BONGA UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITY

DEPARETMENT OF SPECIAL NEEDS AND INCLUSIVE

EDUCATION

PSYCHOSOCIAL AND ACADAMIC CHALLENGES OF STUDENT WITH

PHYSICAL DISABILITY: THE CASE OF KAYAKELA PRAIMARY
SCHOOL

A SENIOR ESSAY SUBMETED TO THE DEPARTEMNET OF SPCIAL NEEDS AND

INCLUSIVE EDUCATION IN PARTIAL FULFILLMENT OF THE REQUIREMNETS
FOR THE DEGREE OF BACHLOR OF ARTS OF SPECIAL NEED AND INCLUSIVE
EDUCATION

PREPARD BY

MULUKEN NIBRET : ID NO: RU 1114/12

ADVISOR: Mr. TAMRU EMRU( MA)

I
 APRIL, 2023

BONGA , ETHIOPIA

ACKNOWLEDGEMENT
First, I would like to thank almighty GOD who has supported me whole life and during this
study. Secondly, I would like to express my deepest gratitude to my Advisor Mr. Tamru Emru
for his professional and constructive advice on my study.Finally but not lastly, I would like to
extend my heartfelt thanks for my mathor who support me financially, morally and endless. I
would like to extend my fourth I would like to thank Kayakela praimary school disability center
and my respondents for their voluntary give information.

II
LIST OF ABBREVIATIONS
AHEAD: -Association on Higher Education and

Disability

IDEA: - Individual Disability Education Act

PE: - Physical Educational practices and programs

SWPD:-Student with physical disability

UNESCO: - United Nation Educational Scientific and Cultural Organization

III
Abstract
The main objective of this study was to identify the psychosocial and academic challenges of
student with physical disability In Kayakela praimary school. The necessary data for the study
was collected from 22 student (19) males and (3) female student. The sampling technique used
was purposive sampling for all of the subjects are selected. The tool of data collection was
questionnaire and interview. The collected data was summarized on the table and analyzed by
using quantitative and qualitative method. The findings have shown that student with physical
disability have faced different challenges such as academic, social, psychological and financial
challenges. The main psycho-social challenges discovered in this research were fear followed by
the feeling of inferiority and that of educational challenges were distance from the dormitory to
library and cafeteria for the major problem is motor movement, lack of material support given by
the institutions. The researcher concluded that the challenges are expected due to the problems
the student with physical disability encounter. Based on the conclusion made, the researcher
recommend that government, university board member, campus management and other
concerned body should expect the challenges and include in their plan to make necessary
arrangements so that the student will be supported to run their study successfully despite their
problems. This is to reduce the challenges of student with physical disabilities.

IV
 TABLE CONTENT

Contents PAGE
ACKNOWLEDGEMENT..................................................................................................................................I
LIST OF ABBREVIATIONS..............................................................................................................................II
Abstract......................................................................................................................................................III
LIST OF TABLE.............................................................................................................................................VI
CHAPTER ONE..............................................................................................................................................1
INTRODUCTION...........................................................................................................................................1
1.1 Background of the Study...................................................................................................................1
1.2 Statement Of The problem.............................................................................................................2
1.3. Research Questions.......................................................................................................................3
1.4. Objective Of The Study.....................................................................................................................3
1.4.1. General Objectiveof the Study...................................................................................................3
1. 4.2 Specific Objective of The Study..................................................................................................3
1.5. Significance of the Study...................................................................................................................3
1.6. Delimitation ofthe Study...................................................................................................................4
1.7. Operational Definition of Terms.......................................................................................................4
CHAPTER TWO.............................................................................................................................................5
2. LITERUTER RIVEW...................................................................................................................................5
2.1 Concept of Disability..........................................................................................................................5
2.2. Causes of disability...........................................................................................................................5
2.3 Categories of Disability......................................................................................................................6
2.3.1 Physical Disability........................................................................................................................6
2.3.2 Visual Impairment.......................................................................................................................6
2.3.3 Hearing Impairments..................................................................................................................7

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 2.3.4 Mobility Impairment...................................................................................................................7
2.4 Student with physical disability.........................................................................................................8
2.5 Opportunities in higher education for student with disabilities........................................................9
2.6 Access challenges for student with disabilities in higher education.................................................9
2.7. Academic access.............................................................................................................................10
2.8 Psychosocial challenges Student with physical disability.................................................................11
CHAPTER- THREE.......................................................................................................................................12
3. METHODOLOGY.....................................................................................................................................12
3.1. Research Design..............................................................................................................................12
3.2 Study Area.......................................................................................................................................12
3.3 Population of the Study...................................................................................................................12
3.4 Sample and Sampling Techniques...................................................................................................12
3.5 Data Gathering Instruments............................................................................................................12
3.6 Method of Data Collection Procedure.............................................................................................13
3.7 Method of Data Analysis..................................................................................................................13
3.8. Ethical Consideration......................................................................................................................13
CHAPTER FOUR..........................................................................................................................................14
4. Data Presentation, Analysis and Interpretation.....................................................................................14
4.1 Data Presentation and Analysis.......................................................................................................14
4.2. Discussion.......................................................................................................................................21
4.3 The Main Challenges of Student with Physical Disability in their Academic Achievement..............21
CHAPTER FIVE............................................................................................................................................23
5. Summary, Conclusion and Recommendation........................................................................................23
5.1 Summary..........................................................................................................................................23
5.2 Conclusion.......................................................................................................................................24
5.3 Recommendation............................................................................................................................24
REFERENCE................................................................................................................................................25
APPENDEX 1..............................................................................................................................................27

VI
 LIST OF TABLE
Table 1. Demographic Characteristics of Participants...............................................................................14
Table 2 Distribution of participants at Campus with their Academic Year Level.......................................15
Table 3 Response of Student on Onset of their Disability..........................................................................15
Table 4 Response of Student on the Severity of Your Disability................................................................16
Table 5 Responses of Student on Psychosocial Challenges DuringLearning..............................................16
Table 6 Response of Student on what Kind of Psycho Social Support gotten greatly frominstitution.....17
Table 8 Student Response on Experiencing any Difficulty in Participating and Interacting with other
Student During learning............................................................................................................................17
Table 9 Response of Student whether there are Specially trained staff for the provision of adequate
Support......................................................................................................................................................18
Table 10 Student Response on Physical Environment in Your Institution Suitable for Movement from
dorm to class.............................................................................................................................................18
Table 11 Student Response on Kind of Academic Support Greatly get from Student...............................19
Table 12 Student Response on Counselling Service Given in Your Institution...........................................19
Table 13 Response on Kind of Counseling Service Greatly Given in Your Institution.................................20
Table 14 Student Response on Evaluate Academic Status........................................................................20

VII
VIII
 CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education is very important for every person regardless of his/her age, gender, race, economic
status, as well as physical disability. People, particularly student with physical disabilities are
usually perceived by societies as disadvantaged groups (Block, (1992). Hence they are in a
position of missing some economic, political, and social benefits including the right to access
equitable and quality education. this is in line with McLeod(2014) who points out that, student
with physical disabilities experience personal limitations in school environments that affect their
social, psychological, and academic spheres that may likely affect their academic performances
at school. Disability refers to any person whose functioning is reduced as a result of significant
physical learning or social problem most commonly it refers to physical problem such as visual
impairment; hearing impairment loss of limps and spinal cord injury.

Student with physical disabilities face many problems in their education. The extent of the
challenges faced by student with physical disability is more prevalent than other disability
groups. This is because they are unable to move and explore their environment during their
education. For instance, in school buildings structure; the class, the gates and other facilities
there are great challenges and barriers for student with physical disabilities (Pizzi, 2008).

Sometimes the effects of the impairment on attendance and opportunity for success may be
subtle. Student with seizure disorder and lost time from learning during and after each seizure
and this may result in missed academic instruction and possible development delays.

Some of the limitations can alleviated with parental, community and government support.
Student with physical disabilities have experienced narrow chances to enjoy school
environments or practices due to fewer priorities given by educational providers to issues that
may support the disabled especially in developing countries in areas such as curriculums,
teaching and learning materials, infrastructure, special programs such as sports and games,
environmental issues and the general quality of education. According to the education for all
(EFA) Global monitoring report 2010 reaching the marginalized children with disabilities
remains one of the main challenges leading to wide exclusion of the group from quality
education (Macleod, 2014). The experience of pain in young student with juvenile rheumatoid
1
can affected their concentration and learning as well as their motor and psycho social
development(Trucken 1993) student with muscular dystrophy may experienced depression range
depleting guilt and anxiety that they may be confronting without assistance from others with
varying degrees of success (Wittel 1987) such types of intense behavior response to physical
disability may distract student from learning and affect their academic performance unless the
teacher identifies the problem and seeks appropriate intervention. In addition to this in this
school those student are not beneficial .Because of the environmental and internal factors when
we see environmental factors such as buildings like café ,dorm .library ,toilet and bathrooms are
built without consideration of student with physical disability .As we know in this school there
is no tutorial classes that give for student with physical disability to achieve or maintain their
academic performances ,this shows that the school authority persons doesn’t give attention for
those student challenge and academic performance

1.2 Statement Of The problem

The researcher studied the psychosocial and academic challenges of student with physical
disabilities because in the university , the student with physical disability experience different
psychological, social and other related problems and they may under achiever in their study
settings when their unique needs are not met even though several environmental and
psychological factors may affect their performance.

Once these factors are identified for specific student, their negative effects on performance may
be decreased through provision of adaptation instruction modifications and specialized assistance
(Heller .et al 1889). The experiences of young people with physical disability in mainstream
schools and findings indicate that the schools do not able to meet the psychological, social and
clinical need of the young people with physical disability.

The research some individuals like Diva concluded that for such student their main stream
education was discriminator and the student are not benefited due to their disability (Diva 2010).
Hence, the personal thought and social behavior of student with physical disability can be
negatively impacted by their condition. As a result they may have poor self-esteem or self-worth
and their social interaction with other are likely to differ from others who are without disabilities

2
or with in healthy condition (James 2010). The above findings aroused the researcher to conduct
an investigation.

Since the number of student with physical disability in higher institution, Research and
development on disabilities is necessary. Wollega University was one of the Ethiopia higher
educational institutions having number of disabilities. The existence of high number disabilities
motivates me to do a research on student with physical disability in the institution

Other research done on Student with physical disability in Wollega university is not sufficient
based on inclusiveness of all campus and those student are not full included all variable which
affect student with physical disabilities like psychosocial challenges so this is another motivation
to me to do a research in this university .

1.3. Research Questions

1. What are the psychosocial challenges that student with physical disability face in Kayakela
praimary school ?

2. What are the academic challenges that student with physical disability face in Kayakela
praimary school ?

1.4. Objective of the Study

1.4.1. General Objective of the Study
The general objective of the study was to identify the psychosocial and academic challenge of
student with physical disability.

1. 4.2 Specific Objective of the Study.

• To assess the psychosocial challenges that hinder student ‘with physical disability
academic performance in Kayakela praimary school .

• To explore the academic challenges which are faced by student with physical disability in
Kayakela praimary school.

1.5. Significance of the Study

This study was on the psychosocial and academic challenge of student with physical disability in
Kayakela Praimary school was having numerous significances as follows. First, the study was

3
make a researcher to be more familiar to the problem, as well as how to conduct research and
also to be awarded bachelor degree of Kayakela praimary school. Second, the research was help
to identify the possible solution for the psychosocial and academic challenges of student with
physical disability; it will play an important role to initiate other individuals to make research
deeply on the issue. In addition to that it will also helpful to fill the gap between education policy
and inclusive education to run a relatively holistic practical application of the policy. Finally,
this study will contribute to the identification of the problems and helps to create some
awareness about the problems the student with physical disability encounter and arouse the
university to work on by giving a necessary attention.

1.6. Delimitation ofthe Study

This research was delimited to geographically Kayakela praimary school South weast
Ethiopia region Keffa zone Bonga town. The study also conceptually delimited to investigate
the psychosocial and academic challenges of student with physical disability the case of
Kayakela praimary .

1.7. Operational Definition of Terms

• Academic achievement: is the extent to which a student, teacher or institution has
achieved their short or long term educational goals.

• Challenges: a condition /factor that hinder human being from fulfilling their needs
/goals

• Physical disability: Impairment of certain organ of the body like hand, eye and leg
that affect normal functioning or produced limited mobility

• Psychosocial challenge: psychological and sociological attributes that pose as

challenges to people living with physical disabilities.

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 CHAPTER TWO
2. LITERUTER RIVEW
2.1 Concept of Disability
Disability is abroad term that includes: Impairment, limitations, and restrictions on an
individual’s body or ability to participate in what is considered “normal” in their everyday
society. The disability may be physical, cognitive, mental, sensory, emotional, developmental, or
some combination of these. A disability may be present from birth, or occur during a person’s
life time (Wilfred Owen, 2012).

Disability is an umbrella term, covering impairments, activity limitation, and participation

restrictions. Impairment is a problem in body function or structure; an activity limitation is a
difficulty encountered by an individual in executing a task or action; while a participation
restriction is a problem experienced by an individual in involvement in life situations. Thus,
disability is a complex phenomenon, reflecting an interaction between features of a person’s
body and features of the society in which he or she lives (Wilfred Owen, 2012). Individuals may
also qualify as disabled if they will have an impairment in the past or are see as disable on a
personal or group standard or norm, such impairments may include physical, sensory, and
cognitive or developmental disabilities. Mental disorder (also known as psychiatric or
psychosocial disability) and various types of chronic disease may also qualify as disability.

Some advocates object to describing certain conditions (notably deafness and autism) as
“disabilities,” arguing that it is more appropriate to consider them developmental differences that
have been unfairly stigmatized by society. Others argue that disability is a result of exclusion from
mainstream society and not because of impairment (Wilfred Owen, 2012).

2.2. Causes of disability

The cause of disability varies. As a person age the severity of the disability can change (Western
Australia Disability Services Act, 1993).Disability may be: Genetically determined;
environmentally determined; or of unknown cause.

A genetically determine disability is usually inherit from the parents. However, a new genetic
error can occurs leading to symptoms of the conditions. Examples of this are cystic fibrosis and
muscular dystrophy. An environmentally determine disability results from an accident, injury,

5
disease or infection. Examples include acquired brain injury, spinal cord injury and diabetes.
Sometimes a disability is of unknown origin. This is the case with many physical and intellectual
disabilities.

2.3 Categories of Disability

Categorization of disability is necessary in order to provide benefits and services to those who
need them (Albrecht, 1976). Government agencies must design some sort of counting data
collection in order to estimate the resource necessary to serve the needs of their mandated
population and also to establish policy (stock, 1991).
The determination of eligibility for services and benefits, the agencies from which application
are allowed to receive service, the setting which individual live (institutions or in the
community) are closely related to the categorization of disability (Matson, 1993). Categorization
of disability is also exerts a powerful effect on the types of prejudice and discrimination direct to
word individual with disability (Matson, 1993). Categorization of disability is also exerts a
powerful effect on the types of prejudice and discrimination direct to word individual with
disability (Trueba, 1994).

2.3.1 Physical Disability

There are a number of points to remember when try to define physical disability. Disability is
difficult to measure as there is a range of disabilities and person may have more than one
disability and also different of disability result in a different understanding and ways to measure
disability(WDA;2005).Physical disability includes, visual impairment mobility impairment,
hearing impediment neurological impairment such as cerebral palsy and seizure disorder
traumatic dyairophy and rthritis, sensory or loss, and health, disorder, defined by American with
disability ACT (1990).

2.3.2 Visual Impairment

Visual impairment includes total blindness from birth the gradual loss of vision. Muscular
disorder such strabismus or crossed eyes are loss of acuity across the visual field, such of tunnel.
Vision (Falvo 1991, Rosentaha and Cole, 1993). People who were excesses are not considered to
have a visual impairment simply because the use of a common and easily obtainable device, such
as eye glasses, restores the individual to full functioning. Indeed, in order to be considering a

6
visual impairment the condition must be server enough to limit daily functioning degenerative
conditions, affecting the retina or optic nerve, includes retinitis pimentos a, retinal data chment,
and glovcoma (Carroll,1961).Visual impairment way also be caused by genetic factors such as
mal formation or may be acquired due to infections, inflammation accidents, or tumors (Ponek
1992). However, a large percentage of visual impairments have unknown cause. Laplante (1991).
Estimated that approximately 1,500,000 individual is of all age have visual impairments.

2.3.3 Hearing Impairments

Is the category of physical impairment that includes people that are complexly or partially deaf
People who are only partly deaf can sometimes make use of hearing aids to improve their
hearing ability.

2.3.4 Mobility Impairment

This type of disability includes upper limb disability, manual dexterity and disability in
coordination with different organs of the body. Disability in mobility can either be a congenital
or acquired with age problem. This problem could also be the consequence of some disease.
people who have a broken skeletal structure also fall in to this category of disability .

Many of these conditions are the result of hereditary condition, other results before or during
birth and others occur because of injury or infection. The single largest cause of amputation in
the United States is therapeutic surgical procedures necessitated by complications and secondary
infectious due to diabetes. Spinal cord injuries, which often result in paraplegia paralysis of all
four limbs and the trunk, are caused by automobile accidents falls quashed wounds and stabs,
among other. These spinal cord injuries are the only physical disability that is more prevalent
among one sex

Mobility impairment are visible to others and many individuals with these conditions also other
disability, such as hearing loss, intellectual deficits and general perceptual difficulties some
mobility impairment, such as muscular dystrophy. Will eventually result in death but most are
stabilities after the acute phase.

7
2.4 Students with physical disability
The phrase “physical disability” is used to describe a wide range of physical limitations and
diagnoses, the most common of which would be someone that uses a wheelchair. Their
limitations may be very severe and noticeable, or almost hidden. The most common barrier to
academic success for a person with a physical disability is access. Accesses takes many forms,
from a class assigned in an inaccessible building to the person’s own limitations preventing them
from taking typically are very knowledgeable of both their limitations and abilities and are
accustomed to communicating their needs to others.
(http://disabilitytamu.edu/facultyguide/teaching).

Examples of physical disabilities include:

 Wheelchair users

 Speech impairments

 Muscular dystrophy

 Multiple sclerosis

Some limitations of student with physical disabilities are:

 Transportation

 Sitting in a standard desk

 Classrooms or buildings that are not wheelchair accessible

 Participation in labs where lab tables and equipment are hard to reach

Possible accommodations include:

• Accessible seating or table in the classroom

• Audio recorder or note taking assistance

Relocating a class or lab to an accessible building

8
2.5 Opportunities in Kayakela praimary school for student with disabilities
One of the most significant the reads in American history is the progressive inclusion of all
people in to the social and political mainstream as equal partners and participants treated with
dignity in light of their fundamental equality as human beings. The inclusion of student with
disability in elementary and secondary education has not automatically transfer to their inclusion
in higher education. In this country elementary and secondary education and higher education are
two quite separate realms in admissions, curriculum, governance finance, and policy. However,
the inclusion of these student in elementary and secondary education has created three strong
forces to include these student in higher education as well (Thomas R.Wolanin& Patricia
E.Steele, 2004).

First, Inclusion of student with disabilities in elementary and secondary education is a clear
precedent that creates an obvious expectation that they will be included at the next level of
education. There is no acceptable principle that will deny higher education opportunities to
student has increasingly become a necessary step on the path to full participation in American
life.

Second, in 1990, IDEA was amended explicitly to require that student with disabilities be
provided with transition services to lead them to life beyond secondary school including higher
education, independent living, and employment. Thus, there is now a clear legislative path from
secondary school to higher education.

Third, the inclusion of student with disabilities in elementary and secondary education has result
in growing numbers of these student who have the appropriate secondary school diplomas and
academic preparation to qualify for higher education. Increasing numbers of student with
disabilities are now knocking on the doors of higher education and demanding entrance.

2.6 Access challenges for student with disabilities in Kayakela praimary

school
The first international call was made in France at the world conference on higher education
which called for equality of access and recognized the need to place student and their needs at
the center (UNESCO, 1998). Clancy and Goastellec G (2007) are of the opinion that increased
access to higher education is a result of mounting political, economical, demographic and
ideological pressure. However, they add, increased access which does not necessarily lead to

9
reduced social in equalities, and as Armstrong et al` (2011) observed, in the midst of the
inclusion rhetoric in education, many remain excluded. The persistence of exclusionary practices
and attitudes is exacerbated by the fact that most university tutors have no expertise to work with
student who have disabilities (O’Connor and Robinson, 1999) and that not all of them hold
positive attitudes towards inclusion generally, a condition that affects their ability to provide
support for all student (Lambe, 2011). Morrison et al (2009) applaud the move to increase access
for all student but caution that addressing the special needs of student with disabilities could pose
a number of challenges to higher education institutions. All students experience adjustment
challenges when they first disabilities because, as Getzel (2008) maintain, they often feel un
accepted due to the levels of support they require which causes may not to disclose their
disability. As a result, they tend to be under presented and most of them do not perform at the
expected levels because they feel pushed to the margins and disempowered (Morrison et al`
2009).

2.7. Academic access

It was found that certain subjects that young people with disabilities could have difficulty in
accessing at school, for example, science, home economics and PE (Kenny et al, 2000). This was
largely attributed to inadequate facilities in the school, such as benches being too high in a
science lab .whether specially adapted equipment was available or not, depended not only on the
insight of the school and teachers, but also on resources. It was found that teachers of different
subjects were not all trained to recognize disabilities and adapt their teaching practice
appropriately (Kenny et al, 2000). Some researcher in the UK found that the type of inclusion
strategies employed by secondary school teachers varied according to the subject that they taught
(Florian and Rouse, 2001) given the nature of their disabilities, young people with physical
disabilities could find themselves being excluded from such subjects.

Some of the research reports that some schools made special arrangements for young people with
disabilities to facilitate them. For example, the AHEAD report (2003) found that special
provision for sitting in house examinations was the type of learning support most frequently
made available by second level schools to student with disabilities. Schools with special
education units provided access to a greater number of facilities for sitting examinations than did

10
other schools. The examination facility most commonly requested by student by student was
alerting examiners to issues of readability (AHEAD, 2003)

2.8 Psychosocial challenges Student with physical disability

People with physical disability sometimes the experience then as traffic person some time they
admire their courage as supper human often student with physical disability feel, pity, fear,
curiosity. Discomfort etc. one of the most segregate prejudice about suppose is that are less
capable that do to their disability they cannot be educated or learned employed i.e. and move
independently travel their own family.

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 CHAPTER- THREE
3. METHODOLOGY
3.1. Research Design
This study aimed to provide a clear understanding about the psychosocial and academic
challenges of student with physical disabilities in Kayakela praimary school . To assess this
challenge the researcher used quantitative and qualitative research design.

3.2 Study Area

This study was conducted in Wollega University on student with physical disabilities in Nekemte
Cumpas.Wollega University which is one of public higher education institutions in Ethiopia. It is
located in Oromia region east wollega zone Nekemete town, found 329 km from Addis Ababa
the capital City of Ethiopia. The University has three campuses. From these campuses the
researcher was selected main campus.

3.3 Population of the Study

The focus of this study was to examine the psychosocial and academic challenges of student with
physical disabilities in Kayakela praimary school. The total numbers of student with physical

Disabilities are 22. Among those 19 are males and 3 of them were females as found from
Kayakela praimary school according to disability center of the university.

3.4 Sample and Sampling Techniques

The researcher selected the non-probability sampling technique was employed. The purposive
sampling technique for the number of student was small in number and judged to be manageable.
Therefore the researcher used all student with physical disability which were 22 for her study

3.5 Data Gathering Instruments

For this study, the researcher used questionnaire and interview to collect data from the
participants. The questionnaire was applied in order to save the respondent’s time and it enabled
to collect many data within a short period of time. The questionnaire prepared included both
close ended and open ended. I used only questionnaire and interview because of getting full
information about the challenges and save the respondent time

12
3.6 Method of Data Collection Procedure
In order to get the desired data the researcher first asked permission from the department of
Special need. Second, the researcher asked willingness of the student or participants to give
accurate information for the purpose of the study. Thirdly, told the participants the goal and
purpose of this study. Finally the researcher gathered important information from participants.

3.7 Method of Data Analysis

After the data was collected it was analyzed and interpreted by using quantitative and qualitative
method of data analysis specifically using tables, number, frequency and percentage and also to
expires in words and wowpresented .

3.8. Ethical Consideration

This study was conducted under the full willingness of participants by respecting the respondents
and considering language, value and culture of the participants, And also for the participant to
keep confidentiality about any information for the study.

13
 CHAPTER FOUR

4. Data Presentation, Analysis and Interpretation

4.1 Data Presentation and Analysis

In this chapter data collected by questionnaire and interview was analyzed focusing on the
psychosocial and academic challenges of student with physical disabilities in Kayakela praimary
school. The data collected from 22 participants of which 3 were females and the remaining 19
were males was analyzed..

Table 1. Demographic Characteristics of Participants

Variables Number %
Sex
Male 19 86.4%
Female 3 13.6%
Total 22 100%
Age
19-21 8 36.4%
22-24 12 54.5%
25-27 2 9.1%
Total 22 100%
Educational level of parents
Illiterate 2 9.1%
Primary 6 27.3%
Secondary 10 45.5%
Diploma and above 4 18.1%
Total 22 100%
The above table presented the background information of the participants of this study from the
given data one can understand that the highest number of participants in this study were males
which is 19(86.4%) , followed by females 3(13.6%) .This table also shows that 8(36.4%) were
age between 19-21 ,and 12(54.5%) were age between 22-24 , and 2(9.1%) were age between 25-
27.In addition it shows that participant parents educational level as it was shown in the above

14
table 2(9.1%)of the respondents parents are illiterate ,6(27.3%) of the respondents are found in
primary level and 10(45.5%) of the parents are secondary school level. and only4 (18.1%) of the
respondents parent are diploma and above.

Table 2Distribution of participants at Campus with their Academic Year Level

Campus Number Percentage
Nekemte campus 22 100%
Academic year level
1st 4 19.2
2nd 6 27.3
3rd 8 36.4
4th 3 13.6
5th 1 4.5
Total 22 100%

As it can be seen in the above table 2, the distribution of student with physical disability (100%)
are found in main campus . when we see the distribution of the participant in terms of academic
year are level 8(36.4%)were third year student ,6(27.3%)were 2 rd year student ,4(19.2%) were
fresh man student ,3(13.6%) were 4th year student and 1(4.5%) were 5th year student .

Part Two.Disability Related Questions.

Table 3Response of Student on Onset of their Disability

Onset of disability Number of respondent Percentage

Before birth 5 22.7

During birth 2 9.1
After birth 8 36.4
At youth stage 7 31.8
Total 22 100%
Source; questionnaire result of 2019.

As indicated on the table 3 above, 8(36.4%) responded that their onset of disability was after
birth and 7(31.8%) at youth stage ,the rest of 5(22.7%) before birth and 2(9.1%) disability was

15
during birth From this, the researcher recognized that the majority of the disability on set was
after birth.

Table 4Response of Student on the Severity of Your Disability.

Level of disability Number of response Percentage
Mild 5 22.72%
Moderate 14 63.64%
Sever 3 13.64%
Profound 0 0%
Total 22 100%
Source; questionnaire result of 2019

From table 4 above, those 14(63.64%) of respondents said that their disability was at moderated
extent .5(22.72%)of the respondents responded at mild extent and 3(13.64%) of respondents
responded that their disability was at severe and the rest 0(0%) at profound extent . Based on this
, the researcher understood that the severity of disability of student with disability in Kayakela
praimary school was at moderate extent .

Part Three:

Table 5Responses of Student on Psychosocial Challenges During Learning

Psycho social variable distributed among respondent

Type of psychosocial Number of responses Percentage

challenges
Inferiority 5 22.7
Loneliness 3 13.6
Anxiety 4 18.2
Fear 10 45.5
Total 22 100%
Source; questionnaire result of 2019.

According to table 5, 10(45.5%)respondents responded that fear is the major challenge while
5(22.7%) said inferiority and 4(18.2%) said anxiety and 3(13.6) responded that loneliness based
on this the researcher can analyzed from the above table the most challenge that the student face

16
during learning is fear . If inferiority is added it will become above 5(22.7%). Thus, the two are
the leading psycho social challenges of student with physical disability.

Table 6Response of Student on what Kind of Psycho Social Support gotten greatly from
institution
Types of psychosocial support Number of response Percentage
getting greatly
Self efficacy 5 22.7
Freeing from loneliness 7 31.8
Hope building support 8 36.4
Specify other 2 9.1
Total 22 100%
Source; questionnaire result of 2019 .In the above table 7, 8(36.4%) respondents responded that
hope building support and 7(31.8%) freeing from loneliness the rest 5(22.7%) Self-efficacy and
2(9.1) specify other support. From this, it can be concluded that the majority of the respondents
responded that hope building support is greatly given by the institution.

Table 8Student Response on Experiencing any Difficulty in Participating and Interacting

with other Student During learning
Difficulty during learning Number of responses Percentage
Yes 7 31.8%
No 15 68.2%
Total 22 100%
Source ; questionnaire result of 2019 .

According to the above table 8 , 15(68/2%) of respondents responded that they have no
experience to participate with other student . The rest 7’(31.8) respondents responded that they
have experience to participate with other student . Based on this response, it can be
generalizedthat the majority of student with physical disability have no participate with other
student during learning.

Table 9Response of Student whether there are Specially trained staff for the provision of
adequate Support

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 Special trained staff of Number of responses Percentage
adequate support
Yes 5 22.7%
No 17 77.3%
Total 22 100%
Source :questionnaire result of 2019 .

According to the above table 9, 17(77.3%) of respondents responded that there are no trained
workers /professionals to provide an adequate support for the student with physical disabled. The
rest 5(22.7%) of respondents responded that there are professionals to provide an adequate
support. For the question whether there were trained workers to provide an adequate support
for the disabled student ,17 respondents answered “NO” explaining the reasons as probably due
to the shortage of budget , lack of trained professional employees , low concern or less
attention given for the disabled students.

Table 10 Students Response on Physical Environment in Your Institution Suitable for

Movement from dorm to class.

Environment suitable for Number of responses Percentage

movement
Yes 6 27.3
No 16 72.7
Total 22 100%
Source; questionnaire of 2019 .

As the above table 10 indicated, 16(72.7%) of the respondents responded that the physical
environment in the institution is not suitable for movement. The rest
6(27.3%)respondentresponded that it is suitable for movement. Based on the information, the
researcher generalized that the physical environment in the institution is not suitable for
movement for physical disability students

Table 11 Students Response on Kind of Academic Support Greatly get from Students.
Academic support greatly get Number of responses Percentage

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 from students
Advice &encouragement 6 27.3
Love& cooperation 10 45.4
Physical support 2 9.1
Re serving chairs during class 4 18.2
Total 22 100%
Source ;questionnaire result of 2019 .

As the above table 11 shows , 10(45.4%) of respondents responded that love and cooperation .
while 6(27.3%) of respondents responded that advice and encouragement and43(18.2%)
respondents responded that reserving chairs during class . the rest 2(9.1%) of respondents
responded that physical support . Based on this idea the researcher can conclude that the students
provide academic support for physical disability by love and cooperation.

Table 12 Students Response on Counseling Service Given in Your Institution.

Counseling service given in Number of responses Percentage
your institution
Yes 10 45.5
No 12 54.5
Total 22 100%
Source; questionnaire result of 2019.

As the above table 12 shows, 12(54.5%) of respondents responded that the counseling service is
not given for students with physical disability. And the rest 10(45.5%) of respondents responded
that the counseling service is given for physical disability. From this data, the researcher can
generalize that counseling service is not given for students with physical disability in the
institutions.

Table 13 Response on Kind of Counseling Service Greatly Given in Your Institution.

Counseling service greatly Number of responses Percentage
given
Psychological 10 45.5
Social 2 9.1
Educational 7 31.8

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 Psychosocial 3 13.6
Total 22 100%
Source; questionnaire result of 2019.

According to the above table 13, it indicates that 10(45.5%) of respondents responded that
psychological service is given for students with physical disability. While 7(31.8%) of
respondents responded that the educational services are given for students with physical
disability and 3(13.6%) of respondents responded that psychosocial service is given for students
with physical disability. the rest 2(9.1%) of respondents responded that the social service is given
for physically disabled students. From the data, one can understand that the psychological
services are given for students with physical disability.

Table 14 Students Response on Evaluate Academic Status.

Academic status Number of responses Percentage
Below average 4 18.2
Average 12 54.5
Above average 6 27.3
Total 22 100%
Source ;questionnaire result of 2019 .

As the above table 14 indicates that ,12(54.5%) of respondents responded that their academic
status as was evaluated by themselves, they are mostly at average and 6(27.3%) of respondents
responded that their academic status is above average . The rest 4(18.2%) of respondents
responded that the academic status is below average. Based on this information one can
conclude that the academic status of students with physical disability as they evaluated
themselves was at an average and above. That can be generalized that even if there are certain
educational challenges, the students achieve better and this might be attributed to the services
they offered through counseling and the encouragement given for them by the university
community. And the respondents recommended about the environment, education and the
society. If planning and designing the buildings taking in to consideration the students with
physical disability, the students would feel comfort, they also recommended to provide an
awareness about disability to the community of the campus through the provision of training

20
programs just by using social workers in order to support students with physically disabled
students . Finally the respondents recommended the institution, departments, and lectures to
provide academic support such as provision of tutorials, providing especially on stress and
anxiety coping mechanisms, and advices about how to study and achieve academically.

4.2. Discussion
In this section of the study, theresearcher’s findings were presented in relation to relevant finding
of previous researchers in the area, specifically related to psychosocial and academic challenges
of students with physical disability and ways of reducing these challenges to help them.

4.3 The Main Challenges of Student with Physical Disability in their Academic
Achievement.
As Heller Et at (1989) students who are with physical disability may under achieve in the school
setting when their unique need are not met. Educators must understand not only the physical
impairment itself but also the several environment and psychological factors that may affect
students’ academic performances. Once these factors are identified for specific students, their
negative effects on performances may be decreased through provision of adaptive instructions
modifications and specialized assistance.
The current study shows that there was no difference in the effect of challenges on students
with other impairments and those with motor problems. No financial support from the
management of university departments and they are not provided with adequate necessary
reference which would likely build their capacity. They also do not receive educational
equipment to succeed in their academic achievement.
This result was consistent with finding of Bloch(1986) students with physical disability which
are at risk for being under achievers when there impairment results in limitations on physical
and cognitive ability or results in limited school attendance and decreased opportunity for
school success. The result also indicates that there is no support of government for most students
with limbs effect deficiency and poliomyelitis impairment which lead one to say that there is a
negative attitude for what is said in policy and practical application are inconsistent.
According to Trucken (1993), school performance may also be affected by the physical and
emotional health problems. The experience of pain in young students can affect their
concentration and learning as well as their motor and psychosocial development. This finding
supports the study conducted on main stream school (2010) .According to this study, the

21
students have been in both highly challengeable condition in their academic achievement and
use of low educational equipment that affect academic achievement. Thus, the current study is
consistent with the main stream of 2010.
According to the result of this study, the majority of respondents were as psychological and
social challenges which are fear and inferiority. This is related to the research of (Armstrong et al
;2011) and (lambe ,2011) .The result indicates that these students with physical disability
would were able to adopt and pass these challenges even if the condition results in
hopelessness , emotional disturbance ,fear ,loneliness , and other in ability to compute with the
normal ones . This is consistent with the research of (Mckenzie and Schwizer , 2001) and
(Tirussew , 2005) Higher education accessibility challenges including physical , architectural ,
service deliveries , provisions of learning materials and equipment , attitudinal and cultural
influences were also stated by (IDEA, 1997 ) should be accessible in classrooms and
dormitories situation are all elements of physical accessibility ,However these basic condition
are not adequately met (Tirussew ,1994; Tirussew and Elina , 2000) . This study therefore is
also consistent with the study of tirusew,1994. Generally these students with physical disability
suggested that in this university administrations should stick and work on to encourage them
to give appropriate psychological and social support as well as adequate material resources ,
equipment and other related support as well as inviting other stalk holders like government and
non-governmental organizations. With regard to ways of managing the challenges of student
with physical disability so that the challenges will be reduced.Holloway (2003)this study reflects
the need of or a special education pull out program accommodate the special educational needs
for children with different needs and with varying degree of disability . The researcher’s finding
lay the basefor providing or distributing material support for those students with physical
disabilities as well as relying on inclusive governmental program to help them cope up with
their challenges so that the challenges can be reduced.

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 CHAPTER FIVE

5. Summary, Conclusion and Recommendation

5.1 Summary
The objective of the study was to assess the psychosocial and academic challenges of students
with physical disability in Kayakela praimary school from first up to five year level of students.

To achieve the objectives the following basic research questions were formulated.

1. What are the psycho-social challenges faced by students with physical disabilities in Kayakela
praimary school?

2. What are the academic challenges faced by students with physical disabilities in Kayakela
praimary school?

22 students were taken purposefully as a sample population. The instrument of data collection
used was questionnaire and interview. The methods of data analysis used were quantitative and
qualitative methods. The findings of the research were that there were several challenges
including that of environmental and psychosocial as affecting the academic performances of
student with physical disability. The educational challenges discovered were lack of access to
library, classrooms, cafeteria and academic staffs as well as administrative offices due to long
distance, lack of distributed educational materials , lack of support from the higher manger of
the university and department to provide references might have lessened their academic
achievement even though their performances were moderate and above.

Fear has become the leading psycho-social challenge followed by inferiority were the major
psycho-social challenges.

It is widely accepted that student with physical disability are affected by various aspects of
individual life. Students with physical disability need multi-dimensional service like psycho-
social and academic supports. So, university, colleges and departments would strive to provide
possible references, access educational equipment to reduce the challenges of students in their
academic achievement and immediate relatives.

23
5.2 Conclusion

The finding of this study indicated that students with physical disability faced different
challenging in their academic achievement. But there was no financial support and less material
support from the higher management of the university; necessary references were not accessed
sufficiently to them by the departments. Thus, it can be concluded that students with physical
disability were not given full attention to fulfill their necessary needs.

5.3 Recommendation

Based on the findings and conclusion of the study the following recommendations were
presented.

 The university it should be given great emphasis for students with physical disability
because students with physical disability faced in different challenges. As the result ,
providing educational equipment in required time and place can reduce the challenges
of students.
 It would be better if appropriate guidance and counseling club is formed in this
university environment to make follow up and provide the necessary services such
as psychological , social and academic support.
 Give special support for students with physical disability in different service areas in
accessing comfortable place of washing body and toilet services.
 The university should consider the special needs of those students with physical
disability while constricting the buildings for services.
 Teacher must be give special support for those students like tutorial and hand out
 Kayakela praimary school should prepare plans according to the environment in
order to favor and support student with physical disabilities.
 Kayakela praimary school should plan to have special offices and/or desk to dele with
matters pertaining to students with physical disabilities.

24
REFERENCE
Armstrong et al (2011) .Institution. By choose or by chance ?international journal of inclusive .

Bloch ,A .(1993). Chronic illness and its impact on academic achievement .

Cole , D.C (1993) Psychosocial aspects of ontogenesis imperfect. Clancy P, GoastellecG (2007) .
Exploring access and equity in higher education : policy and performance in a comparative
perspective .

Clancy P, Goastellec (2007) . Exploring access and equity in higher education : policy and performance
in a comparative perspective .

Fronk, B.B (1985) . Psychosocial aspect of educating aplitic children roles for school psychologists .

Getzel EE 2008 . Addressing the persistence and retention of students with disabilities in higher
education : Incorporating key strategies and support of campus . secondary

INDEA Al 1997 Retrieved on November, 2008 ,Johanson , Al(2006) students with disability in post –
education barriers to success and implication to professionals Jackson .(1993).challenge of disability :
guide for prontive social workers in Africa .

Kenny, P,Lopez AD ,(2000) Physical access for students with disabilities , Alternative approach in UK

Lambe J, 2011 .pre service education and attitudes towards inclusion : the role the teacher educator with
in a permeated teaching model .

Mateson (1993) . Assisting students with disabilities : A Hand book for school counselors (2ed).

Morrison et al .2009 .student with disabilities in higher education . act academic .

O’connor U , Rbinson 1999 . Accession and exclusion university and the disabled students : A case study
of policy and practice . Perrin, E,C and Gerrityip (1987). Development of children with chronic illness,
pd.clin.

Smith, R.Francis ,Ms. and Hooughton , G.R .(1983) . The brittle bone syndrome.

Smith (2003) .the educator’s manual of disability

TrunkenBrode ,(1993) . pain in juvenile chronic arthritis; conseauence for the muscular skelctal system .

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TirussewTeferra and ElinaLehtomaki . (2000).towards creating an inclusive learning environment for
students with disabilities :perspectives of Addis Ababa university

TirussewAbeba university printing Teferra (1994) Psychosocial and educational problem of students with
physical disability in Addis Ababa university

UNESCO 1998 .The world conference on higher education twenty first century :vision and action ,
paris , 5to 6 October 19

Mckenizic , K , and schweiterzer ,R , Tetzel (2001) .who succeed at university ? Factors predicating
academic performance in the first year Australia university students . Higher education research and
development .

APPENDEX 1

BONGA UNIVERSITY
COLLAGE OF SOCIAL SCIENCE AND HUMANITY
DEPARTMENT OF SPECIAL NEEDS AND INCLUSIVE EDUCATION
QUESTIONNAIRE FOR STUDENTS WITH PHYSICAL DISABILITY

Purpose of questionnaire

RESEARCH QUESTIONAIR
The purpose of this questionnaire is to find out the psychosocial and academic challenges of students
with physical disability. So giving truth and relevant information will have a great role to fulfill the
purpose of the research. As it’s only for academic purpose, telling the truth should not affect you
in one or other way. Thank you for your voluntariness and kindly scarification of time and effort.

26
Personal Background Information. Put(X) after your appropriate choice

1 Sex F_________ M____ campus_________________

2. Age ___________ year level________________
3. Your parent educational level?

Illiterate _____ Secondary__________

Primary______ Diploma ______Degree and above

Encircle your letters of choices after reading and understanding of the following questions.

Part Two. Disability Related Questions.

1. When is the onset of your disability/ impairment?

• Before birth C. after birth

• During birth D. at youth stage
2 To what extent is the severity of your disability?

A. Mild C. sever
B. moderate D. profound

Part Three: Psycho-social and educational challenges Related Questions

1. What is psychosocial challenges you face greatly during learning?

A Inferiority B Loneliness

C anxiety D Fear

Specifyothers___________________________________________________________________
______________________________________________________________________________
______

2. What kind of psycho-social support you get greatly from your institution?

27
A. Self-efficacy B. freeing from loneliness C. Hope building support D. Specify
others_________________________________________________________________________
_____________________________________________________________________________

3. Do you experience any difficulty in participating and interacting with other students during
learning?

A. Yes B. No

• If your answer fur question “3” is “yes” what are the reason?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. Do you have specially trained staff for adequate (educational and psycho-social)
support of students with physical disability in your institution?

A. Yes B. No

• If the answer in question “4” is “no” what is the reasons for not having the specialized
staff in support provision?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Is the university society encouraging you for education?

A. Yes B. No C.Never discus

6.Is the physical environment in your institution suitable for your movement from
dormitory or lounge to class?

A. Yes B. No

7. If not, would you mention the problems encounters you?

28
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. What kind of academic support you greatly get from students?

A. Advice and encouragement C . Physical support

B . Love and cooperation D. Reserving chairs during class

9. Is there counseling service given to you regarding to your disability in your institution?

• Yes B. No

10. what kind of counseling services greatly given to you in your institution ?

A. psychological B. Social C. Educational Psycho-social

11. How do you evaluate your academic status?

A. Below average B. Average C. Above average

12.What recommendations would you suggest to improve the physical, academic and psycho-
social conditions of students with disability

______________________________________________________________________________
_______________________________________________________________

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