Abstract:
This study aimed to find out the academic inclusion of deaf students in selected primary schools
of Fedis Woreda. Qualitative approach with case study design was used to investigate the
proposed study. Respondents were selected by using purposive sampling. Accordingly, 17
respondents were selected and participated in the interview and FGD. The data were collected
through FGD, interviews, observation and document review. Data collected through these
instruments were analyzed using thematic analysis. Accordingly, the finding of the study
revealed that the academic support provided by the school for deaf students was found to be very
low. The school administrators and teachers had good attitude and interest of supporting deaf
students but they lacks budget and qualified human resources due to unsupportive higher
administrators. The regular teachers are not well trained to meet the needs of deaf students in
the study area. The only means of communication in the teaching learning process with their
teachers and hearing peers is by writing on paper or black board, pointing, gesture and lip
reading. In addition, hearing classmates are found supportive of their deaf peers during
instruction, homework and other issues related with the lesson conducted orally in the
classroom. The interaction and participation of deaf students in the regular classroom setting is
good with regular teachers and hearing peers in and out of classroom activities. Generally, the
quality of support from regular teachers, the school administrators and woreda level educational
offices is insignificant for deaf students. The coordination between professionals, special needs
educators and the regular school teachers to create conducive environment for inclusive
education is very low. The attention rendered for deaf students from the concerned authorities,
professionals, special needs educators, school administrators and regular teachers is very low.
Based on the findings some recommendation are forwarded, the school should work on
increasing the level of awareness and understanding amongst all schools‟ staff members about
inclusion and should create strong linkage with concerned bodies to realize the educational
dream of deaf students.
