PERCEPTION OF DEAF STUDENTS TOWARDS THEIR INCLUSION IN SECONDARY SCHOOLS OF FEDIS WOREDA, EAST HARARGHE, ETHIOPIA

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.