Early Mediational Intervention to Offset Learning Difficulties - PowerPoint PPT Presentation

Loading...

PPT – Early Mediational Intervention to Offset Learning Difficulties PowerPoint presentation | free to download - id: 6651e2-NjU5M



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Early Mediational Intervention to Offset Learning Difficulties

Description:

Early Mediational Intervention to Offset Learning Difficulties & Early School Dropout Tirussew Teferra, Professor Addis Ababa University Procedure of Intervention cont – PowerPoint PPT presentation

Number of Views:6
Avg rating:3.0/5.0
Slides: 16
Provided by: bildungswi
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Early Mediational Intervention to Offset Learning Difficulties


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 lt 35)
  • Fixing meetings with parents teachers
  • Intervention Package, MISC Program
  • Mapping out the childs 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
Assessment Findings 1) Gender Profile Among
Children with Low Academic Achievement
-CwLAA
  • Table 1. Gender Profile of the Participants

Groups Groups Groups Groups Groups Groups 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
7
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
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 Findings Progress 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

Group Academic Year No. of Students ? 50 lt 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)
Two 1995/96 17 15 (88) 1 (6) 1 (6)
Two 1996/97 15 15 (100) - -
Three 1995/96 34 30 (88) 5 (15) -
Three 1996/97 30 27 (90) 3 (10) -
Four Five 1996/97 33 31 (94) 2 (6.) -
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 !!
About PowerShow.com