Teachers Perception Towards the Inclusion Deaf Students: the Case of Hasasa Burkitu Primary School, Gedeb Hasasa Woreda, West Arsi Zone, Oromia Region, Ethiopia

Abstract

The main purpose of this study was to investigate the perceptions of teachers towards the inclusion of deaf students in case of Hasasa Burka Primary school. The study employed concurrent mixed method design. The study sampled 5 SNIE teachers and 3 school principals were selected through purposive sampling and 58 regular teachers were selected through availability sampling. Interview, questionnaire, observation and document analysis were used as tools of data collection. The data were analyzed using descriptive statistics such as frequency and percentages. The main finding shows that, teachers have positive attitudes towards inclusion of deaf learners in general education. Teachers’ gender has positive and statistically significant impact on their perception toward the inclusion of deaf students in regular school; while, teachers’ experience, training and their educational background has negative and statistically significant impact on teachers. Based on the findings of the study, recommendations made for Hasasa Burkitu school principals and teachers, Gedeb Hasasa woreda education office, and Oromia Education Bureau to give pre service and in service training for teachers concerning inclusion of deaf students. The collaboration between the mainstream and the SNIE teachers is also important and that there should be a clear guideline on the implementation of inclusive education by ministry of education. Therefore, the study result has significant empirical implications to the school administrators, teachers, and other stakeholders, who were directly and in-directly involved in implementing inclusive education