ijers International Journal of Educational Researchers 1308-9501 1308-9501 Eğitim Araştırmaları Birliği Derneği Psychosocial Challenges Students with Disabilities Encounter in selected Primary Schools of South West Ethiopia Disassa Getachew Abeshu Jimma University, Department of Psychology Jimma Into Tsehay Baissa 12 22 2018 9 4 38 51 09 10 2017 09 25 2018 Copyright © 2010, International Journal of Educational Researchers 2010 International Journal of Educational Researchers

The study assess the psychosocial difficulties students with disabilities faces in selected Elementary Schools of South Western Ethiopia emanating from home and environment that might have long lasting effect in life time. Qualitative study was undertaken to get information from students with disabilities, their respective teachers and family/caregivers employing purposive and availability sampling techniques. Interview, focus group discussion and observation were tools of data collection from respondents. Accordingly, the result of this study shows that students with disabilities face a number of psychosocial problems which are different from home to home depending on the family backgrounds, educational and economic statuses of the caregivers. It was revealed that emotional instability, discrimination, segregation, self blaming, hiding attempts, depressions of different levels, bad feeling from home, suicidal attempts and parental rejections are the prominent ones raised by respondents. Conclusions drawn revealed that both the caregivers and the students with disabilities face different levels of psychological and social problems from home, neighboring community and the larger societal settings due to cultural, religious and belief related impacts. Hence, training of family, teachers and students with disabilities were recommended as to minimize the psychosocial difficulties and attitudinal changes towards disability

 Difficulties disability elementary school psychosocial Adelman,H., & Taylor, L. (2012). Common Psychosocial Problems of School Aged Youth: Developmental Variations, Problems, Disorders and Perspectives for Prevention and Treatment. Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563 (310) 825-3634: http://smhp.psych.ucla.edu American College Counseling Association (2010). National Survey of Counseling Directors. Retrieved from http://www.college counseling.org/pdf/2010_survey.pdf. Bandura, A. (1978). The self-system in reciprocal determination. American Psychologist, 33, 344-358. CCC (2001). Effects of Reduced Funding on Disabled Student Programs and Services in California Community Colleges. Retrieved from http://www.yodisabledproud.org/organize/docs/DSPS-fund-reduc-Final-Report.pdf. Cooper, D. H., &Speece, D. L. (1990). Maintaining at risk children in regular education settings: Initial effects of individual differences and classroom environments. Exceptional Children, 57,117-127 Donald, L., Terman, B., Mary, B., Carol, S., & Richard, E. (1996). Special Education for Students with Disabilities: Analysis and Recommendations. Journal Issue: Special Education for Students with Disabilities: 6(1) EIAE (2012). Professional Section Psyche Opening Event: The Role of Psychological Counseling in Rethinking Education. September 11-14, Dublin James, M. (2003). Psychosocial Development in Adolescents: Teaching Adolescents Effectively. McLoyd National Alliance on Mental Illness (2012). College students speak: Survey report on mental health. Retrieved from www.nami.org/collegereport. Procedural safeguards under the IDEA are spelled out in the U.S. Code of Federal Regulations, Title 34, Subtitle B, Chapter III, Part 300. Rose, A., & Espelage, L. (2012). Risk and protective factors associated with the bullying involvement of students with emotional and behavioral disorders. Behavioral Disorders, 37, 133–148. Rose, A., Forber-Pratt, J., Espelage, L. & Aragon, R. (2013). The Influence of Psychosocial Factors on Bullying Involvement of Students with Disabilities. Routledge Rose, A., Monda-Amaya, E., &Espelage, L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32, 114–130. Ryan, W. (1971). Blaming the victim. New York: Random House. Satcher, David. Mental Health: A Report of the Surgeon General. Washington, DC: Government Printing Office, 1999 Sontag, P., et.al. (2013). CalMHSA Student Mental Health Campus-Wide Survey; 2013 Summary Report. Retrieved from www.rand.org/pubs/research_reports/RR685.html. Varni, W., Setoguchi, Y., Rappaport, R., & Talbot, D. (1992). Psychological Adjustment and perceived social support in children with congenital /acquired/ limb deficiencies. J Behav Med. 15(1):31-44. Wagner, M. (1995). The contributions of poverty and ethnic background to the participation of secondary school students in special education. Unpublished report to the Office of Special Education Programs, Department of Education, based on data from the National Longitudinal Transition Study of Special Education Students, Wagner, M., ed. The National Longitudinal Transition Study of Special Education Students: A summary of findings. Menlo Park, CA: SRI International, 1995. Wallace, G., & Kauffman, M. (1986). Teachingchildren with learning and behavior problems. Columbus, OH: Merrill.