EDUCATIONAL PRACTICES AND CHALLENGES OF STUDENTS WITH HEARING IMPAIRMENT IN ARBA MINCH COLLEGE OF TEACHERS EDUCATION, SOUTH ETHIOPIA

Abstract

This study was aimed at assessing educational practices and challenges of students with hearing impairments in Arba Minch College of Teachers’ Education in SNNPR, Ethiopia. In order to obtain a comprehensive understanding academic practices and challenges and ways of improving that impede students with hearing impairments in integration setting. Qualitative research approach of case study design was used to analyze the data. Purposive sampling was employed to select a total of 28 participants; 6 students with hearing impairments, 4 hearing peers, 12 instructors, 4 department heads and 2 college deans. The qualitative data were obtained via interviews, focus group discussion and observation. The finding revealed that there is high communication barrier between teachers and students with hearing impairments. This communication barrier contributed for poor academic performances. The findings of the study revealed that, there is academic achievement gap between students with hearing impairments and hearing students. In addition, limitations of sign language skills, lack of planned financial fund and material support, absence of sign language interpretation, lack of hearing aids were the identified practice and challenges of students with hearing impairments. The study suggested that college administration and teachers can play a critical role in enabling students with hearing impairments to become meaningful participants in education system and society.

Keywords: Educational practices, Challenges, Integration, Hearing impairment

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