Impacts of Congenital Deafness on Language and Cognitive Development of Primary Schools Deaf Students in Addis Ababa

2019 ◽  
Vol 35 (1-2) ◽  
pp. 4-28
Author(s):  
Alemayehu Teklemariam
Keyword(s):  
Cognitive Development ◽  
Primary Schools ◽  
Addis Ababa ◽  
Congenital Deafness ◽  
Deaf Students

scholarly journals Green spaces and cognitive development in primary schoolchildren

2015 ◽  
Vol 112 (26) ◽  
pp. 7937-7942 ◽  
Author(s):  
Payam Dadvand ◽  
Mark J. Nieuwenhuijsen ◽  
Mikel Esnaola ◽  
Joan Forns ◽  
Xavier Basagaña ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Development ◽  
Primary Schools ◽  
Vegetation Index ◽  
Green Space ◽  
Air Pollutant ◽  
Developmental Trajectory ◽  
Green Spaces ◽  
Physical And Mental Health ◽  
Primary Schoolchildren

Exposure to green space has been associated with better physical and mental health. Although this exposure could also influence cognitive development in children, available epidemiological evidence on such an impact is scarce. This study aimed to assess the association between exposure to green space and measures of cognitive development in primary schoolchildren. This study was based on 2,593 schoolchildren in the second to fourth grades (7–10 y) of 36 primary schools in Barcelona, Spain (2012–2013). Cognitive development was assessed as 12-mo change in developmental trajectory of working memory, superior working memory, and inattentiveness by using four repeated (every 3 mo) computerized cognitive tests for each outcome. We assessed exposure to green space by characterizing outdoor surrounding greenness at home and school and during commuting by using high-resolution (5 m × 5 m) satellite data on greenness (normalized difference vegetation index). Multilevel modeling was used to estimate the associations between green spaces and cognitive development. We observed an enhanced 12-mo progress in working memory and superior working memory and a greater 12-mo reduction in inattentiveness associated with greenness within and surrounding school boundaries and with total surrounding greenness index (including greenness surrounding home, commuting route, and school). Adding a traffic-related air pollutant (elemental carbon) to models explained 20–65% of our estimated associations between school greenness and 12-mo cognitive development. Our study showed a beneficial association between exposure to green space and cognitive development among schoolchildren that was partly mediated by reduction in exposure to air pollution.

Principles of Designing Girls Schools; Promoting Cognitive Development of Iranian Children (Case Study: Primary Schools of Girls in Rasht)

2018 ◽  
Vol 3 (8) ◽  
Author(s):  
Mahsa Talebsafa
Keyword(s):  
Cognitive Development ◽  
Primary Schools ◽  
Quantitative Methods ◽  
Research Question ◽  
School Setting ◽  
Physical Space ◽  
Validity And Reliability ◽  
Qualitative And Quantitative Methods ◽  
Iranian Children

Studies have shown that promoting and cultivating the cognitive development in children aged 7 to 11 is of significance due to their puberty age.Any evaluation in Iran's schooling system is usually bounded by content materials and is less addressed by the significance of the Physical Space of the Educational Environment.In educational settings, the quality of architectural space by affecting the sensory, intellectual and perceptual cognitions can play an essential role in the educational performance. School setting like other educational space can change the formation of behaviors and even the attitude, cognitive development and children's creativity. The child from the actual environment that is marvelously complex would unlimitedly enter into a relationship that is continually developmental and are connected to other relations. These relationships get more complicated due to physical and moral development. The overall changes regularly affect the personality and development of the children, and the educator has to guide and lead them. Nevertheless, it is unfortunately ignored to be in focus. Schools must be provided with appropriate conditions wherein children find the opportunity to develop both physically and mentally.Based on the studies conducted in Iranian schools, the useful elements on children development particularly the cognitive one in the educational setting is not grave. The primary research question in this study is what principles feature in designing female schools to promote the cognitive development and what physical elements can elevate the constitutes of cognitive development.The attempt in this study is to find out the practical elements in forming the physics of schools to promote the cognitive development. Both qualitative and quantitative methods are used. The research design is descriptive. Results were found in a survey-based format. The questionnaire is used as the research instrument. The samples were selected from teachers of female primary schools via interview and questionnaire. The validity and reliability of each were checked hence. Based on the results of the needs and probable obstacles, the case study was conducted with data analysis for further understanding of the subject. Keywords: School Setting, Primary Schools, Cognitive Development

scholarly journals The Prevalence of Visual Acuity Impairment among School Children at Arada Subcity Primary Schools in Addis Ababa, Ethiopia

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Haile Fentahun Darge ◽  
Getahun Shibru ◽  
Abiy Mulugeta ◽  
Yinebeb Mezgebu Dagnachew
Keyword(s):  
Visual Acuity ◽  
Visual Impairment ◽  
School Children ◽  
Primary Schools ◽  
Low Vision ◽  
Addis Ababa ◽  
Care Service ◽  
Health Care Service ◽  
Cross Sectional Study ◽  
Cross Sectional

Background. Visual impairment and blindness are major public health problems in developing countries where there is no enough health-care service. Objective. To determine the prevalence of visual impairment among school children. Materials and Methods. A school-based cross-sectional study was conducted between 15 June 2015 and 30 November 2015 at Arada subcity primary schools, Addis Ababa, Ethiopia. Two schools were selected randomly, and 378 students were screened from grades 1 to 8 using systematic random sampling method. Snellen chart was used for visual acuity test. Students who had visual acuity of ≤6/12 were further examined by an ophthalmologist to diagnose the reason for low vision. Data was analyzed using SPSS version 20. Results. A total of 378 students were screened, and 192 (50.8%) were females and the remaining 186 (49.2%) were males. The prevalence of visual impairment (VA) of ≤6/12 on either eye was 5.8%, VA < 6/18 on either eye was 1.1%, and VA < 6/18 on the better eye was 0.53%. In this study, color blindness [OR: 19.65, 95% CI (6.01–64.33)] was significantly associated with visual acuity impairment. Conclusion. The prevalence of visual impairment among school children in the study area was 5.8% and school screening is recommended.

scholarly journals Activity-Based Teaching of Quran for Deaf Students in the Special Education Integration Program

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Izuli Dzulkifli ◽  
Asmawati Suhid ◽  
Fathiyah Mohd Fakhruddin ◽  
Nor Aniza Ahmad
Keyword(s):  
Special Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Hearing Impaired ◽  
Hearing Impairments ◽  
Deaf Students ◽  
Integration Program ◽  
Ability Levels ◽  
Different Characteristics ◽  
Hearing Impaired Students

The formal teaching and learning of the Quran for the hearing-impaired students in Malaysia is carried out at Special Education Schools offering Special Education Integration Program, locally known as ‘Program Pendidikan Khas Integrasi’(PPKI). The teaching and learning of the Quran for hearing-impaired students are based on the Special Education Curriculum of the Islamic Education subject. In order to enhance the achievement of deaf students in learning the Quran, teachers need to plan lessons relevant to the content of the learning of the Quran and students’ abilities. The objective of this study was to explore the activity-based teaching, such as reading and memorizing, employed by teachers who were teaching the Quran to deaf students in eight primary schools offering PPKI. This study utilized the qualitative approach in the form of case studies, using the interview technique and document analysis to obtain data. The findings showed the main activities inculcated in the learning of the Quran were reading and writing skills. These activities were carried out individually and in groups based on the different characteristics of the deaf students. Therefore, teachers should be aware of students’ ability levels and the different characteristics of the students’ hearing impairments such as mild, severe, and profoundly deaf so that the planned learning activities could be conducted smoothly during the teaching and learning sessions.

scholarly journals Body Mass Index and Associated Factors of School Absenteeism by School Feeding Program at Selected Primary Schools in Addis Ababa, Ethiopia: A Comparative Study

Scientifica ◽  
2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Solomon Muluken Ayehu ◽  
Addisu Tadesse Sahile
Keyword(s):  
Body Mass Index ◽  
Body Mass ◽  
Primary Schools ◽  
Addis Ababa ◽  
Average Weight ◽  
School Absenteeism ◽  
School Feeding ◽  
Significant Difference ◽  
Feeding Program ◽  
School Feeding Program

Background. Quality of education plays a crucial role in the social, economic, and political development of a nation. Primary school is a vital stage in developing the personality and consciousness of school children. Objective. The study assessed the Body Mass Index and factors associated with School Absenteeism at selected primary schools in Addis Ababa, 2018. Methods. A comparative cross-sectional study was undertaken on 324 (162 each group) from selected primary schools of Addis Ababa from May 02 to July 30, 2018. All participants and their families provided written informed consent and assent. A systematic random sampling technique was used to select participants, where the list of students was once identified from the selected schools. An independent t-test was undertaken at p value <0.05 as the statistically significant level. And, binary logistics regression was used for the identification of factors statistically associated with school absenteeism, with its respective 95% confidence interval (CI) and p value of <0.05 significant level. Findings. There was a statistically significant difference between feeding and nonfeeding participants on average weight, school absenteeism, and BMI for age, at p < 0.05 . Participants who enrolled in the school feeding program had a higher average weight than nonfeeding participants ( p < 0.05 ). Participants from the feeding group had lower average school absenteeism than their counter participants ( p < 0.05 ). The average BMI for age was significantly higher among feeding participants than nonfeeding participants ( p < 0.05 ). The odds of having school absenteeism were 1.796 times higher among feeding participants than among nonfeeding participants (AOR: 1.796; 95CI:1.061–3.042, p < 0.05 ). The odds of sustaining absenteeism from the school were 2.257 times higher among feeding participants than among nonfeeding participants (AOR: 2.257; 95%CI: 1.291–3.948; p < 0.05 ). Conclusion. A higher number of school absenteeism, average weight, and BMI for age were observed in participants enrolled in the school feeding program than those who did not get enrolled in the feeding program. Large-scale studies were recommended to testify the impacts of school feeding on absenteeism.

Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study

2021 ◽  
Author(s):  
Dawit T. Tiruneh ◽  
John Hoddinott ◽  
Caine Rolleston ◽  
Ricardo Sabates ◽  
Tassew Woldehanna
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
School Children ◽  
Primary Schools ◽  
Fixed Effects ◽  
Addis Ababa ◽  
Ordinary Least Squares ◽  
Primary School Children ◽  
School Year ◽  
Quantitative Studies

Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.

Competences in Polish sign language and the ability to understand read text in G students / deaf students

2020 ◽  
Vol LXXXI (3) ◽  
pp. 165-174
Author(s):  
Justyna Kotowicz
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Primary Schools ◽  
Deaf Children ◽  
Deaf Students ◽  
Sign Languages ◽  
Learning To Read ◽  
Scientific Analysis ◽  
Level Of Understanding ◽  
The Relationship

Research to date indicates a relationship between reading skills and sign language competences in G people / deaf people. These data, however, only apply to sign languages that have undergone extensive scientific analysis (e.g. American Sign Language). Currently, there are no scientific reports in Poland regarding competences in sign language and in reading in G students / deaf students. For this reason, the present study analyses the relationship between Polish Sign Language (PSL) and understanding of the text read in written Polish. The study involved 52 G students / deaf students with prelingual hearing loss in severe or profound grades I-VI in special primary schools for deaf children and adolescents. Competences at PSL were measured using the Polish Sign Language Grammar Comprehension Test, and comprehension of the text read was tested using the Reading test by Maria Grzywak-Kaczyńska. Hierarchical analysis of multivariate regression showed that competences in PSL are a variable explaining the level of understanding of the read text (in the model the first explanatory the variable was age). Therefore, it has been demonstrated that competences in PSL are relevant to learning to read in Polish among G students / deaf students. The results obtained are important for surdopedagogical practice: they draw attention to the need to improve competences in sign language and to use sign language in the process of learning to read and develop this skill.

scholarly journals Magic Finger Teaching Method in Learning Multiplication Facts among Deaf Students

2016 ◽  
Vol 5 (3) ◽  
pp. 40 ◽  
Author(s):  
Liong Kon Thai ◽  
Mohd. Hanafi Mohd Yasin
Keyword(s):  
Special Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Method ◽  
T Test ◽  
Control Group ◽  
Deaf Students ◽  
Control Group Design ◽  
Multiplication Facts ◽  
Post Test

<p>Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students’ perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As many as 70 deaf students from three special education primary schools in Selangor and Federal Territory were gathered as research respondent. Data were analyzed by using descriptive and inferential statistics of t-test. Findings from the t-test analysis showed that MFTM has a significant effect on multiplication facts achievement among deaf students whereas conventional teaching method does not given a significant effect on multiplication facts achievement among them. The findings from questionnaires found that the deaf students have high level of perception towards MFTM in the dimensions of interest, self-confidence, persistence and motivation in learning multiplication facts. The findings serves as an implication towards students, parents, teachers, Special Education Division and Malaysia Education Ministry in terms of awareness, involvement, planning and implementation in the context of diversifying of multiplication facts teaching method, and the suitability of supporting materials in teaching and learning multiplication facts.<strong></strong></p>

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