Social Opportunities And Challenges Of The Deaf A Case Study Of The Adigrat School For The Deaf In Eastern Zone Of Tigray Ethiopia

The research is qualitative case study, which aims at describing and analyzing the socialrnopportunities and challenges of the deaf in Adigrat School for the Deaf. Qualitative research methodrnis employed so as to understand the situation in the setting.rnThe units of the study (cases) comprised of six deaf students from grade six, andrnthe cases were three males and three females. Their age ranged from 15-18 yearsrnold. All the cases were profoundly deaf: two females were profound prelinguallyrndeaf, one male and three females were profoundly postlingual deaf. The samplernsize covers 40 percent of the population. Moreover, key- informants such, thosernmothers of the cases, and Home Room Teachers, Unit leader as well as the SchoolrnHead Teacher were also involved.rnThe interview schedule, observation guide, as well as informal discussion werernemployed to collect the data. Unstructured questions that allowed the researcherrngreater latitude in asking broad questions were constructed. The observation guidernwas arranged and the checklist was also presented. Furthermore, documents thatrncomprised background of the school and that of the students; and the student’s filernthat had records of two full academic years and the first semester performances ofrnthe current academic year were also considered. In order to collect qualitativelyrnsignificant data during the interview session, tape recorder was also used. Thus,rnbased on the information obtained the analysis was performed in two stages: thernindividual-case analysis, and cross-case analysis.rnThe findings of the study reveal that the deaf children’s decreased role-taking ability in socialrninteraction emanates from lack of spoken language and withhold appropriate opportunity tornsocialization by significant others. The deaf children’s impression of the hearing discloses that thernhearing persons have negative attitude towards the deaf. On the other hand, the finding discloses thatrnthere is inclination of the deaf towards their deaf peers at school and wide opportunity for their socialrninteraction using their own sign language. The findings further reveal that the deaf children havernnegative evaluation of themselves, and negatively evaluated by hearing persons as attributed to theirrninability to have adequate interaction, thereby develop feelings of inferiority, loneliness, frustrationrnand as they are not accepted by hearing persons. There are also personality characteristics attributedrnto deafness with social immaturity: a feeling of suggestibility, easily irritability, impulsivity, andrnsocial isolation. The findings also indicate that the female deaf students appeared to be engaged inrnfatiguing routine household tasks. In addition, loose parent- school- interaction is revealed.rnviFurthermore, based on the findings, the need to create the possibilities of conducive and proper socialrnenvironment that could promote interaction between both the deaf and the hearing are recommended

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