ASSESSING PSYCHO-EDUCATIONAL CHALLENGES OF STUDENTS WITH DISABLITIES IN DILLA COLLEGE OF TEACHERS EDUCATION

<strong>Abstract: </strong>This study was conducted in assessing psycho-educational challenges of students with disabilities in Dilla college of teacher education. Because the issues included in this study need several sources of information at different time, the researcher was employed mixed research approach particularly explanatory design. The target population of this study is students with disabilities in Dilla college of teacher education. 32 SWDs, 72 teachers, four stream officers, and one academic vice dean were participated in the study. Based on findings attitude of students with disabilities and teachers towards educational and psychological condition of students with disabilities are negative. Lack of confidence, mistrust, and ignorance feeling of being stigmatized, inferiority complex, psychological instability and social problem are commonly identified psycho-educational challenges faced by students with disabilities. Big barriers for students with disabilities in Dilla college of teachers education are, attitudinal backwardness of most college community, physical/infrastructural/ inaccessibility, absence of assistive technology, absence of resource center, inefficient teaching strategies of teachers and inaccessible assessment systems. The college should create awareness for whole college community with the collaboration of special needs department and psychology department on general concepts of inclusive education, challenges faced by students with disabilities and uses of terminologies in relation to disabilities and students with disabilities. The college should establish different support provision centers like resource center and guidance and counseling center. Department of special needs should establish smooth horizontal communication with other departments in order to identify students with special needs and aware teachers on how to address their needs in teaching strategies as well as assessment strategies.