Abstract:
The main purpose of this study was to investigate the perceptions of teachers towards the
inclusion of deaf students in case of Hasasa Burka Primary school. The study employed
concurrent mixed method design. The study sampled 5 SNIE teachers and 3 school principals
were selected through purposive sampling and 58 regular teachers were selected through
availability sampling. Interview, questionnaire, observation and document analysis were used
as tools of data collection. The data were analyzed using descriptive statistics such as frequency
and percentages. The main finding shows that, teachers have positive attitudes towards inclusion
of deaf learners in general education. Teachers’ gender has positive and statistically significant
impact on their perception toward the inclusion of deaf students in regular school; while,
teachers’ experience, training and their educational background has negative and statistically
significant impact on teachers. Based on the findings of the study, recommendations made for
Hasasa Burkitu school principals and teachers, Gedeb Hasasa woreda education office, and
Oromia Education Bureau to give pre service and in service training for teachers concerning
inclusion of deaf students. The collaboration between the mainstream and the SNIE teachers is
also important and that there should be a clear guideline on the implementation of inclusive
education by ministry of education. Therefore, the study result has significant empirical
implications to the school administrators, teachers, and other stakeholders, who were directly
and in-directly involved in implementing inclusive education
