Perceptions and Practices of Students, Teachers, Principals and Sign Language Interpreters on Inclusive Education at Menilik II Primary School
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Date
2021-09
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AAU
Abstract
This study investigated perception and practice of inclusive education at Menilik II primary
school. In this work case study research design was employed with a qualitative approach to
enable in deepth examining of the phenomena under investigation. The data was collected
from Minilik II grade six to eight students, teachers, principal and sign language interpreter
in inclusive classes of the school, purposively selcted from the whole target populetion for
this study and selected by their detail knowledge on the subject under investigations. The
finding of this study identified perception both positive and negative towards the inclusion of
deaf students in the school community of minilik II primary school. practiclay the students
are facing some challenges such as isoletion from their hearing peers, emit music their
favorite subject, lack of competances in spoken languages tought by deaf teachers,the
educational matterials such as text books preparetion not considered deaf students, poor
interpretation in some subjects such as mathimatics, phyisics and chemistry, sign language
is not properly disgned for the accademic purpose as well the interpreters are not aquinted
with the knowledge of Ethiopian sign language. Special need educatin teachers are
compulsarily asigned to teach other subject out of their professions, general teachers lacks
proper sign language skills to handle inclusive classes, deaf teachers are hindered to
properly deliver spoken language skills these are the major practical challenges found in site
of this study. Like wise the practice of the school towards inclusive education indicates in
negation to the principle of inclusive education which advice locating special need students
in a regular classes, the practice in the school reveals few hearing students integrated in to
the special classes. Additonaly as a ratio of deaf to hearing students in their class is not
proportional, the educational need of the deaf overwhelm their hearing peers thus delivery
of equity and fair education become difficult in the school. Like wise the class size is very
small therefore fair competition is not provided for hearing students with other hearing
students in regular classes. In general this work conclude that though most school
community especialy SNE teachers and hearing students have positive perception towards
the concept of IE it is practical implementation in the school had variuos shortcoming that
hinders the program of inclusive eduction not to bear desirable fruit as intended
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Keywords
COVID-19, Health workers, coping Styles, Perceived Stress, deaf, hearing, special needs education, inclusive education, sign language