ACADEMIC CHALLENGES OF DEAF STUDENTS IN INCLUSIVE CLASS AND PERCEPTION OF THEIR INCLUSION IN REGULAR CLASSROOM AT LIGABA PRIMARY SCHOOL, WOLIATA ZONE, ETHIOPIA

Abstract

Education provision to deaf students in inclusive classroom setting is being practiced in Ethiopia as a policy direction to ensure education access right for all segments of the people. However, the deaf students are not enjoying their educational right in inclusive class like that of their hearing counterparts. Hence, this study assessed the challenges of deaf students in inclusive classes and the students' perception of their inclusion in regular classes of Ligaba Primary School. It also compared the academic achievement of hearing and deaf students and examined the status of special support services for deaf students in the school. Sixteen (16) deaf students, thirty two (32) regular class teachers who are teaching in integrated class and 33 hearing students participated in this study. Eight (8) parents and 3 school principals were also included in the study. Questionnaire for deaf students and teachers; interview with school principals, focus group discussion with parents of deaf students, hearing students and deaf students; and outside and inside classroom observation were used to generate data. The Focus group discussion with deaf students was held using sign language translator. The result indicated that deaf students are facing academic challenges of communication using sign language, difficulty of understanding instructions of teachers, missing notes that teachers provide for hearing students, mistreatment from hearing peers, negative attitude from teachers towards their potential, absence of resource material center in the school and etc. The three semesters' average academic achievement of deaf students is found to be significantly less than that of hearing counterparts (p= 0.001). Deaf students, teachers and school principals reported that insufficient support services were provided to deaf students to benefit deaf students from inclusion. Majority of deaf students and teachers disfavor integration of deaf students in regular class. The study findings suggest that, to enhance the academic performance and achievement of deaf students and to benefit them from their inclusion, the students should get special attention and support by all concerned bodies. Furthermore, in order to address the challenges they face in various academic areas such as communication, curriculum, special support provision, etc. specific modifications have to be made to the curricula and other instructional methods have to be strengthened.