Reverse Inclusive Education at Mekanissa School for the Deaf, Addis Ababa, Ethiopia

Abstract

This study explores the inclusive practices at Mekanisa School for the Deaf, utilizing purposive sampling to select the participants. Participants for this case study were selected based on their involvement in reverse inclusion at Mekanisa School. The study included twelve students (six deaf, six hearing), six teachers, four parents a principal and his advisor in general nineteen participants. Among the twelve students (two deaf and two hearing were involved in the interview. The remaining eight (four deaf and four hearing) were chosen to participate in focus group discussions (FGD). Data were collected using interview and FGD guidelines, as well as an observation checklist, all developed prior to data collection. The findings reveal that Mekanisa School for the Deaf is viewed by most participants as a reverse-inclusive school as it accommodates hearing children within the special school setting for the deaf. The school has notably improved communication between the deaf and hearing students, as well as between the school community and the students. Hearing students are highly proficient in sign language and often serve as interpreters for their deaf peers. This reverse-inclusive practice has also contributed to enhanced academic performance among the deaf students, though challenges remain. Key challenges identified include the difficulty of using two instructional languages (sign language and Amharic) simultaneously for deaf students, insufficient teaching materials, and the lack of proficiency in sign language among some newly hired teachers. Overall, the reverse inclusive practices at Mekanisa School for the Deaf are seen as beneficial and transformative, benefiting both the deaf and hearing learners. This model represents the first transformation of a special school for the deaf into an inclusive school in Ethiopia. The study suggests that these practices should be further strengthened within the school and potentially scaled to other special schools in Addis Ababa.