The Challenges of Deaf Children in Inclusive School: The case of Minilik Primary School
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Date
2025-06
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Addis Ababa University
Abstract
Inclusive education is a fundamental human right that ensures equal learning opportunities for all students including those with disabilities. However deaf students in inclusive schools face significance challenges that hinder their academic and social development. This study explores the practices, challenges and gaps in inclusive education for deaf students in Minllik Primary Scholl in Addis Ababa, Ethiopia.
A qualitative case approach was employed using interview, focus group discussion and classroom observations to collect data from deaf students, hearing students, teachers, sign langue interpreters, and school administrators. The finding reveal that while inclusive policies exist in Ethiopia their implementation is inconsistent due to communication barriers, lack of teachers training, inadequate sign language interpretation, and insufficient adapted learning materials.
The study highlights that deaf students experience social isolation, struggle with inaccessible curriculum, and rely heavily on limited interpreter services. Teachers faces difficulties in balancing the needs of both deaf and hearing students as they lack formal training in Ethiopian Sign Language [EthSL] additionally the gap between inclusive education polices and classroom practices remains a major challenge affecting the quality of education for deaf students.
Based on these findings the study recommends training teachers in EthSL, increasing the number of interpreters. Adapting curricula for visual learners and ensuring stronger policy implementation. These interventions are essential to bridge the gap between inclusive education theory and practice, ensuring that deaf students receive equitable learning opportunities.
Key words; inclusive education, deaf students, Ethiopian Sign Language, teachers training, communication barriers, policy implementation.
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Keywords
inclusive education, deaf students, Ethiopian Sign Language, teachers training, communication barriers, policy implementation