FACTORS THAT HINDER VISUALLY AND AUDITORY IMPAIRED STUDENTS IN LEARNING MATHEMATICS OF THREE SCHOOLS OF DEBRE MARKOS TOWN

Abstract

The main purpose of this thesis was to assess the factors that hinder visually and auditory impaired students in learning mathematics of the three schools of Debre Markos town. The study was conducted at three Debre Markos town schools, namely Dibza primary School, Nigus Tekle haymanot primary School and Debre Markos Secondary School. The total number of participants for the study was 70, among these 47 students were with visual impairment from each grade aged above 9;13 students with hearing impairment were from grade 4 -10 with age above 9. Also, 3 mathematics teachers, 3 directors from each school,1supervisor, and 3 special need professionals participated in the study. The sampling technique that was used in this study was purposive sampling techniques for students with hearing impairment, visual impairment, mathematics teachers, available sampling techniques for school directors, special need professionals and supervisor, who were volunteered, available and fulfilled the necessary things that was needed for the study. Questionnaire was used to collect the data from the selected participants. Quantitative and qualitative research approaches were employed. Descriptive statistics like mean and inferential statistics like t-test were used to analyze the quantitative data. From the collected and analyzed data the following results emerged. Visual and auditory impaired students faced challenges due lack of lack of modern materials, lack of special need education knowledge, lack of training, lack of professional teachers, lack of text and reference books printed in Braille, lack of special need education interpreter, lack of resource room, lack of assistive technology, lack of follow up and lack of special supports. Based on the findings conclusions were drawn and recommendations were also forwarded. To improve the academic achievement of visually and auditory impaired students, special need education training such as Braille reading/ writing and sign language training should be given to mathematics teachers, normal students, visually and auditory impaired students. Mathematics teachers should consider impaired students need and should arrange tutorial. The schools should take in to consideration for the needs of impaired students.