Teachers’ Perception, Opportunities and Challenges to Include Students with Hearing Impairment: In The Case of Yekatit 23 Primary School

Getu, Tilahun

dc.contributor.author	Getu, Tilahun
dc.date.accessioned	2020-10-15T06:44:42Z
dc.date.available	2020-10-15T06:44:42Z
dc.date.issued	2020-10-15
dc.identifier.uri	http://hdl.handle.net/123456789/11383
dc.description.abstract	The main purpose of this study was to investigate the teachers’ perception to include students with hearing impairment from grade 5 th -8 th in Yekatit 23 regular primary school which is found in Bahir Dar city administration. The total participants were 14 those were, 12 regular teachers and 2 school principals. The study raised the basic research questions such as the teachers’ perception, challenges, and opportunities that affect teachers perception towards the inclusion of teaching student with hearing impairment in the regular primary school. The researcher used a case study design under a qualitative approach. To recruit the participants, the researcher employed the purposive sampling technique. The researcher also employed, interview, and focus group discussion to collect the data and thematic analysis technique. As the research findings show, in most cases of the teachers’ perception towards the inclusion of students with hearing impairment were lack of understanding about inclusion. It was also revealed that the most prevalent factors that affect the teachers’ negative perceptions were lack of training in regular school, lack of resources or material support, lack of professional support, challenges related to staff administration and interpreters. On the other hand, a few of the teachers expressed “adequate” understandings about inclusion. However, they asserted that the success of this inclusion depends greatly upon a myriad of rudiments. The study concluded that regular teachers’ perceptions towards the inclusion of students with hearing impairments face a lot of challenges because of the lack of understanding towards inclusive education. The study recommended that there was a need to foster more positive attitudes of inclusion among the school teachers. Therefore, the study recommends that if the inclusion of the school of these students needs to be successfully implemented, the school should make every necessary possible arrangement to equip regular education teachers.	en_US
dc.language.iso	en_US	en_US
dc.subject	Special Needs and Inclusive Education	en_US
dc.title	Teachers’ Perception, Opportunities and Challenges to Include Students with Hearing Impairment: In The Case of Yekatit 23 Primary School	en_US
dc.type	Thesis	en_US