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 < 35%)  Fixing meetings with parents & teachers  Intervention Package, MISC Program  Mapping out the child’s 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 Sex123456Total Male109116-541 Female61189171162 Total162019151716103

7. Pre-intervention Baseline cont… 2) Impairments Observed among CwLAA Table 2:Impairments Observed among the CwLA ImpairmentsNumber Specific Behavioral Difficulties Hearing2Unable to fully grasp what was discussed in class Vision4Should sit near the chalkboard, hardly read black print Motor1Right limbs paralyzed, difficulty in sitting and balance Emotional5Impulsive, restless, misdemeanors & can't concentrate Motivational1Apathetic for learning, prefers playing Social1 Shy and silent, socially aloof, avoided any social contact Mental3Displayed 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 GroupAcademic YearNo. of Students  50% < 50%*Dropout One1993/941612 (75%)3 (19%)1 (6%) 1994/95129 (75%)2 (17%)1 (8%) 1995/9698 (89%)1 (11%)- 1996/9787 (88%)1 (13%)- Two1994/952017 (85%)2 (10%)1 (5%) 1995/961715 (88%)1 (6%) 1996/971515 (100%)-- Three1995/963430 (88%)5 (15%)- 1996/973027 (90%)3 (10%)- Four &Five1996/973331 (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 !!