the global increase in continual fitness prerequisites such as diabetes, cardiovascular disease, cancer and mental fitness problems.
People with disability are considered ugly, and they are not welcome in society. People say they have the works of the spirit in them. Because of society‘s influence, a family with a child who has disability considers this child as a burden. In most places, a family hides their child for fear of being outcasts in the village. They would not consider them as useful to the community. Some think they are intellectually impaired too. In most cases, disabled children grow up learning from their parents that they are not worthy of mixing with other kids their age. The children accept the norm and believe they are cursed and under the punishment of God.
People with bodily disabilities have skilled slender chances to enjoy college environments or practices due to fewer priorities given by way of academic providers to problems that might also guide the disabled in particular in developing nations in areas such as curriculums, instructing and studying materials, infrastructure, unique programs such as sports and games, environmental troubles and the normal high-quality of education. According to the Education for All (EFA) Global Monitoring Report 2010 reaching the marginalized youngsters with disabilities remains one of the most important problems leading to huge exclusion of the group from nice schooling.
Table of Contents
1. Introduction
2. Objective of the study
2.1 General objective
3. Review of related literature
3.1 Social challenges of disability
3.2 Economic challenges of students with disabilities
4. Research Methodology
4.1 Background of the study area
4.2 Sampling Techniques
4.3 Data Sources
4.4 Data collection Instruments
4.5 Method of Data Analysis
5. Results and Discussion
6. Conclusion and Recommendations
Research Objectives and Focus Areas
This study aims to assess the socio-economic challenges faced by students with disabilities at the University of Gondar, specifically within the Maraki campus, to identify the primary barriers affecting their educational attainment and academic experiences.
- Examination of social implications regarding academic challenges for disabled students.
- Investigation into the primary economic burdens faced by students with disabilities.
- Identification of significant barriers hindering successful educational outcomes.
- Assessment of institutional support mechanisms and the effectiveness of teaching processes.
Excerpt from the Book
Social challenges of disability
Students with disabilities (SWD) represent an emerging population in higher education institutions, whole perceptions and experiences of higher education are ultimately shaped by their .socio –cultural experiences. And the existing environment and the availability of specific facilities required by them for pursuing their higher studies. A great deal of research in the west has been conducted on diverse issue of students with disabilities in higher education institutions. This review is focused on the factors affecting positive and negative educational experiences of such students with disabilities in higher education institutions .this most recent action by the Ethiopian government illustrates its intent to recognize the rights of people with disabilities.
Societal beliefs about people with disabilities have a strong impact on inclusion. Disability in Ethiopia is often perceived as connected with a person’s immorality or curse. Disabled children and parents of disabled children are often stigmatized (Franck, 2015: 6). Social exclusion means lack of belongingness, acceptance and recognition. People who are socially excluded are more vulnerable to economic and social problems, and hence they tend to have difficult life experiences. It agree with Leslie and associates that the practice of social exclusion affects individuals in preventing from participating fully in the economic, social, and political sphere (Other studies indicating that due to their increased vulnerability in the social environment, women with mental, psychological or learning disabilities are more prone to becoming the victims of domestic violence, sexual abuse and mistreatment, because they do not have the practical means to live independently and experience their sexuality (Berhanu, 2015).
Summary of Chapters
Introduction: Provides a global overview of disability statistics and highlights the social stigma and educational barriers faced by disabled individuals in developing nations.
Objective of the study: Defines the research scope, outlining the general aim to analyze the socio-economic status of students at the Maraki campus and specific objectives for investigation.
Review of related literature: Discusses the theoretical background of disability as a human condition, social exclusion, and the connection between poverty and educational outcomes.
Research Methodology: Details the descriptive, mixed-method research design, sampling techniques, and data collection tools like surveys and focus group discussions used in the study.
Results and Discussion: Analyzes the gathered data regarding respondents' demographics, financial burdens, and social relationships, highlighting the significant impact of stigma and lack of funding.
Conclusion and Recommendations: Synthesizes findings on the hardships faced by disabled students and proposes institutional interventions to improve academic and social support systems.
Keywords
Students with disabilities, Visual impairment, Hearing damage, Social exclusions, Socio-economic challenges, Higher education, Academic barriers, Financial scarcity, Stigma, Inclusive education, Ethiopia, Maraki campus, Disability rights, Educational attainment.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on assessing the socio-economic challenges faced by students with disabilities at the Maraki campus of the University of Gondar, Ethiopia.
What are the primary themes analyzed in this study?
The study examines social exclusion, economic hardships, health-related challenges, and the accessibility of teaching and learning environments for disabled students.
What is the ultimate research objective?
The primary goal is to identify the social and economic barriers that impact the educational attainment of students with disabilities in the study area.
Which research methodology was adopted?
The researchers utilized a descriptive, mixed-method approach (both qualitative and quantitative) using surveys, interviews, and focus group discussions.
What does the main body of the work cover?
It covers the background of the study area, literature review, detailed analysis of socio-economic and health challenges, and the influence of institutional support.
Which keywords best characterize this research?
Key terms include students with disabilities, social exclusion, economic challenges, higher education, and academic attainment.
How does lack of financial support specifically affect these students?
Lack of money hinders students from purchasing necessary school supplies and meeting basic needs, which often leads to the interruption of their education.
What role does social stigma play in the students' university life?
Stigma results in feelings of alienation and inferiority, negatively impacting the students' self-confidence and their ability to interact freely with classmates.
How do the researchers evaluate the teaching process?
The study finds that while many students feel supported, others report a lack of effective training for instructors and instances of insensitive treatment by staff.
What are the key recommendations provided by the author?
The author recommends implementing strict institutional policies against discrimination, conducting workshops for staff, and providing better-monitored financial support programs.
- Quote paper
- Habtamu Wondimu (Author), 2020, The Socio-Economic Challenges of Students with Disabilities in The Case of Maraki Campus, Ethiopia, Munich, GRIN Verlag, https://www.grin.com/document/962470
