AN ASSESSMENT OF FACTORS AFFECTING THE EDUCATION /INCLUSION OF DEAF AND HARD-OF-HEARING STUDENTS IN NORTH AND SOUTH GONDAR ZONE INTEGRATED PRIMARY SCHOOL CLASSES

Abstract

The main purpose of this study is to assess the factors affecting the educationlinclusion of
deaf and hard-of-hearing (D/ HH) students in integrated primwy school classes of the
North and South Gondar zones. Data were collected by questionnaires distributed to both
teachers and D/ HH students in an effort to describe the issues related to teacher education,
classroom communication, relationships with peers and the school environment in
general for these D/ HH students. Results indicated that although the teachers of the D/
HH students were accepting and supportive, they typically had little training in special
needs education, lacked competencies in meeting the needs of D/HH students, acknowledged
poor sign language skills and reported difficulties adapting their methodologies to
the needs of these individual students. D/ HH students' relationships with peers were also
examined, revealing that classmates were generally reported/perceived to be accepting,
caring and supportive, although the D/ HH students understandably faced communication
bWTiers within the school community. Although both teachers and their D/HH students
acknowledged strengths and weaknesses, results indicated that greater support and more
specialized training are needed in order for effective instrnction to be given to D/HH students.
Recommendations are therefore made regarding improvements in teacher training
and short term trainings for those working with children who have special needs in integrated
classrooms.