Practices and Challenges of Inclusive Education For Deaf Students: The Case of Minilik II Preparatory School
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Date
2019-06
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Addis Ababa University
Abstract
The purpose of this research is to understand and describe the practice and challenges of
inclusive education at Minilikā
” preparatory school. Interview, FGD and Observation were
employed to collect data, the participants of the study selected using purposive sampling.
Interviews and FGD were made with 12 deaf students, and with 2 sign language interpreters, 6
teachers, special needs resource room head and school principal in the selected school.
Participants (pre lingual and post lingual deaf students) from the school were included to crosscheck
against the data from the participants of the deaf. Findings are analyzed using content
analysis across the participants and discussed in terms of the existing literature. The results
absence of modified curriculum, inappropriate instructional methods, lack of trained teachers,
lack of motivation, absence of support services and teaching materials, and low expectation were
found to be the major challenges contributed to the practice of inclusive education of deaf in the
selected school. To incidence of the problem was highest in integrated classes than in special
classes of the deaf. The study suggested a set of factors which may need due consideration for
the practice and challenges of inclusive education for deaf in Minillikā
” preparatory school.
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Education