Abstract:
The purpose of this study was to investigate the challenges and opportunities SHI faced in their
learning in Bakel primary integrated school. A case study qualitative design was employed to
achieve the objectives. Interview was held with SHI, principals and parents. Whereas, FGD was
held with teachers, SHI, and hearing students. Moreover, observation was conducted to
supplement the data obtained through FGD and interview. Data was analyzed and presented
qualitatively on the basis of common themes. The findings revealed that Lack of communication
in the instructional process and poor social integration were hampering in the SHI’s academic
achievements. Besides Ill- equipped Resource rooms and noise distraction hampered the
teaching and learning. Collaboration among teachers, parents, and NGOs were poorly exercised
in the school to maintain financial, material and educational support to enhance the quality of
education for SHI. In addition, guidance and counseling is not yet provided to SHI; whereas
Library and laboratory services were provided without language interpreter. Furthermore, there
are opportunities, like hearing peers provide support for SHI by communicating using gesture;
SNE teachers provide interpretation service during radio lesson, Woreda Education Office
provide fund to SHI; normal class size, front seating position, and classroom sitting arrangement
for class discussion and group works were appropriate. Finally, based on the findings,
recommendations are forwarded for alleviating the challenges and expanding the opportunities
to SHI learning. For instance, the school in collaboration with Woreda educational office need
to hire sign language interpreters, fulfill ill-equipped resource center, and make physical
environment of the school accessible to render services to address instructional needs of SHI in
the integrated classes.
