The Fruition of Decades of Good Work: An Enjoyment of Social and Physical Inclusion by Deaf Children in Upper Primary, Secondary and Preparatory Schools in Gondar City Administration, Ethiopia

Tadesse Abera

doi:10.7176/jep/10-10-02

Abstract

The purpose of this study was to investigate the lived experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration. A phenomenological study design with qualitative inquiry approach was used. Semi-structured interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. From thirty deaf children (26 children from grade 5 to 8 and 4 children from 9 to 12 grades), nine were selected through purposive and available sampling technique from upper primary, secondary and preparatory schools respectively. The data collected through semi-structured interview guide was analyzed thematically in to social and physical inclusions. Results indicated that the deaf children were found enjoying positive interaction with teachers, peers and school communities though there was communication barrier. Recommendations such as sign language training for teachers, peers and school communities and recruitment of interpreters have been forwarded. Keywords: Deaf children, Ethiopia, physical inclusion, social inclusion and upper primary, secondary and preparatory schools DOI : 10.7176/JEP/10-10-02 Publication date : April 30 th 2019

Highlights

Though encouraging track records on the education of deaf children in the country have been documented, studies are still revealing that the children are facing a number of challenges at upper primary, secondary and preparatory schools
The studies revealed that teachers were professionally unprepared/incompetent, lack sign language competence and sign language interpreters do not have subject matter knowledge and the children face a lot of challenges ranging from social to academics
The two data collectors are female teachers with ample experience of working with the deaf children. Both are graduates in special needs starting from certificate from Sebeta and Debre Birhan. Both are attending their masters and bachelors degree in special needs education at University of Gondar in summer program; through the help of the recruited two professional teachers the objective of the research was clarified to deaf children and respondents were selected and consent of agreement was reached; good rapport was established with willing respondents through the support of the recruited teachers; respondents were interviewed in their schools

Summary

Introduction

Background of the Study The currently favored system for SWDs in Ethiopia is attendance of a unit school from grades one to four where specialist skills including sign language, braille and mobility are taught. After this point the student should be transferred into mainstream/integrated classes. Though encouraging track records on the education of deaf children in the country have been documented, studies are still revealing that the children are facing a number of challenges at upper primary, secondary and preparatory schools. There are no sign language interpreters in the country except in the capital city, Addis Ababa (Mulat, Savolaine, Lehtomaki and Kuorelahti, 2015)

Objectives

Methods

Results