The Social Skills And Academic Progress Of Deaf And Hard-of-hearing Students Attending Two Secondary Schools Of Addis Ababa The Move Towards Inclusive Education

This paper reports the results of a study which has been carried out, with the main aim ofrnexploring the views of deaf and hard-ofhearing (DIHH) students (who attend secondary regularrnschools, and use an interpretel~, as well as the perceptions of their teachers, parents andrnteachers on their social and academic inclusion. For the purposes of the study, twornquestionnaires, and interview schedules were designed to be administered to all DIHH studentsrnattending secondary regular schools (n = 45), as well as their teachers (n =43). Interviewrnschedules were conducted to their parents (n =5) and to their interpreters (n =5) with a view torninvestigating their perceptions on inclusion. Moreover, observation sessions were conductedrnwithin and outside of class to confirm data obtained Fom the questionnaire and interviewrnschedules. The data were analyzed statistically and they revealed that the majority of DIHHrnstudents had been included well socially and had achieved a reasonable academic standard. Thisrnstudy also revealed that the DIHH students' communicative skills were positively related to theirrnacademic and social inclusion. These findings suggest that there are no significance differencesrnbetween male and female DIHH students concerning their academic, communicative skills andrnsocial adjustments. It was emphasized by almost all participants in this study that attendingrntelevised instruction delivered through satellite television program was questionable and notrnsuitable for DIHH students

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