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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Date
2010-06
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Addis Ababa Universty
Abstract
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.
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Keywords
Social Skills