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

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

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

Procedure of Intervention cont…

Implementing MISC Principles Focusing Mediation of Meaning Transcendence Mediation of Competence

Regulation of Behavior Implementers

Two Mediators & One Supervisor

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/

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

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

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.

Pre-intervention Baseline cont…

4) Parents‘ Profile

Low educational background (most are below grade 8)

Low income families ( engaged in pottery & weaving)

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)

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

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.%) -

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

V. Recommendations

Initiate family & school-based MISC program

Introduce screening programs in primary schools

Provide the necessary educational support for children with special needs

Thank You !!