Social and Academic Conditions of Integra Ted Students With Hearing Impairment at Wachemo Comprehensive Secondary High School
| dc.contributor.advisor | Wondimu, Habtamu (PhD) | |
| dc.contributor.author | Basha, Tesfaye | |
| dc.date.accessioned | 2019-01-29T12:30:15Z | |
| dc.date.accessioned | 2023-11-10T14:45:09Z | |
| dc.date.available | 2019-01-29T12:30:15Z | |
| dc.date.available | 2023-11-10T14:45:09Z | |
| dc.date.issued | 2004-06 | |
| dc.description.abstract | This study attempts to explore, describe and explain the social and academic conditions of integrated students with hearing impairment at Wachemo Camp. Sec. School, Hadiya Zone, SNNPR.~ Qualitative study design was used to investigate the social and academic conditions of HI students in integrated settings, especially when compared to their hearing peers. Data were collectedfrom 18 respondents: six hearing impaired students, four regular teachers, four regular classmates and four administrative staff from the zone, woreda and school. The empirical data were collected through semi-structured interviews with the participants. Classroom observation and informal talks were used as supplement alld complement to the interview method. The study revealed that pre-lingual deaf students have negative attitude toward integral ion. but hard of hearing students, post-lingual deaf student, regular teachers and students and educational experts appeared to have positive opinions toward integration. HI students have good social relationship with hearing school community despite the barrier of communication. This barrier of communication might lead to unfit social interaction between the HI students and the hearing school community. The study also revealed that in academic achievement, hard of hearing and post lingual de(i( students who were in favor of linguistic experience showed success in academic peliormance, whereas pre-lingual deaf students with deficit linguistic experiences registered less success in integrated settings. Thefactors that may be contributing to low social and academic achievements of HI students are mainly related to communication problem, absence of interpreting services, shortage of trained human power, lack of preparation of teachers, unattractive teaching method, teachers inability to commuilicate in sign language, lack of multidisciplinary coordination and unconducive learning environment. Finally, the situation /11 this study suggests that much efjort have to be made to bring positive changes and facilitate the environment, which accepts inclusive learning. Therefore, government and schools must work hard and in coordination to enable hearing impaired students to integrate educationally as well as socially in all contexts of the school. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/16102 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Social and Academic Conditions | en_US |
| dc.title | Social and Academic Conditions of Integra Ted Students With Hearing Impairment at Wachemo Comprehensive Secondary High School | en_US |
| dc.type | Thesis | en_US |