ACADEMIC INCLUSION OF DEAF STUDENTS IN SELECTED PRIMARY SCHOOLS OF FEDIS WOREDA, EAST HARARGHE ZONE

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.