Perceptions of Teachers and Students towards the Inclusion of Students with Hearing Impairment at Mulugeta Gadile Primary School in Sebeta Town
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Date
2025-06
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Addis Ababa University
Abstract
The research was a qualitative case study that examined the perceptions of teachers and
students towards the inclusion of students with hearing impairments at Mulugeta Gadile
Primary School in Sebeta Town. Framed by the social model of disability, the study
sought to understand how inclusion for students with hearing impairments is
conceptualized within mainstream educational settings. A total of thirty-three
participants were purposively selected from the population of ten general education
teachers, fifteen hearing students and eight students with hearing impairments. Data was
gathered using observations, semi-structured interviews, focus group discussions and
document analysis. The findings reveal a significant disconnect: while participants
conceptually supported inclusion, its practical implementation was severely hampered by
communication barriers, primarily teachers' limited sign language proficiency. Students
with hearing impairments indicated that during group work or classroom discussion they
often felt socially isolated. Hearing students expressed that they were empathetic but
would find it hard to communicate effectively. The teachers stated they valued the
inclusion of students with hearing impairments, but they also felt their lack of training
and the absence of the necessary support posed a barrier. It reaches the conclusion that
the building of sign language proficiency among teachers, expansion of support services,
and development of more positive perceptions are the main ingredients for effective
inclusion of students with hearing impairments.
Keywords: inclusion, hearing impairments, teachers’ perceptions, students’ perception
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Keywords
: inclusion, hearing impairments, teachers’ perceptions, students’ perception