Educational Practice and Challenges of Deaf Student in the Integrated Classes of Tabor Primary School in Debre Tabor Town

Getie, Aychew

dc.contributor.author	Getie, Aychew
dc.date.accessioned	2020-11-03T08:55:29Z
dc.date.available	2020-11-03T08:55:29Z
dc.date.issued	2020-11-03
dc.identifier.uri	http://hdl.handle.net/123456789/11516
dc.description.abstract	The purpose of this study was to explore the educational practices and challenges of Deaf students in Tabor primary integrated school. Qualitative case study design was employed to conduct this study. 24 respondents were participated in the study and interview was held with 4 Deaf Students, and 2 principals. Whereas, focus group discussion was held with 10 teachers and 8 hearing peers of Deaf students. Moreover, observation was conducted to supplement the data obtained through focus group discussion and interview. Data was analyzed by using thematic data analysis technique followed by narration and description of facts and information. Finding indicates that the value that integration could contribute to the Deaf looked to be more and social benefits rather than the academic benefits. And also Deaf students also facing challenges after they integrated into regular class; these occurred due to lack of communication in the instructional process were hampering Deaf students’ academic achievements. Besides, ill equipped resource rooms hampered the teaching learning and Deaf students learning and their relationship with their teachers was impeded by a lack of communication. Collaboration among teachers, parents, and non-governmental organizations were poorly exercised in the school to maintain material and educational support to enhance the quality of Deaf students’ learning. In addition, guidance and counseling is not yet provided to Deaf students; whereas Library and laboratory services were provided without sign language interpreter. Furthermore, there are some practices, such as support form hearing peers through gestural communication; provision of interpretation service by voluntary special needs teachers, normal class size, front seating position, and classroom sitting arrangement for class discussion and group works were appropriate. Finally, some of the recommendations, such as, the school should to provide frequent workshops to teachers on current trends of the education of Deaf learners; need to hire sign language interpreters; and need to concentrate library and resource room services with sign language interpreters.	en_US
dc.language.iso	en_US	en_US
dc.subject	Special Needs and Inclusive Education	en_US
dc.title	Educational Practice and Challenges of Deaf Student in the Integrated Classes of Tabor Primary School in Debre Tabor Town	en_US
dc.type	Thesis	en_US