ASSESSING THE SCHOOLING SITUATION OF STUDENTS WITH HEARING IMPAIRMENT AT AMAHRA REGIONAL STATE
Back to Page
Amsale Demssie Tadesse
academic status, hearing impairment, integrated school, instructional medium
This study attempts to investigate the status of academic achievement of Deaf pupils with particular reference to primary schools. The descriptive survey study design was used to examine the academic achievement of deaf students in N/Teklaymanot, Yekatit-23, Tsadiku Yohannis, Melkakorie, and Tiglfirie Primary Schools with their second-semester roster score. The empirical data was based mainly on the second-semester score of the academic year. To achieve the purpose of the study, 55 grades 5, 6, 7, and 8 pupils with hearing impairment and 54 teachers a total of 109 participants, were included in the study. In the study included different instruments to collect the relevant data. The findings of the study show that integrated schools in the Amhara region didn’t provide appropriate educational provision for students with hearing impairment. In addition, the schools' facility that has an influence on the academic achievement of Deaf students is unfavorable for Deaf students’ academic achievement except for Yekatit-23 primary school. Hence, the result suggests that the schools' teachers didn’t have sign language skills. Further research is also required to examine the Amhara region education bureau experience on deaf education, particularly those who learn in an integrated school.