The Social Skills and academic Progress of deaf and hard-of-hearing Students attending two Secondary Schools of Addis Ababa: the Move towards inclusive education

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Addis Ababa Universty


This paper reports the results of a study which has been carried out, with the main aim of exploring the views of deaf and hard-ofhearing (DIHH) students (who attend secondary regular schools, and use an interpretel~, as well as the perceptions of their teachers, parents and teachers on their social and academic inclusion. For the purposes of the study, two questionnaires, and interview schedules were designed to be administered to all DIHH students attending secondary regular schools (n = 45), as well as their teachers (n =43). Interview schedules were conducted to their parents (n =5) and to their interpreters (n =5) with a view to investigating their perceptions on inclusion. Moreover, observation sessions were conducted within and outside of class to confirm data obtained Fom the questionnaire and interview schedules. The data were analyzed statistically and they revealed that the majority of DIHH students had been included well socially and had achieved a reasonable academic standard. This study also revealed that the DIHH students' communicative skills were positively related to their academic and social inclusion. These findings suggest that there are no significance differences between male and female DIHH students concerning their academic, communicative skills and social adjustments. It was emphasized by almost all participants in this study that attending televised instruction delivered through satellite television program was questionable and not suitable for DIHH students.



Social Skills