Improving the Amharic Sign Language (Signing and Interpreting Skills) of Special Needs and Inclusive Education Apprentices in Higher Education Institutions in Ethiopia: Debre Tabor University in Focus

doi:10.7176/jep/11-10-04

Abstract

Highlights

Teaching-learning process requires adequate communication to transfer the lesson information from the teacher to the students
In Ethiopia, the movement towards inclusive education continues on the assumption that teachers are willing to admit students within the regular classes and be responsible for meeting their needs (Tirussew, 1999)
Sign language is used as the main communication method for deaf children

Summary

Introduction

Teaching-learning process requires adequate communication to transfer the lesson information from the teacher to the students. Implementing successful communication method in schools enhance students understanding of the learning objectives. There are different types of communication methods still used. Adequate communication and educational support would benefit those who are deaf and hard of hearing students (Wang, 2015). In Ethiopia, the movement towards inclusive education continues on the assumption that teachers are willing to admit students within the regular classes and be responsible for meeting their needs (Tirussew, 1999). Sign language is used as the main communication method for deaf children. Most deaf students who admitted in inclusive schools use sign language to communicate with their teachers and students

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Results