Disability and Access to Education in Primary Schools in Hamarjajab District, Mogadishu - Somalia.

ABSTRACT 

This study was carried out to assess disabled learners’ access to primary education in I-Iamatjajab district, Mogadishu Somalia. Specifically the study sought to; determine the risks that disabled learners face while travelling to school in Mogadishu; establish how the school environment meet the needs of disabled learners in primary schools in Mogadishu; determine the challenges disabled learners face while studying in primary schools in Mogadishu. This study adopted a mixed method design. It employed a cross section survey of 37 learners and 30 parents as well 37 key informants who included teachers, administrators, district education officers and disable people organizations. The findings show that disabled learners are prone to accidents in form of being knocked down by cars while moving to schools (64% of the respondents combined): learners also face an unfriendly climate which features as a major barrier (56% of the respondent): Disabled learners face abuses from members of the public in form discrimination (47% of the respondent): Secondly, schools have tried to enhance access of mobility devices in their environment, but more still needs to be done. In particular ramps have not been given priority in the design of learning facilities. Teaching methods and the human resource (staff) to specifically address the needs of disabled learners are to a large extent not satisfactory. The results further show that normal learning methods are utilized to a large extent (47% of the respondent): The problem is compounded by fact a large number of staff are normal teachers. (58% of the respondent): The study found out that most disabled learners trek to schools cover an average of 1.5km to access the closest school (56% of the respondent). In conclusion, disabled learners face risks, unconducive school environments and numerous challenges which hamper their access to education. The study recommends that government and development partners should mobilize resources aimed at improving roads, building of more inclusive schools, equipping of learning centers with facilities and human resources to enhance access to education for the disabled learners.

TABLE OF CONTENTS

DECLARATION

APPROVAL

DEDICATION

ACKNOWLEDGEMENT. iv

TABLE OF CONTENTS v

LIST OF TABLES viii

ACRONYMS ix

ABSTRACT x

CHAPTER ONE

INTRODUCTION 1

1.0 Introduction 1

1.1 Back ground to the study 1

1.1 . 1 Historical Perspective 1

1.1 .2 Theoretical Perspective 4

1 .1 .3 Conceptual Perspective s

1.1.4 Contextual Perspective 5

1.2 Statement of the Problem 7

1.3 Overall objective 8

1.4 Research objectives 8

1 .5 Research Questions 8

1.6 Scope of the study 8

1.6.1 Content Scope 8

1.6.2 Geographical Scope 8

1.6.3 Time Scope 9

1 .6.4 Theoretical Scope 9

1.7 Significance of the Study 9

1.8 Operational definition of key terms 9

CHAPTER rrwo 10

LITERATURE REVIEW 10

2.0 Introduction 10

2.1 Theoretical Review .10

2.2 Conceptual Framework 11

2.3 Related Literature 12

2.3.4 Accessibility to education by disabled learners 17

CHAPTER THREE 21

METHODOLOGY 21

3.0 Introduction 21

3.1 Research Design 21

3.2 Study Area 21

3.3 Study Population 21

3.4 Quantitative sample size 22

3.5 Sampling Procedure 23

3.6 Research Instruments 24

3,7 Validity and Reliability 24

3.6.1 Validity of the research instruments 24

3.6.2 Reliability of the instruments 25

3.7 Data Gathering Procedures 25

3.8 Data Analysis 25

3.9 Ethical Considerations 26

3.1 0 Limitations del imitations of the Study 26

CHAPTER FOUR 27

DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINIDINGS 27

4.1 Introduction 27

4.2 Demographic Characteristics of Respondents 27

4.3 The risks that disabled learners face while travelling to school 29

4.5 School environment and needs of disabled learners 33

4.6 Challenges disabled learners face while accessing education in primary schools 37

4.7 Multiple regression analysis 42

CHAPTER FIVE 43

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATiONS 43

5.1 Introduction .43

5.2 The discussion of findings 43

5.2 Conclusions 46

5.3 Recommendations 46

5.4 Area for further study 47

APPENDIX I: REFERENCES

APPENDIX IT: CONSENT LETTER iii

APPENDIXIII: QUESTIONNAIRE FOR PARENTS WHO HAVE DISABLED CHILDREN iv

APPENDiX IV: QUESTIONNAIRE FOR DISABLED LEARNERS ix

APPENDIX V: KEY INFORMANT INTERVIEW GUIDE FOR TEACIIERS AND SCHOOL ADMINISTRATORS xiv

APPENDIX VI: KEY INFORMANT INTERVIEW GUIDE FOR DISABLED PEOPLE

ORGANIZATIONS AND DISTRICT EDUCATION OFFICERS xv

APPENDIX VII: TIME FRAME FOR RESEARC1-I vi

APPENDIX VIII: RESEARCH BUDGET xvii