Practices And Challenges Of Inclusive Education For Deaf Students The Case Of Minilik Ii Preparatory School

The purpose of this research is to understand and describe the practice and challenges ofrninclusive education at Minilikâ…¡ preparatory school. Interview, FGD and Observation werernemployed to collect data, the participants of the study selected using purposive sampling.rnInterviews and FGD were made with 12 deaf students, and with 2 sign language interpreters, 6rnteachers, special needs resource room head and school principal in the selected school.rnParticipants (pre lingual and post lingual deaf students) from the school were included to crosscheckrnagainst the data from the participants of the deaf. Findings are analyzed using contentrnanalysis across the participants and discussed in terms of the existing literature. The resultsrnabsence of modified curriculum, inappropriate instructional methods, lack of trained teachers,rnlack of motivation, absence of support services and teaching materials, and low expectation werernfound to be the major challenges contributed to the practice of inclusive education of deaf in thernselected school. To incidence of the problem was highest in integrated classes than in specialrnclasses of the deaf. The study suggested a set of factors which may need due consideration forrnthe practice and challenges of inclusive education for deaf in Minillikâ…¡ preparatory school.

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