Abstract:
The main purpose of this study was to explore psychosocial opportunities and challenges of deaf
students in inclusive classrooms of government primary schools of Harari region. The study
employed case study design with qualitative approach. The study sites, teachers, and deaf students
were selected by using purposive sampling technique. The study involved eight deaf students and
eight regular teachers. Interview guide, FGD, observation and document review were used as
tools for data collection. The collected data were analyzed by using thematic means. Results
obtained revealed that an inclusive educational setting has positive effect on students’ with hearing
impairment personal and psychological functioning due to the love, value and treatment with
acceptance, affection and emotional support they experienced in inclusive classroom. The study
further indicates that, placing deaf students in inclusive classroom enhance their interpersonal
and social skill development. On the other hand, deaf students face educational challenges due to
teacher inadequacy in communicating the instruction with sign language and interpreters’
shortage and lack of the subject matter knowledge he/she is assigned to interpret. In addition, the
teachers employ ordinary teaching methodology which is inappropriate for exceptional students
(deaf students) and they are not satisfied with the teaching methodology employed by the teachers.
Therefore, the school should provide training for regular teacher to equip them with sign language
skill and skill of designing appropriate teaching methodologies that can welcome deaf students.
