ASSESSING ACADEMIC PRACTICES FOR STUDENTS WITH HEARING IMPAIRMENTS IN INTEGRATED CLASSES OF BAKEL PRIMARY SCHOOL IN CHALLENGES AND OPPORTUNITIES

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.