Practices of Special Needs Education Teachers in Teaching Sign Language to Deaf Students in Primary Schools of North Showa Zone

  • Sewalem Tsega
  • Aynie Belete

Abstract

The purpose of this study was to investigate the practices of teaching Sign Language to primary school deaf students. To conduct the study, descriptive survey method was employed. Among the 66 special needs unit of primary schools found in the Zone, 35 of them were selected through cluster sampling technique. 79 SNE teachers, 3 college SNE instructors and one Zone Education Officer were study participants using questionnaire. FGD and observation guide. The finding of the study revealed that the basic contents of Sign Language were missing from the major linguistic part of the curriculum despite the presence of Ethiopian finger spelling, American finger spelling and number sign and signed vocabulary. Signed Amharic signing system was found to be the dominant instructional strategy. Moreover, absence of Sign Language student text book and teachers‟ guide, SNE teachers‟ inability to teach Sign Language as a subject and medium of instruction, inadequate training support by CTE‟s were investigated as major problems which were also confirmed by the quantitative analysis. Moreover, there was no significant difference between male and female participants in communicative skills (t=1.37, df=78, p>.05). A strict analysis of the result reveals that SNE teachers to improve and strength their knowledge and skills of teaching Sign Language to deaf students. Details of the findings can be seen in the Manuscript.

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References

Allen, C. (2008).Global survey report World Federation of the Deaf regional secretariat for Southern and Eastern Africa: Global Education Pre-Planning Project on the Human Rights of Deaf People. Santiago: college-hill press. Azeb Desta. (1984). Elements of general methods of teaching. Addis Ababa: Addis Ababa University printing press. Biggs, C. (2004). A bilingual and bicultural model of teaching deaf children in China. China: UNICEF. California Department of Education (1996). Communication Access and Quality Education for Deaf and Hard of hearing Children. Capitol Mall, Sacramento. California. -------------------------. (2000). Programs for deaf and hard of hearing students: Guideline for Quality Standards. Retrieved December 12, 2015, from www.ldeaflinx.com/DeafEd/OptionGuide/ASL.html Cummins, J. (2000). Language, power and pedagogy: Bilingual Children in the Crossfire. Clevedon: England: Multilingual Matters. --------------------. (2006). The Relationship between American Sign Language Proficiency and English Academic Development: A Review of the Research. The University of Toronto. Retrieved December 5.2015, from http//www.aslthinktank.com/files/cumminsASL- Eng.pdf.
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Published
2016-06-13
How to Cite
TSEGA, Sewalem; BELETE, Aynie. Practices of Special Needs Education Teachers in Teaching Sign Language to Deaf Students in Primary Schools of North Showa Zone. The Ethiopian Journal of Education, [S.l.], v. 36, n. 2, p. 119 - 156, june 2016. ISSN 2523-0980. Available at: <http://ejol.aau.edu.et/index.php/EJE/article/view/869>. Date accessed: 15 nov. 2018.
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