Teffera, Tirussew (Professor)Abebe, Mesfin2018-07-192023-11-102018-07-192023-11-102006-06http://etd.aau.edu.et/handle/12345678/9414The main focus of thi study \Va to identif Iht! psychosocial lind educational chalh.:nge. that SWHI face, the factors that cOlllribute to challenge and explore the necessary interventions that need to be taken to create conducive environl11 nt fN hearing impaircd tudcnl s. Based on Ihc finding of the tudy suggestion are pre ented to help deliver cfTe ti e education for hearing impaired tudents aU nding inclu i e education chooling al ·WIII. The study utilize qualitati e and quantitative approaches of research . Sources for c1ata collection con i t of primary and secondary ource including relevant literature, observation, and re ponse to inter iews and questionnaire. The study revealed that mo t Will face ps chosocial challenge i.e. rejection b their teachers and hearing peer, they suffer tre , frustration and \\ere un happ in th ir daily academic competitions with hearing students in inclusi e educational s tting. The factor that may be contributing to psychosocial challenges of SWHI are mainly related to the negati e attitude of the teacher's, hearing students and chool community, the e,isting communication barriers .the absence of sign language kills among tcachers and unequal tr atm III or WHI cOlllpared with the hearing students in inclu ive clas e . tudy also revealed that the profound and pre lingual deaf student have facecl serious educational challenge, ... herea hard of hearing and post lingual d af student Inve demonstrated equal academi achie ement with average hearing siudellls in all inclu ive eduealional s tling. The factor - Ihal affect the education of SWHI in inclu ive education might be the degree of hearing status, the age of onset of the impairment, and communication problem. Furthermore, the absence of a resource room, lack of interpreters, lack of trained teachers in special needs education lack of appropriat teaching approaches and textbooks for WHI, lack of sign language killed of teachers and lack of Illultidi ciplinary coordinalion were b contributing to educational challenge of SWHI in an inclusive education. Fillall) . based on Ihe finding. it \\as recommendt.;d Ihat Ih governillent i sue policy \\ ith clearly st,lted guidelines for special needs education and open uffieient teacher training program for long term and short term purpos . Curriculum designers should gi e spe ial consideration to allow flexibility modification, ub titution, exemption a well as mpen ation in order to Ihe diverse edu ational n ed of children in an inclu ive chool program . Morco r. the tud I it n;comll1ended that school should provide awarene 's creal ion program about WI" and sign language training for teachers, It i also recommend that tach I' need to b~ innovativ" flexible, ereati e, willing to learn from the learner anJ be capable of initiating active learning. Furthermore, teachers should \ ork out the neces ary modification and adaptation of educational l11atl!rials. methodology, facilities, equipment and cnvironlllcntal conditionsenPsychosocial and educationalThesis