Abstract:
The main purpose of this study was to explore perception of deaf Students toward their Inclusion
in Secondary Schools of Fedis Woreda The study employed case study design with qualitative
approach. The study sites and deaf students were selected by using purposive sampling
technique. The study involved eight deaf students. FGD, observation and document review were
used as tools for data collection. The data were analyzed by using thematic analysis accordingly
eight themes were emerged to present the result namely Inclusion, perception regarding their
disability, social interaction, peer acceptance, perception regarding communication, perception
regarding sign language interpreters and teachers knowledge regarding inclusion methods.
Results obtained revealed that deaf students perceive inclusion positively and they are being
accepted, included, and encouraged by others, such as, teachers, administrators and peers which
all lead them to have a feeling of belonging in the school and enhance their interpersonal and
social skills development. Regarding academic perception, deaf students narrated educational
challenges such as teacher inadequacy in communicating the instruction with sign language and
interpreters’ gap in subject matter knowledge he/she is assigned to interpret. In addition, the
teachers employed ordinary teaching methodology which is inappropriate for exceptional
students (deaf students) and deaf students disclosed their perception that, they were not
satisfying with the teaching methodology employed by the teachers. Therefore, the schools
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.
