THE EDUCATIONAL CHALLENGES OF STUDENTS WITH PARTIAL HEARING

IMPAIRMENT IN SEDA LIBEN PRIMARY SCHOOL AMBO ADMINISTRATION

AMBO ZONE, ETHIOPIA

A SENIOR ESSAY SUBMITTED TO THE DEPARTMENT OF SPECIAL NEEDS AND

INCLUSIVE EDUCATION, AMBO UNIVERSITY FOR THE REQUIREMENT OF
PARTIAL FULFILLMENT OF BACHELOR DEGREE IN SPECIAL NEEDS AND
INCLUSIVE EDUCATION

BY:-ANDUALEM ALEMAYEHU………………………………….. ID NO--UGR/ 37880/12

ADVISER:-MR.BACHA MITIKU

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 MARCH.2023 AMBO, ETHIOPIA
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ACKNOWLEDGEMENT

I would like to thank my god for helping and leading me on his path; and keeping on normal

way during the work of this study and I wish to acknowledge the following people for their help

and support throughout the time of this stud; by the advising, and by providing different

materials. First I would like to thanks my advisor Mr. Bacha Mitiku. I express my sincere

appreciation to my colleagues for their encouragement, and censorship of my work. Their

kindness has really helped me in many difficult times during this study, and my families. Finally,

I would like to Seda Liben primary school principals, teachers and students for their

cooperation by giving their time for this work.

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ACRONYMS AND ABBREVIATIONS

ABR…………….Auditory brainstem response

APD……………Auditory processing disorder

IDEA…………...Individual with disability education act

Db………….……Decibel

OAE…………….Otoacoustic emission

UDHR…………….Universal declaration of human right

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 List of table
Table -1 Background of student respondent participated in questionnaire

Table -2 Backgrounds of regular school teachers

Table -3 Backgrounds of school principals

Table -4, Analysis of data obtained from classroom observation

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 TABLE OF CONTENTS

CONTENTS
PAGE

ACKNOWLEDGEMENT……………………………………………………………….……………ii
ACRONYMS AND ABBREVIATIONS………………………………………………….……..iii
DECLARATION……………………………………………………………………….………v
APPROVAL OF ADIVSOR AND EXAMINATION……………………………….…………………vi
Abstract……………………………………………………………………………………… vii
Chapter One
1. INTRODUCTION…………………………………………………………………………...1
1.1 Background of the study………………………………………………………………1-2
1.2.Statement of the Problem ……………………………………………………………….3
1.3.Objective of the Study………………………………………………………………... 3
1.3.1General Objective………………………………………………………………………3
1.3.2.Specific Objective……………………………………………….………………….. 4
1.5.Delimitation or the scope of the study……………………………………………….. 4
1.6.Limitation of the study………………………………………………………………. 4
1.7.Operational definition of terms……………………………………………………… 5

CHAPTER TWO
2.REVIEW OF RELATED LITERATURE……………………………………..…………..5
2.1.The Concept of Hearing…………………………………………………………..……..5
2.2.The definitions of hearing impairment & partial hearing loss……………………….…6-7
2.3Types of hearing impairment……………………………………………………….……...8
2.3.1Conductive hearing loss…………………………………………………………..……...8
2.3.2Sensor neural hearing loss………………………………………………….……………8
2.3.3 Mixed hearing loss………………………………………………………….…………..8-9
2.3.4 Degree of Partial hearing loss or Hard of hearing………………………….…………9
Table1.1shows the degree of hearing loss and its classification……………………………..9-10

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2.5Causes of hearing impairment…………………………………………….………………10
Table1.2the severity of hearing loss and the possible causes……………………………….11-12
2.6Characteristics of students with partial hearing impairment……………………….12-13
Table1.3Characteristics and implication of students with hearing impairment…………..14-15
2.7Identification and assessment of students with partial hearing impairment……….…..15-16
2.8 placement of partial hearing impaired children……………………………………….17-18
CHAPTER THREE
3.Methodology of the study………………………………………………………………...18
3.1Study area………. ………………………………….…………………………………...18
3.2study design…………………………………………………….………..,……..……...18
3.3population sample and sampling techniques……………………..………………………18
3.3.1Population….............,…………………………………..……………………..………18
3.3.2Sample of the study………………………………………………….………………..19
3.4Tools of data collection…………………………………………….……,………….,…19
3.4.1Interview …………………………………………………………… ….…………….19
3.4.2Observation…...............................................................................................................19
3.4.3.Document analysis…………………………………………………………………...20
3.5Procedure of data collection…………………………………………………………….20
3.6method of data analysis……………………………………………..…………………20
3.7Ethical consideration………………………………………….………………………20-21

CHAPTER FOUR
Data analysis ………………….…………………………………………………………..21
4.Introduction ……………………………………………..…………………..,…………...21
4.1Data analysis of interview obtained from students with partial hearing
Impairment………………………………………………………………………………….21
Table1,Background information of the Students with partial Hearing
Impairment………………………………………………………………………….………21-22
4.2analysis of response from regular school teachers obtained through
Interview……………………………………………………………………………..……….24-26
Table2,background of the regular school teachers participated in

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Interview…………………………………………………………………………………...…….24
4.3Analysis of the response from school principals obtained through
Interview…………………………………………………………..……………………….…26-27
Table3,backgroundofschoolprincipalsthatparticipatedininterview…………………..…….26
4.4analysis of result obtained through observation……………….. ……………………..28
Table4,the result of observation…………………………………………..………………28-29
Table5,analysis of result obtained from Document review……… ………….………..,…29-31

CHAPTER FIVE

DISCUSSION
5.Introduction …………………………………………………………..……………......31-32
5.1The major challenges faced by students with partial hearing
impairment in Sedan Liben primary school……………..................................................32
5.2The casual factors for the challenges of students with partial hearing
Impairment ………………………………………………………………………………..32-33
5.3The measurement should be taken to improve the education of students
with partial hearing impairment……………………………………………………………..33-34
CHAPTER SIX
Summary, Conclusion and, Recommendations
6.Introduction ………………………………………………………………..………………35
6.1Summary………………………………………………………………….………………35-36
6.2Conclusion ………………………………………………………………..………………37
6.3 Recommendation……………………...............................................................................38-39
References…………................................................................................................................40-41
Appendix-I………………………………………………………………...………………….42-44
Appendix-ii…………………………………………………………………..………………44-46
Appendix-iii……………………………………………………….………………………..46-47
Appendix-iv……………………………………………………………..…………………..47-49
Appendix-v………………………………………………………………….………………49-50

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 DECLARATION

1,Andualem Alemayehu, declare that this study is my original work ,and has not been presented
for a degree or diploma in this or any other university and all the source of material used for the
study have been acknowledged
Name Id No Signature
Andualem Alemayehu……………… ………………………..

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APPROVAL OF ADIVSOR AND EXAMINATION

This study submitted has been for examination with my approval.

Advisor Name ……………………………Signature…….

This study has examined with my approval.

Examiners Name 1……………………………..signature
2.………………………signature

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Abstract
This study was conducted in order to investigate the educational challenges of students with
partial hearing in Seda Liben primary school in Ambo administration , Ambo Zone. In order to
attain the objective of the study, related literatures on partial hearing impairment concepts and
educational challenges of students with partial hearing impairment are carefully revised. The
study was conducted using qualitative method and case study design. For this study different
samples and sampling technique is used such as purposive sampling and accessible sampling
method. Data were collected for this study by using the instrument interview for teachers,
students with partial hearing impairment and school principals. Observation in the classroom and
out of classroom in school environment was also conducted in order to gather relevant data from
the participants concerning to educational challenges of students with partial hearing impairment,
at the end the student researcher was conduct document analysis by revising different document.
The study employed the qualitative method of data analysis. All the qualitative data were
analyzed by thematic or word descriptive data analysis method. The finding of the study revealed
that the Educational challenges that experienced by students with partial hearing impairment in a
regular school is the negative attitude of school community, Lack of accessible environment, lack
of hearing aid, shortage of knowledge of school community about their educational needs,
Limitation of participation for students with hearing impairment in different co-curricular
activities and cooperative learning team, The negative attitude of students with partial hearing
impairment for themselves or intrapersonal relationship, lack of teaching materials in regular
classroom adaptive teaching technology, the lack of commitment for teachers to teach students
with hearing impairment. To overcome the above mentioned problem the active involvement of
concerned bodies in the education of the students with partial hearing impairment is so
important. Finally the study is indicate recommendation for the concerned bodied such as
teachers, parents, school principals, the whole school communities and for the governments in
order to solve the educational challenges of students with partial hearing impairments

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 Chapter One
1. INTRODUCTION

All human being have the right to education, this is true if it is provided regardless of religion,
sex, disability, ethnic and linguistic background and socio-economic background and others. In
consideration to this person with different disability have got the opportunity to attend in their
neighboring school. Children with partial hearing impairment are one of the category that
attend in regular school .The partial hearing impairment is the one of these challenges that
affect the student performance in regular school. Today there is many students with partial
hearing impairment participated in a regular school, but they face different challenges and
problems that affects their psych-educational performance in a school. The most factors that
affect the education of student with hearing impairment is the problem of communication that
comes due to the hearing loss. In teaching learning process communication is an important
bridge to facilitate information exchange and to create common understanding between teacher
and students. Once the communication is blocked the person may not get full understanding
about his/her surrounding environment, the same is true in student with partial hearing
impairment in seda feben primary school in ambo administration ambo zone. There is the
problem of information exchange in a classroom during teaching learning process. By
investigating educational challenges of student with partial hearing impairment will point out
the major problems of student with partial hearing impairment in school and indicates the
possible solution for these problems.

1.1. background of the study

Education is one of the basic services that people should get as a matter of right (UDHR
1948).This stated that everyone is the right to education, because education is the road to ensure
quality of life. Without education people cannot be adequately allowed in productive work that
is a means of allowing people to contribute for development of a country as well as a means of
personal advancement, as a result of this people with different types of disability currently
involved in a regular school, but they face different problems that challenges there learning.
Student with partial hearing impairment is one type of group that involve in a regular school
today. Significance number of people experiences some degree of hearing problem, and there
are also many students with partial hearing impairment in school today. Partial Hearing
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 impairment is considered as a hidden disability because individual with this type of disability
frequently does not display any physical features that suggest impairment is present. Individual
who is not able to process information audible are at a distinct disadvantage in school, where
oral language is a primary mode for teaching learning process. Partial Hearing loss a
significance impact on teaching and learning .

Tesfaye (20023) states that inclusive education helps student with hearing impairment to master
new1 skill starve for grater achievement develop health and positive self-concept and others. It
also provide more motivation in there learning environment and develop their ability to cope
the learning world, but in practice the children with partial hearing impairment faces so many
different challenges at regular school setting

Student with partial hearing impairment pose the challenges to general classroom teacher.
While student with mild hearing loss can generally be accommodate for in general classroom,
because most student with partial hearing impairment can function in general education setting
more easily when certain accommodation is provided and their psychological problem can be
easily improved. It is critical for teachers to understand the nature of hearing impairment and
know how to address the need associated with this condition .

When a child is unable to hear sounds early, significant language and educational problem may
develop. a child is a problem of hearing certain speech sound , he or she will not be able to
produce these proper speech sound later in life .This can have a direct and adverse effect on
communication and interaction ,which eventually leads to psych-educational challenges. A
student who is hearing loss may have difficulty in communication with peers , developing
relationships with others and assessing the social interaction that critical to psych-educational
development.

The most factors that affect the education of student with partial hearing impairment is their
communication problem that is comes due to hearing loss. Partial Hearing impairment blocks
spoken language communication to some extent and this problem affect the academic
performance of student with partial hearing impairment. Communication is vital to teaching
learning process in class room. It is used to as bridge to facilitate the exchange of information
and establish common understanding between teacher and students. The schools are the
responsibility to welcome all children like children with partial hearing impairment. Proposal

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 shows that there are different challenges in practice that affect the student with partial hearing
impairment. There is some proposal done on student with partial hearing impairment ,but these
studies cannot clearly indicate the educational challenges of student with hearing impairment,
bearing in mind this study engaged to investigate and focus the clearly indicate that the
educational challenges student with partial hearing impairment in regular school setting

1.2.Statement of the Problem

People acquire information and knowledge of outer world and about the happening with in the
immediate physical environment by using their sense organ, our ear or auditory organ is the most
used organ to capture the information of physical environment. Partial Hearing impairment
children is the problem to acquire the information by using their ear or auditory organ. Student
with partial hearing impairment are likely face a number of psych-educational challenges at
school these hinders the communication of the students because of the problem in
communication that comes due to hearing loss. Communication is vital to teaching and learning
process in class. The problem in communication due to hearing loss affects the educational
performance of student with partial hearing impairment. The same is true in Seda Leben primary
school student with partial hearing impairment encounter a number of educational challenges due
to:

 Lack of trained man power in special need education.

 Negative attitude of school community towards student with partial hearing impairment.
 Lack of adaptive teaching learning materials for their learning.
 Ignorance of unique consideration for their difficulty.
 Lack of awareness and understanding for their ability.
 Lack of accessible school environment for their uniqueness.
 Peer discrimination from the social activity at school.

Taking the above problem in to account the study is initiated to conduct the educational
challenges and prospective of student with partial hearing impairment in the regular classroom in
seda feben primary school. So the study guided by the following basic proposal questions

1. What are the challenges faced by student with partial hearing impairment?

2. What are the casual factors for the challenges of students with partial hearing impairment?

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3. What are the mechanisms needed to improve the education of students with partial hearing
impairment?

1.3. Objective of the Study

The study aimed to achieve the following general and specific objectives

1.3.1 General Objective

The general objective of the study is investigating the educational challenges of student with
partial hearing impairment

1.3.2. Specific Objective

More specifically the study is the following objectives

 To indicate the educational challenges of student with partial hearing impairment in a

regular school
 To explain the casual factors for the challenges of students with hearing impairment.
 To indicate the mechanisms needed to improving the educational performance of student
with partial hearing impairment

1.4. Significance of the Study

The study helps to bring the following importance

 It is indicated mechanisms to reduce educational challenges of student with partial

hearing impairment in a regular classroom
 It creates awareness about psych-educational challenges of student with partial hearing
impairment for concerned body
 It helps teacher to design effective teaching methodology for inclusive classroom
 It contributes to bring some understanding for school community to the psycheducational
challenges faced by student with partial hearing impairment

The study is as baseline or spring board for other researcher

1.5.Delimitation or the scope of the study

Geographically the study is conducted at seda liben primary school in ambo administration in
ambo zone and the study conceptually delimited to investigate the educational challenges of
student with partial hearing impairment

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1.6.Limitation of the study
The followings are some limitations of this study. The participants are not reaching on a time and
they are no time to interview and discuss with the proposal in addition to this on the time of
conducting this study the limitation is mentioned under this

• Shortage of time and financial constraints.

• Lack of enough proposal that conducted before at the same topic

• Lack of computer accessibility and connection problem to use updated materials.

.In availablity of written materials in seda feben school.

1.7.Operational definition of terms

Inclusive:-providing all students with in the mainstream appropriate educational program that is
challenging yet geared to their capability and need.

Partial Hearing impairment:- Partial hearing impairment refers to a lesser loss but one that
nevertheless is a definite negative effect on social, cognitive and language development.

Regular classroom: is a classroom designed to teach all student i.e. student with special need and
student without special need for academic purpose and opposed to special classroom.

CHAPTER TWO

2. REVIEW RELATED LITERATURE

2.1. The Concept of Hearing

Hearing is a “distance sense” that developed to alert us to dangers in the environment, but it also
connects us with others. The way it works is truly amazing. Sound wave passes through the air,
water, or some other medium. They cause the eardrum to vibrate. These vibrations are caused to
the inner ear, where they pass through receptor cell that send impulses to the brain. The brain
translates impulse in to meaningful sound.
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Obstructions or damages anywhere along this path (from the outer ear, through the middle ear, to
the inner ear) can result in hearing loss. The types of loss and how it is treated vary depending
on its severity and on where the problem occurs. The impact is also affected by the individual’s
age at the time of the damage.

The three parts of hearing mechanisms are:

 Outer ear: the pinna and auditory cannel

 Middle ear: the eardrum, Eustachian tube, and ossicles (hummer, anvil, and stirrup) 
Inner ear: the cochlea, its membranes and hair cells, and semicircular canals.

2.2. The definitions of hearing impairment &partial hearing loss

Hearing impairment considered as the most prevalent continental abnormality in new born and is
more than twice as prevalent as other condition that are screened for at birth, such as sickle cell
disease, hypothyroidisms, phenylketonuria, and galactosaemia . It is the one the most common
sensory disorder and is the consequence of sensory neural and/or conductive malfunctions of the
ear. The impairment may occur during and shortly after birth congenital caused postnatal,
prenatal, and perinatal by genetic or environmental factors. Hearing impairment may be pre-
lingual (i.e., occurring prior to speech and language). Since hearing, loss in infant is silent and
hidden, great emphasis is placed on the importance of early detection, reliable diagnosis and
timely intervention . Even children who is mild or unilateral permanent hearing loss may have
trouble with speech understanding, especially in a noisy environment, as well as problem with
education and psych-social development. Children with hearing loss frequently experience
speech language deficit, exhibit lower academic achievement, and poorer social emotional
development than their peers.

The period from birth to 3-5 years is often considered as the “critical period” for the speech and
language development. Hearing in the first six month of life is also considered critical for
development of speech and language skill. Hence, early identification and appropriate
intervention with in the first six month of life have been demonstrated to prevent or reduce many
of the adverse consequence and to facilitate language acquisition Consequently, in developed
countries with a high standard of health care, primary service include the early detection of
congenital hearing loss and the intention of auditory habilitation before six month of age.

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The prevalence of congenital of and early onset hearing loss in most developed countries is
estimated to range between 2-4 infant with moderate- sever hearing loss in every 1000 births. In
contrast, only limited information is available on developing region, including the Middle East
especially in the Arab countries, where the prevalence is estimated to be markedly higher than in
Israel or European and North American countries .In developing countries, more than 10 infants
in every 1000 birth are estimated to be affected by a sever up to profound hearing loss. Of the 62
million deaf children are younger than 15 years old worldwide, two-thirds resides in developing
countries.

Partial hearing impairment is the problem in hearing whether permanent or fluctuated that
adversely affect the child’s educational performances but that is not include under the definition
of deafness.

Deafness and partial hearing loss may be defines according to the degree of hearing loss, which
is determined by assign a person sensitivity to loudness (sound intensity) and pitch (sound
frequency). The unit used to measure sound intensity is decibel (dB). The rang of human hearing
is approximately 0-130 dB. Sound loud than 130 dB are extremely painful to the ear.

Partial hearing impairment is a hearing loss any degree in one or both ears, similarly, hearing
impairment is also defined as a genetic term and it could apply to the child with handicap as well
as to a child with a physical hearing loss. Therefore, individual with hearing impairment can be
sub divided in to two groups. These are individual with hard of hearing and deaf.

The first group includes individual who may be described as partial hearing or hard of hearing.
These group are individual who have hearing problem but who can still be expected to develop
communication skill through the use of auditory channel. They can use their remaining hearing
ability (or residential hearing) to understand speech and to develop their own appropriate speech
and language skill with or without hearing aids.

The second group includes individual who are considered as deaf. These individual have hearing
problem that are so severe that speech cannot be understood when it is transmitted through the
ear.

In Ethiopia there is no documents which helps to understand the term hearing impairment instead
it is describes in single term consisting negative notation such as idiots which is to say those who
7
cannot be educated or do not understand at all. Such an erroneous understanding of the hearing
impairment is evident by the widely used Amharic term “donkoro” meaning as described in the
Amharic dictionary: an individual who’s a hearing organ does not functional at all: mentally
handicapped and who are lacked the ability to understand any language.

Deafness; as determined by the individual education act (IDEA) deaf means “a hearing
impairment which is so severe that the child is impaired in processing linguistic information
through hearing with or without implication which adversely affect educational performances”

Partial hearing impairment or hard of hearing; audition is deficient but remain somewhat
functional. Individual who are hard of hearing have enough residual hearing with the use of
hearing aid, they are able to process human speech auditory. The distinction between deaf and
hard of hearing, based on the functional use of residual hearing, it is not as clear as many
traditional definitions imply.

2.3 Types of hearing impairment

There are three major types of hearing impairment, and different degree of hearing loss is
associated with thus three types of hearing loss.

These are conductive hearing loss, sensor neural hearing loss, and mixed hearing loss.

2.3.1 Conductive hearing loss

Blockage or damage to the outer or middle ear that prevalent sound wave from traveling (being
conducted) to the inner ear is called conductive hearing loss. This type of hearing impairment
affects loudness, or intensity with which person hears speech. It is caused by interference with
the transmission of sound from outer ear to inner ear. The interferer may be caused by some
types of blockage, such as a foreign objects or malformation of ears. If detected early most types
of conductive loss are correctable by surgery. A student with this type of hearing loss generally
profit from the use of hearing aid and auditory training because the aid magnifies sound at all
frequencies. Someone with conductive hearing loss has a mild into moderate hearing impairment.

2.3.2 Sensor neural hearing loss

When damage to the inner ear, its hair cell, or auditory nerve causes the problem, these types of
hearing losses is sensor neural hearing loss. These types of hearing loss are affects the
frequencies, intelligibility, and clarity of the sounds the person hear. A sensor hearing loss is
associatd with damage to sensor and organ distraction of auditory nerve. This type of hearing
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loss is not amenable as conductive loss to correct by the use of hearing aid, because the problem
is related to nerve damage. No matter how much the sound is amplified, the nerve damage
prevents the sound from reaching the hearing area of the brain. Consequently a hearing aid will
increases the intensity of sound but not improves the quality of signal.

2.3.3 Mixed hearing loss

It is both conductive and sensory dysfunction. Mixed hearing loss is due to disorder that can
affect the middle and inner ear simultaneously, such as otoasclerosis involving the ossiciles and
the cochlea, head trauma, middle ear trauma, and some inner ear malformation. Auditory
processing disorder (APD) is a deficit in neural processing of auditory stimuli that is not due to
higher order language, cognitive and related factors. However, APD may lead to or be associated
with difficulties in higher order language, learning, and communication function. This type of
auditory problem affects more complex auditory process, such as understanding speech when
there is background noise. The result of hearing sensitivity and physiological test such as
otoacoustic emission (OAE) and auditory brainstem response (ABR) are normal in children with
central auditory disorder.

2.3 Degree of Partial hearing loss or Hard of hearing:

Partial hearing loss are those people in whom the sense of hearing, also defective, is functional
with or without hearing aid; this refers to a person with a hearing loss who relies on residual
hearing to communicate through speaking and lip reading.

Partial hearing impaired: is a general term used to describe any deviation from normal hearing
whether permanent or fluctuating, and rang from mild hearing loss to sever hearing loss.

Residual hearing: refers to how much functional hearing the person has the hearing that remains
after a person has experienced a hearing loss.

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Table 1.1 shows the degree of hearing loss and its classification
Hearing loss in (dB) Classification Effect on ability to understand speech
0 to 15 dB hearing loss Normal hearing loss Non
16-25 dB hearing loss Slight hearing loss Minimal difficulty with soft speech
26- 40 dB hearing loss Mild hearing loss Difficulty with soft speech
41-55 dB hearing loss Moderate hearing loss Frequent difficulty with
normal speech

56-70 dB hearing loss Moderate-sever hearing Occasional difficulty with

loud speech
loss
71-90 dB hearing loss Sever hearing loss Frequent difficulty with loud speech

>90 Db Profound Hearing loss Near total or total loss of hearing

2.4 Causes of hearing impairment

A . Congenital factors

Heredity

More than 200 types of deafness related to hereditary factors the cause of 33% of prelingual
hearing loss remains unknown (center for assessment and demographic studies, 2023]. One of
the most common diseases affecting the sense of hearing is otosclerosis. The cause of this disease
is unknown, but it is generally believed to be hereditary and is manifests most often in early
adulthood. About 10%ofadult have otossclerosis, and it can be passed from one

Prenatal disease

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Several conditions, although not inherited, can result in sensory neural loss. The major cause of
congenital deafness is infection, of which rubella, cytomegalovirus (CMV), and toxoplasmosis is
the most common.

B Acquired factors

Postnatal disease

One of the most common causes of hearing loss in the postnatal period is infection. Postnatal
infection such as measles, mumps, influenza, typhoid fever, and scarlet fever–are all associated
with hearing loss. Meningitis is inflammations of the membranes that cover the brain and spinal
cord and is a case of sever hearing loss in school age children.

Another common case problem that may result from postnatal infection is known as otitis media,
an inflammation of middle ear. This condition which results from severe colds that spread from
the Eustachian tube to the middle ear is the most common cause of conductive hearing loss in
young children.

C Environmental factors

Environmental factors-include extreme change in air pressure caused by explosion, physical

abuse of the cranial area, impact from foreign objects, during an accident, and loud music also
contribute to acquire hearing loss.

Table 1.2 the severity of hearing loss and the possible causes

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Severity of hearing loss Possible causes
Slight hearing loss Otitis media or fluid buildup in the middle ear due to ear infection
damage to the ear through illness, or noise expose

Mild hearing loss Otitis media, prenatal exposure to infection (e.g. rubella,
cytomegalovirus)

Moderate hearing loss Chronic otitis media, middle ear anomalies, sensory neural
damage, prenatal exposure to infection, genetic factors and
damage to the ear through illness, injury or noise exposure.

Sever hearing loss Middle ear anomalies, sensory neural damage, prenatal exposure
to infection genetic factory and damage to the ear through illness
injury or noise exposure.

Profound hearing loss Middle ear anomalies, sensory neural damage, prenatal exposure
to infection genetic factory and damage to the ear through illness
injury or noise exposure.

2.6 Characteristics of students with partial hearing impairment

The loss of hearing imposes certain limitation on peoples. The nature and severity of these
limitations depends upon the type and degree of the hearing impairment. These limitations cause
certain changes in the behavior of the students with hearing impairment. The followings are
some remarkable characteristics of students with hearing impairment.

a) Students with hearing impairments is socially not well adjusted

Hearing impaired children find it more difficulty to adjust to environment, and they are
personality such as withdrawal, submissiveness, temper tantrums. They are jealousy to others.
They are difficulty communicating others.Ingeneralthe hearing impaired children are puzzled and
unhappy in social situation, because they cannot understand what other people are saying.

b) Problem in personal and social development

Children with hearing impairment show some problem in their personal and social development.
Because for them language creates a barrier for normal communication with other children. This
barrier obviously plays an important role in the personal and social development of these

12
children. One of the most significant aspects of hearing impaired child is his increased
independence of others, which leads to some sense of inferiority or guilt.

c) Personality problem

Hearing impaired children are some personality problems which are been revealed in certain
studies. Partial hearing difficulty may create more confrontation and personality problem than in
the case of totally deaf children. Partial deaf child gets more frustrated as they try to reach the
level of others, whereas the total deaf child, to some extent, feels reconciled to his fate. The
incidence of personality problem, thus, is noted to be more in the case of partially deaf than in
the case of totally deaf children, because he cannot understand what other people are saying.

d) Less academic achievement

The studies is revealed that these children are academically inferior to others, as it depends upon
language skills.

The effects of hearing loss on the learning and social adjustment of individual are extremely
varied, ranging from far reaching in the case of pre lingual sensory neural deafness, to quite
minimal, as in the case of a mild post lingual conductive loss fortunately prevention, early
detection and intervention have resulting in much improved progress for individual who is deaf
or hard of hearing.

e) Language and communication characteristics of student with partial hearing impairment

Communication is the process of exchanging knowledge, idea, opinion, and feeling.

Communication always involve sender and receiver of message, but it does not a ways involve
spoken language. The major challenges of students with partial hearing impairment in teaching
and learning were inability to listen and communicate effectively. Communication problem can
affect the ability of children with partial hearing impairment were not interact to convert message
as effectively as possible. Difficulty may be indented in voice, articulation, fluency, phonology,
morphology, and syntax content with deafness lag in vocabulary, grammar, and word order than
children who is no hearing loss and even those who is hard of hearing.

f. Psychosocial characteristics of students with partial hearing impairment

13
Partial hearing impairment can influence a child’s social and emotional development. Based on
the review of the research on the social and emotional adjustment of the deaf is similar to that of
the hearing, with great individual variation. Most hearing impaired people are fully capable of
developing positive relationship with their hearing peers when satisfactory method of
communication can be used. But the greater is the degree of social isolation, even with in the
most caring and sympathetic environment. Children benefit from doing things with peers. They
develop skill needed for sociability and intimacy, they enhance relationship and they gain a sense
of belonging. They are motivated to achieve, and they attain a sense of identity. They learn
leadership and communication skill, cooperation, role and rule.

Children begin to move away from parent influence, the peer group open new perspective and
free them to make independence judgment. In comparing them with others there are children can
gauge their ability more realistic.

Table 1.3 Characteristics and implication of students with hearing impairment

Area Potential difficulties Educational implication
Attention Initial attention to direction/ Provide cues that indicate important
information problem with auditory information is going to be provided
attention Provide oral information in short
Attention span(length of time on amount.
task)focus (inhibition of distracting Provide information, such as direction
stimuli) and important information in written
Selection attention(discrimination on format
important stimulus characteristics) Provide information visually

Memory Problem with auditory memory Stress meaningful content

Problem with vocabulary Provide strategies instruction
development Use multisensory presentation of
information

14
Oral Difficulty understanding teachers Create environment that encourage
communicatio Difficulty understanding peers. verbal communication Provide
n problem
information visually
Provide information in written format
Establish peer support system
Teachers must use effective
communication skill
Promote support from speech-language
pathologists

Language Difficulty with receptive ad Provide alternative mode of

development expressive language communication
Delayed acquisition of vocabulary Create environment that encourage
and language rules verbal communication
Articulation of thought and feelings Encourage expression of thought
Possible interaction of cultural Provide appropriate language models
variances and language dialects

Academic Delayed acquisitions of reading Use learning strategies to promote

deficiency writing and mathematical skill effective studying.
Decoding of text Teach sight word include functional
Reading comprehension application.
Math computation Teach strategies for decoding unknown
Problem solving in mathematics words.
Self-directing expressive writing Develop functional writing skill
Adapt curriculum to promote success
Encourage and support independent
reading
Teach must use effective
communication skill.

15
Social Classroom behavior peer assistance Promote social competence through
behavioral Displaying emotion appropriately direct instruction of skill.
interactions
Reinforce appropriate behavior
Seek self-understanding of reason for
inappropriate behavior
Teach self-management, self-control.
Organize peer support system.

2.7 Identification and assessment of students with partial hearing impairment

How students with partial hearing impairment are identified depends on the degree of their
hearing loss. Student with severe losses are more easily recognized, while those with mild losses
may go unrecognized for many years or even their entire school career because of the way they
manifest their disability.

Teachers should be alert for children who display certain characteristics that could indicate
deficits in hearing. Too often teachers and parents assume children are simply not listening when
they do not respond to question or direction, when in fact, they may not be hearing the
information. Therefore, if students persistently ask for information to be repeated, do not respond
to directions or questions, is articulation problem, or simply appear to not be listening, teachers
should consider a referral for possible hearing loss.

Possible indicators of partial hearing loss

• Turns head to position an ear in the direction of speaker or noise

• Ask for information to be repeated
• Appears to be daydreaming and not paying attention
• Do not respond when asked question or given direction
• Difficulty with sounds and letters
• Speaks in a loud voice
• Pulls on ears
• Frequent ear infection
• Limited vocabulary
16
Informal assessment

Teachers have an ideal opportunity to conduct informal assessment related to hearing

impairment. Informal assessment focuses on observing students for signs that might indicate a
hearing loss.

Formal assessment

there is reason to believe that a child is a hearing impairment, a more formal assessment should
be provided. The most common method of evaluating hearing is the use of pure-tone audiometry,
in which sound of different frequencies are presented at increasing level of intensity. Another
type of formal hearing assessment is tympanometry screening, also known as impedance
audiometry.

Academic assessment

The role of academic assessment is grown tremendously over the past 4 years, primarily due to
no child left behind legislation requiring school to show that students annual yearly progress.

2.8 placement of partial hearing impaired children

The proper placement of partial hearing impaired children is very responsible factors, the
following are considered for placement of student with partial hearing impairment.

Educational placement

The partial hearing impaired children should start their successive education from family till they
complete the school or college education

Placement in primary school

Partial hearing impaired children placed at primary school are divided in to primary level and
upper elementary level. Instructions at primary stage of education are highly structured than
preprimary education. In elementary school the child is in structured through oral method. The
child gets training in speech, reading and all other activity.

Advantages of regular classroom placement

Following are some of advantages offered by regular classroom placement.

17
 • An opportunity to continue relationship with hearing classmates which reinforce the
feeling that the student with partial hearing impairment is more like than not like other
students.
• An exposure to a greater variety of language style. A regular classroom provides normal,
age appropriate speech, language and social modals
• The necessity of establishing a wider variety of communication techniques. A student
who is partial hearing impaired to modify his or her communication skill if he or she is
not understood by classmates. This may necessitate a reexamination of student’s
communication skill.
• An opportunity for a student with partial hearing impairment to compute academically
with hearing classmates.
• Preparation to function in hearing world. All individual interacting with a student who is
partial hearing impaired must remember that the ultimate objective is for the student with
partial hearing impairment to function as independently as possible in a hearing society

2.9Method of teaching

Children with partial hearing impairment differ, one to another in respect to in degree and
type of hearing loss, intelligence and home environment. To meet the need of various types
of hearing impairment children different method of teaching are used.

A The manual method

This method utilizes hand and body movement as substitute for verbal and speech. Figure
spelling or manual alphabets are mainly used as means of communication. The manual method is
preparing a child so that he can be able to master a written language in order to communicate
with others.

b Motor-kinesthetic method

The motor-kinesthetic method is considered as suitable one of learning and developing speech in
hearing impaired children. A number of hearing impaired children fail to make use of their
residual hearing to learn speech. Vision and power to touch are supplemented to learning to
control speech by sensing the muscular movement within their own mouth-larynx, jaw, tongue,
and lip.
18
CHAPTER THREE

3. Methodology of the study

3.1 Study area

This study is conducted at seda liben primary school in ambo administration in ambo zone. ambo
is the capital town of ambo zone that found in west Shewa region. The ambo town is located at
about 110 k.m away from the capital city of the country from Addis Abeba. seda feben primary
school is the one of public school that found in the town. The school was established in 2003
E.C. The school was started providing special need education by accepting student with different
types of disability by regular classroom teacher in2004 E.C. During that time no the means of
addressing the unique need of student with special need, but simply integrating student with
special need in a regular classroom the teachers also no the awareness about the special
educational need and no special need teacher and experts in the woreda ,because of this and the
other reason the student with special educational need cannot get the chance to education during
that time. But now there are 1male and 1 female teacher totally 2 special need teachers and 72
male and 54 female totally 126 students with various special educational need are enrolled or
involved in the school. From these 38 of them is partial hearing impairment.

3.2 study design

The study used the qualitative research method and case study as a research design, because casa
study investigates the behavior of the group and easy to conduct these types of study.

3.3 population sample and sampling techniques

3.3.1 Population
The population of this study is student with partial hearing impairment, the whole teacher of seda
feben primary school .There are a total of 38 students with partial hearing impairment, 91
teachers found in seda liben primary school is the population of this study. School principals and
teachers play an important role to overcome the challenges of student in regular school. Due to
this they selected as a population of the study.

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 3.3.2 Sample of the study
The study is took the sample from total population for interview 7 students from partial hearing
was selected by using purposive sampling in order to get accurate real information from the
whole population, and two teachers from regular teacher and one school principal is selected by
using purposive sampling in order to get required information and participated in interview of the
study. Grade 7 and grade 5 students were selected by simple random sampling technique for
classroom observation during teaching learning process. 4 student with partial hearing
impairment are found in grade seven, 3 student with partial hearing impairment found in grade
five

3.4 Tools of data collection

The study is used interview, observation and document analysis as a data collection tools. To get
firsthand information classroom observation is used by using checklist and teachers, students,
and school principals is participated in interview and also document analysis is used.

3.4.1 Interview
The interview is used as the central instrument for gathering empirical and accurate data on the
educational challenges and prospective of student with partial hearing impairment in a regular
classroom. Interview guides is prepared and conducted with student with partial hearing
impairment, regular school teacher, and the school principal. For this study semi-structured
interview is used as data collection instrument. The interview question is prepared and conducted
in Amharic and English language in order to create clear understanding and recorded with audio
tape.

3.4.2 Observation
Classroom observation is useful to gather firsthand information for this study by using prepared
checklist. Non-participant observation is prepared and conducted. During observation session the
challenges that faced by student with hearing impairment in a regular classroom is observed with
the most systematic manner what affects the academic performance of students with partial
hearing impairment in teaching learning process is observed.

20
 3.4.3 Document analysis
Document analysis helps the proposal to decide how far the academic result of the students with
partial hearing impairment from the regular students. During document analysis session the
proposal is carefully look and analyze the student records or mark list, behavioral list, and
attendance list.

3.5 Procedure of data collection

From the very beginning the proposal is communicated with the school principal and give
awareness about the importance and the purpose of the study and then make discussion about the
selected sample from total population, like for interview the study is selected school principals,
teachers and student with hearing impairment, or observation grade three and grade five to be
selected .After that the proposal communicated with selected sample population to introduce
himself and to get the willingness of the participant in the study or to distribute consent letter in
order to conducted data collection and the last when he is got the permission of participant to
participated in his study by giving accurate real data the proposal is begun the data collecting

3.6 method of data analysis

After collecting the necessary data about the educational challenges of student with partial
hearing impairment in a regular classroom in seda liben primary school in ambo administration.
The analysis and interpretation of the collected data is done by using qualitative method. The
data is collected or secured through interview and observation is completely analyzed and
presented in qualitative method. Ideas proposed on the specific educational challenges of student
with partial hearing impairment in a regular classroom setting and potential solutions of the
challenges and other related problems is summarized and discussed. This study is used thematic
or descriptive data analysis method.

3.7 Ethical consideration

Ethics in proposal consists informed consent anonymity and confidentiality, and plagiarism.
These all above issues are become in to consider when the proposal is been conducted.

consent: - is a process by which a study participant express his / her willingness to participate in
particular trial study after having been informed of all aspects of the trill or study that is relevant
to the study participants decision to participate.

Anonymity and confidentiality – the proposal need to know which type of information can or
cannot be shared with third party with or without the study participant.
21
Any types of information that gets from the participants is keep it confidentially and the proposal
do not use the participants name directly.

Plagiarism – involves using someone else’s ideas or writings and passing them off as one’s own.
When preparing a written report of study, the proposal is an ethical and legal responsibility to
give credit to other for their ideas by providing appropriate reference citation.

Ethical consideration is needed to ensure that the participants of the study is to be well informed
about the whole proposal process and purpose .so that in this study the proposal considered the
required ethical issues starting from the selection of the proposal problem up to the selection of
participants ,and data collection to adhere the ethical proposal standards all the concerned
individual at all level including the study participants were informed of the purpose and the
process of this study. Consents letter is requested from the participant prior to data collection and
they were participating and give to us the required data based up on their willingness.

CHAPTER FOUR

Data analysis

4. Introduction
This chapter deals with the analysis and interpretation of data gathered from participants of the
study through interview, observation and document review. The gathered data was analyzed
depending on the participant’s responses regarding to investigating educational challenges of
students with partial hearing impairment by using thematic or word analysis method.

4.1Data analysis of interview obtained from students with partial hearing impairment.

Table 1, Background information of the Students with partial Hearing Impairment.

22
No Sex No. Age Grade Degree of On set of Parents
education
level hearing hearing
level
impairment impairment

1 F 1 18 Seven Moderate After birth Elementary

2 M 1 17 Seven Mild After birth Non

educated
3 F 1 14 Five Moderate After birth Educated

4 F 1 16 Five Mild After birth Non

educated
5 M 1 13 Five Moderate After birth Non
educated
6 M 1 14 Five Moderate After birth Non
educated
7 F 1 17 Seven Mild After Non
educated
The above table indicates that the participants of students with partial hearing impairment in the
study at Seda Liben primary school that participated in the interview of the study. The
participants of the students with partial hearing impairment the participated in interview is 4
students from grade five and three (3) students from grade seven.

Item one, what is the major problems that faced by students with partial hearing impairment in a
regular classroom? For this question the respondents said that the major problems that faced by
students with partial hearing impairment is the noisiness of the classroom during teaching
learning process, the lack of commitment for teachers to use visual teaching aid, the negative
perception of other students to the students with partial hearing impairment, the lack of
commitment for school to provide hearing aid for target groups, lack of trained professional in
order to give effective support for their learning, and the lack of appropriate support from the
concerned bodies.

Item two, how was the students with partial hearing impairment academic achievement in the
classroom when compared with others? For this question the respondents said that the academic
achievement of students with partial hearing impairment is low when compared with other

23
students achievement, they are under achiever because the lack of appropriate intervention and
support for their education.

Item three: why students with partial hearing impairment faced different educational problems in
the class? For this item the participants said that the students with partial hearing impairment
faced different educational problems due to the negative attitudes of the school community, the
lack of accessible teaching materials, lack of understanding for unique need of students with
partial hearing impairment, shortage of professionals in the field of special need and lack of
interaction between teachers and parents to fulfill needed educational materials for the students
with partial hearing impairment.

Item four: how the school communities perceive the students with partial hearing impairment?
For this item all participants said that the school communities perceive the students with partial
hearing impairment as negatively, the school communities cannot give equal chance as others,
they perceive as burden academically for the teachers and other students.

Item five: who are the major stockholders to improve the academic performance of students with
partial hearing impairment? For this item the participants said that the major stockholders to
improve the academic performance of students with partial hearing impairments are teachers,
professionals on special need, school directors, parents, governments and students themselves.

Item six: how the interpersonal relationship of the students with partial hearing impairment and
others? For this question the interpersonal relationship of students with partial hearing
impairment with others are not well adjusted because the perception of other students towards
with students with partial hearing impairment are negative due to these and other reason the
interpersonal relationship of students with partial hearing impairment and others are not positive.

Item seven: how is the interpersonal relationship between teachers and the students with partial
hearing impairment? For this question the participants said that the interpersonal relationship
between the school teachers and students with partial hearing impairment in Seda Liben primary
school is good, the teachers understand the problem of the students with partial hearing
impairment in the class and support them in the class, but they have no knowledge about the
educational needs of students with partial hearing impairment because they are not professional
of special need education.

24
Item eight: what measure should be taken to improve the educational performance of students
with partial hearing impairment? For this question the participants said that the some measure
should be taken to improve the educational performances of students with partial hearing
impairment is the government should be fulfill the qualified professional in the field of special
need education, the school will be make effective supportive mechanisms in order to improve the
academic performances of students with partial hearing impairment, the classroom teachers will
be uses different teaching method, and teaching aid like visual aid in the classroom, teacher also
place the students with partial hearing impairment in a maximum sound level in a class, and the
teacher speaks loudly when teaching in the class.

Item nine: what types of educational support given in inclusive class for the students with partial
hearing impairment? The educational supports given to student with partial hearing impairment
in inclusive classroom are how the students learn by using residual hearing and they advisable to
use hearing aid in teaching learning process in the classroom.

4.2 analysis of response from regular school teachers obtained through interview

Table 2, background of the regular school teachers participated in interview

No Sex No. Age Service Area of Educational Job title
year level
study
1 M 1 51 26 English Degree Teacher
2 F 1 29 6 Mathematics degree Teacher
Question one:

what do you think about the education of student with partial hearing impairment in Seda Liben
primary school? For the question the participant said that the education of students with partial
hearing impairment is affected by different factors like noise classroom environment,
inappropriate seating position or place, inappropriate use teaching methodology and teaching aid,
lack of knowledge for the teachers how to give effective support for students with partial hearing
impairment and etc. due to these and other reason the education of students with partial hearing
impairment is under question mark.

Question two:

25
what is your experience about the concept of special need education? For this question all
participants said that they have no experiences about education of special need. Some of them
have got sort workshop about the concept of special need the other are not

Question three:

how do you teach the student with partial hearing impairment in regular class room? For this
question the teachers said that they teach the students with partial hearing impairment by using
different teaching methodology, but they cannot support these students individually. There is gap
in the intervention giving process, because they have no deep knowledge about the support
giving mechanism for students with partial hearing impairment.

Question four:

do you think that it is possible to teach student with partial hearing impairment in a regular
classroom? How/ why? For this question the participants said that it is possible to teach the
students with partial hearing impairment in regular classroom by making little instructional
adaptation and modifying the physical class environment, by using appropriate teaching
methodology,

Question five:

what challenging problems are faced by student with partial hearing impairment in regular
school? For this question the participants said that the challenging problems that faced by
students with partial hearing impairment are the noise classroom environment the negative
attitudes of the school community, lack of accessible teaching materials, lack of understanding
for unique need of students with partial hearing impairment, shortage of professionals in the field
of special need and others.

Question six:

what problems affect the academic achievement of student with partial hearing impairment? For
this question the participants said that the problem that affects the academic achievement of
students with partial hearing impairment is the poor arrangement of classroom, lack of needed
support from teachers and others, lack of knowledge for teachers about their unique needs.

Question seven:
26
what looks like the academic performance of students with partial hearing impairment in your
class? For this question all participants said that the academic performances of students with
partial hearing impairment is poor or majority of them are under achiever, they a when compare
with other students.

Question eight:

how do you provide educational intervention for student with partial hearing impairment in a
regular class? For this question he participants said that they provide educational support for
students with partial hearing impairment by putting them in to the maximum sound level, and
talking loudly in the class when teaching in the classroom.

Question nine:

do you have a routine program for consulting the parents of student with partial hearing
impairment? For this question all participants said that they have no routine program for
consulting the parents of students with partial hearing impairment.

Question ten:

what do you recommend or suggest the solution to improve the educational performance of
student with partial hearing impairment? For this question the participants recommended that the
solution to improve the educational performances of students with partial hearing impairment
could be government provides professionals in the field of special need education, and give
training for regular school teachers how to give support in the classroom for students with partial
hearing impairment, the school provides enough supportive materials like hearing aid, and
others.

4.3 Analysis of response from school principals obtained through interview

Table 3, background of school principals that participated in interview

No Sex Age Service year Area of Educational Job title
study level
1 M 39 15 EDPM Degree Principal

27
Question one:

what do you think about the education of student with partial hearing impairment in Seda Liben
primary school? For this question the participants said that the education of students with partial
hearing impairment is challenged because regular school teachers have no training how to
support the student with partial hearing impairment

Question three:

Does the school have any trend in order to give educational intervention for student with partial
hearing impairment? The participant said that the school have no trend to support the students
with partial hearing impairment, the students

Question four:

How the school supports the education of student with partial hearing impairment? For this
question the participants said that the school supports the education of students with partial
hearing impairment by providing different educational materials and facilitating school
environment.

Question five:

What types of challenge affects the educational performance of student with partial hearing
impairment? For this question the participants said that the problem that affects the educational
performances of students with partial hearing impairment is the poor arrangement of classroom,
lack of needed support from teachers and others, lack of knowledge for teachers about their
unique needs, lack of needed materials like hearing aid.

Question six:

Why the education of students with impairment will be affected in a regular school? For this
question the participants said that the education of students with partial hearing impairment
affected in a regular school due to lack of appropriate support from different bodies.

Question seven:

28
how the school communities perceive students with partial hearing impairment? For this question
the participants said that the school communities perceive the students with partial hearing
impairment negatively they cannot give appropriate support for their learning, peers are
discriminate from school activities participation, and teachers and other professionals cannot
provide effective support to the school and out of the school.

Question eight:

what measurement should take to improve the academic achievement of student with partial
hearing impairment? For this question the participants said that the measure should take to
improve the academic achievement of students with partial hearing impairment is: teachers
should be provide effective support for these students, classroom atmosphere should be
conducive and be quite from any disturbances of the sound, the government should fulfill needed
professional for the students with partial hearing impairment, the students with partial hearing
impairment should be seat in maximum sound place in the classroom, and the school should be
provide hearing aid for the students with partial hearing impairment.

4.4 analysis of result obtained through observation

Table 4, the result of observation

No Activities to be observed Yes No
1 There is equal participation between students with partial hearing X
impairment and others.
Yes
2 Students with partial hearing impairment are treated equally with others. X

3 Student with partial hearing impairment attend all school days in the class X

4 Student with partial hearing impairment seat in maximum sound place in X

class.

5 The academic achievement of students with partial hearing is good X

compared with others.

29
6 Student with partial hearing impairment participate actively in cooperative X
learning activity.

7 Does the teacher use visual aid for teaching learning process in class X

8 There is good interaction between teachers and student with partial hearing X
impairment.

9 There is good interaction between students without disabilities and student X

with hearing impairment.

To support the finding obtained through interview the researcher conduct classroom observation
to observe the teaching learning process in the class.

The observation result indicates that when comparing student’s participation with other students,
there are no equal participation between students with partial hearing impairment and other
students.

Regarding to observation item two, the result shows that regular teachers were treated equally
students with partial hearing impairment with others in the classroom.

Students attendance indicates that the students with partial hearing impairment were not attend
all school days in the school, they absent from school for unknown reason.

According to seating arrangement of the classroom the place of seating the students with partial
hearing impairment were not at the maximum sound level. They seat behind the other students
and far from the teachers sound.

Regarding to academic achievement of students with partial hearing impairment, the teachers
mark list indicate that there are difference between academic achievement of students with partial
hearing impairment and others. The academic achievement of students with partial hearing
impairment is below the average when compared with others achievement.

30
The observation result shows that the participation of students with partial hearing impairment in
a cooperative learning group is low. They cannot participate actively in the cooperative learning
group.

Regarding to use of appreciate teaching aid, the teacher cannot use suitable teaching aid for these
students like visual aids, pictures, diagrams and models. The teachers use single method to teach
inclusive classroom.

The observation result indicates that there is good interaction between teachers and students with
partial hearing impairment. But the interaction between students with partial hearing impairment
and other students are not good, the students with partial hearing impairment are segregated from
some activities like group work, pair activities in the class etc.

Table 5, analysis of result obtained from Document review

S.N Item Document to be
O. observed Reponses
Yes No
1 Does the teacher carefully identified the students Teachers X
with partial hearing impairment identification
document

2 Does the students with partial hearing attendance X

document
impairment attend all school day
3 Is the teachers have the program to discuss with discussion report X
the parents of students with partial hearing copy and program
impairment

4 Does the students with partial hearing Mark list X

impairment have equivalent educational
achievement with without hearing impairment.

31
5 Does the students with partial hearing Learning team X
impairment equally participated in cooperative attendance
learning team

6 Does the students with partial hearing Roster X

impairment have highly achiever and get rank
7 Does the school have the knowledge about the Principals document X
education of the students with partial hearing abut students with
impairments
partial hearing
impairment

8 Does the teacher include appropriate instructional Lesson plan X

media and method for students with
partial hearing impairment in his plan
The above table shows that the result of document review according to the result obtained from
document review in the educational challenges of students with partial hearing impairment.

The result has indicated that the teachers were not carefully identified in a regular class; the
identification of students with partial hearing impairment is not done effectively in Seda Liben
primary school.

The teacher’s attendance list result indicated that the students with partial hearing impairment
were not attending all school days in the class.

The teacher’s portfolio review indicates that the teacher cannot contact and discuss with the
parents of students with partial hearing impairment, the parents of students with partial hearing
impairment have the problem awareness about the education of their children.

The teachers mark list result indicated that the students with partial hearing impairment academic
result is low achiever, they are under achiever when the comparing the academic achievement of
students with partial hearing impairment with others.

The cooperative learning team attendance list shows that the students with partial hearing
impairment cannot actively participated in the cooperative learning team study program. They
are passive participants in the team of cooperative learning.

32
The previous year’s roster list indicated that the students with partial hearing impairment cannot
get rank or they are not high achiever, because of lack of appropriate intervention.

The principal’s document result indicated that the school has knowledge about students with
partial hearing impairment that means the students with partial hearing impairment are carefully
identified and selected.

The teachers lesson plan shows that the teachers are not indicated appropriate instructional
materials and teaching method for students with partial hearing impairment. The teacher cannot
give appropriate support for students with partial hearing impairment

CHAPTER FIVE

DISCUSSION

5. Introduction
This chapter deals about the discussion of the finding analyzed and interpreted in the previous
chapter in the chapter four of the study and the data that obtained from the participants of the
study by the help of data gathering instruments. The discussion of the study was done according
to the basic research question that indicated in the chapter one of the study.

5.1 The major challenges faced by students with partial hearing impairment in Seda Liben
primary school
In the finding session of the study indicated that the major problems that faced by students with
partial hearing impairment in the school is the noisiness of the classroom during teaching
learning process. There are different sounds that disturb teaching learning process around
classroom, these sounds are affects the education of students with partial hearing impairment
directly or indirectly. Quite and conducive classroom environment is so vital for teaching
learning process. The lack of commitment for teachers to use visual teaching aid, teachers are the
major role player in the any educational setting, so the teacher should be committed to support
the education of students with partial hearing impairment by using different types of teaching aid

33
and teaching methodology. The negative perception of other students to the students with partial
hearing impairment, the negative outlook of other students towards students with partial hearing
impairment is also other obstacle in the school for education of students with partial hearing
impairment. To avoid the attitudinal barrier the school should give awareness training for regular
students and other school communities. The lack of commitment for school to provide hearing
aid for target groups, inappropriate seating position or place, inappropriate use of teaching
methodology and teaching aid, lack of trained professional in order to give effective support for
their learning, lack of knowledge for the teachers how to give effective support for students with
partial hearing impairment, the negative attitudes of the school community, the lack of
appropriate support from the concerned bodies, shortage of professionals in the field of special
need and lack of interaction between teachers and parents to fulfill needed educational materials
for the students with partial hearing impairment. These factors are the major challenges that
affect the education of students with partial hearing impairment in the Seda Liben primary
school. Therefore to overcome the educational challenges of students with partial hearing
impairment the all concerned body should be committed to work with cooperatively, provides
effective support for the education of students with partial hearing impairment, and fulfill needed
educational materials.

5.2 The casual factors for the challenges of students with partial hearing impairment
The casual factors for the challenges of students with partial hearing impairment is the negative
attitudes of the school community, the school communities perceive the students with partial
hearing impairment as negatively, the school communities cannot give equal chance as others,
they perceive as burden academically for the teachers and other students. The school
communities cannot give appropriate support for their learning, peers are discriminate from
school activities participation, and teachers and other professionals cannot provide effective
support to the school and out of the school. The school communities cannot perceives the
students with partial hearing impairment positively, the school communities cannot give any
chance to the students with partial hearing impairment to participate different school activities,
because of this the negative attitude of school communities are the one casual factor for
educational challenges of students with partial hearing impairment.

The second one is the commitment of concerned body in order to provide effective support for
the students with partial hearing impairment. Providing support for these students are asks

34
potential and commitment. The commitment of teachers, school principals, parents and the whole
school communities are so important to improve educational challenges of students with partial
hearing impairment.

According to data analysis the third casual factors of educational challenges of students with
partial hearing impairment is the shortage of trained professional in the field of special need.

Special need professionals are the main important persons to overcome the educational
challenges of students with partial hearing impairment, so providing trained professional for
school to support education of students with partial hearing impairment is vital.

The fourth and the last casual factors are the lack of awareness for school communities.
According the finding of the study the school communities have no awareness about the
education of students with partial hearing impairment these the awareness problem is affects the
education of students with partial hearing impairment in order to avoid these problem the school
can give awareness and create understanding for whole school communities about the education
of students with partial hearing impairment.

5.3 The measurement should be taken to improve the education of students with partial hearing
impairment
Regarding to measurement should be taken to improve the education of students with partial
hearing impairment; the analyzed data indicates that the measurement should take to improve the
academic achievement of students with partial hearing impairment:

First teachers should be provides effective support for the students with partial hearing
impairment students and use visual teaching aid for the instructional process. Teachers are the
major role play person in the classroom teaching learning process without teachers support the
classroom teaching learning process cannot achieve its goal, with the help of teachers the
students can be successful. To be a successful student in their learning the teachers support and
commitment is under consider.

Second classroom atmosphere should be conducive and be quite from any disturbances of the
sound. Conducive and quite classroom atmosphere is so important for any type of students in the
time of teaching learning process. So to be give intervention for the students with partial hearing
impairment in the classroom the atmosphere of classroom should be quite and conducive.

35
Third the government should fulfill needed professional for the students with partial hearing
impairment, trained professionals in the field of special need is needed in any school to give
effective support for students with partial hearing impairment, due to this the government should
be provides trained professional for school.

Fourth the students with partial hearing impairment should be seat in maximum sound place in
the classroom. Seating arrangement in the classroom for students with different special needs are
so important, students with partial hearing impairment is advantageous from classroom seating
arrangement.

Fifth provide hearing aid for students with partial hearing impairment. The school and other
concerned bodies should be provides hearing aid for the students with partial hearing
impairment. By using hearing aid the students with partial hearing impairment can be overcome
their haring problem and improve their educational problem that comes from the hearing loss.

The last one is giving awareness training for regular school teachers and other school
communities about the education of partial hearing impairment. Giving awareness is important to
change the negative attitude of school community towards students with partial hearing
impairment. due to this the school and other concerned bodies should be create awareness for the
whole school communities about education of students with partial hearing impairment in order
to overcome attitudinal barrier of school communities.

36
CHAPTER SIX

Summary, Conclusion and Recommendation

6. Introduction

This chapter contains three sections: the first section provides review of the study and its finding
in summary form. The second section draws conclusion based on the finding of the study. The
third section consists of recommendation for the all concerned body in order to improve
educational challenges of students with partial hearing impairment in Seda Liben primary school
in Ambo administration, Ambo zone.

6.1 Summary

This study was conducted on the educational challenges of students with hearing impairment in
Seda Liben primary school in Ambo administration to indicate the problem of students with
partial hearing impairment by focusing in the way of experiencing educational challenges, by the
perception of school community towards students with hearing impairment, the reason why the
students with partial hearing impairment faces educational challenges, the factors that affects the
educational performances of students with hearing impairment, and the mechanism should be
taken to improve the educational performances of students with partial hearing impairment.

The main objective of this study was to investigate the educational challenges of students with
partial hearing impairment in Seda Liben primary school in Ambo administration. In order to
achieve this objective, the study was aimed at seeking answer the following basic research
questions.

37
1. What are the challenges faced by student with partial hearing impairment?

2. What are the casual factors for the challenges of students with partial hearing impairment?

3. What are the mechanisms needed to improve the education of students with partial hearing
impairment?

In order to deal with these basic questions, related review literature was properly reviewed and
interview with teachers, students with partial hearing impairment and school principals was
conducted. Classroom observation and document analysis were also conducted with the
participants of the study.

The participants of the study were 1 school principal, 2 regular school teachers, and 6 students
with hearing impairments. The school principals and regular school teachers were selected by
using purposive sampling techniques, and the students with partial hearing impairment were
selected by using simple random sampling techniques. Consequently interview were conducted
with teachers, principals and students with hearing impairment, to supplement this result the
classroom observation and document review also conducted in the two of the class from whole
school class.

The qualitative data collected from participants through interview, classroom observation and
document review were analyzed totally by word analysis method or thematic analysis. Having
analyzed all data obtained from participant properly, the researcher procured the following
results.

The data gathered from participants through interview and classroom observation revealed that
the students with partial hearing impairment education was affected by the different reasons,
these reasons are: the negative attitude of the school communities, lack of appropriate support
from concerned body, shortage of adaptive teaching materials like hearing aids, lack of least
restrictive environment for their learning, inappropriate placement of students with partial
hearing impairment in the classroom, lack of trained professionals in the field of special need, the
absence of visual aid during teaching learning process , peer discrimination from different school
activities, lack of awareness for school teachers for their unique need, lack of cooperation
between the school and the parents of students with partial hearing impairment, lack of
commitment for different stockholders in order to give support for students with partial hearing
38
impairment. These above all problems affect the education of students with partial hearing
impairment in a Seda Liben primary school Ambo administration.

6.2 Conclusion
Based on the above major finding of the study, the following conclusion is drawn for the
educational challenges of students with partial hearing impairment in Seda Liben primary school
in Ambo Administration.

As seen in different literature inclusive education can play crucial role in enhancing social
relation for students with special need, as they will do better when they sense that they are
accepted and valued by their peers, students with partial hearing impairment are able to learn and
benefits from instruction in an integrated classroom, through adequate language and
communication. If students with partial hearing impairment do not communicate well with their
peers and teachers, they fall behind academically and loss their self-confidences.

As previous chapter in finding section indicated the students with partial hearing impairment face
different challenges in their learning. Some of the challenges come from the perception or the
attitude of the school community, the outlook of peers, teachers, school principals, school boards,
committees and others are the major problem for the education of students with partial hearing
impairment.

The students with partial hearing impairment cannot get enough support from concerned body:
the teacher cannot arrange classroom in appropriate way and cannot use sound amplifier during
teaching learning time, sound amplification is vital to teach partial hearing impaired students in a
regular class. The seating arrangement of students with partial hearing impairment cannot well
organized according to maximum sound place, it is advisable for partial hearing impaired
students to seat in front of the class. The school cannot fulfill adaptive teaching materials for
teaching learning process, the adaptive technology like hearing aids are the most useful
equipment to teach the students with partial hearing, the peer groups cannot give chance to
participate in different school activities, the interpersonal relationship is the most important for
social inclusion of students with partial hearing impairment. The parents are not work

39
cooperatively with the school in the issue of students with partial hearing impairment. Due to the
above mentioned reason the education of students with partial hearing impairment is under
problem. Overcoming the above mentioned problem by cooperatively may give advantage for
students with partial hearing impairment and they can get the chance to participate actively in
school curricula and this getting chance is facilitate them to be advantageous in economically,
socially and politically.

6.3 Recommendation
In order to alleviate the problem identified in this study, the following responsible bodies take the
following measurement to overcome the educational problems of students with partial hearing
impairment. Teachers, school principals, administrative staffs, students, student parents, school
communities, governments, non-governmental organizations committees, school boards and
other concerned bodies should take their action to overcome the educational challenges of
students with partial hearing impairment.

Therefore, in order to avoid and overcome the educational challenges of students with hearing
impairment the study point out the following recommendation.

 Teachers should be committed to support the students with partial hearing impairment. In
order to improve the education of the students with partial hearing impairment, the
teacher’s role and commitment plays vital role to overcome the educational challenges of
students with partial hearing impairment. Regular school teachers also work
cooperatively with each other to give holistic support for students with partial hearing
impairment.
 Teachers should use appropriate teaching methodology to the students with partial
hearing impairment. Teachers have the responsibility to address the need of the learner in
the classroom, for these reason teachers should use visual aids in the instructional
process, should use finger spelling and facial expression; speak loud when talking with
students with partial hearing impairment in the instructional process.

 Teachers should arrange the classroom in a suitable form for the students with partial
hearing impairment. The classroom teachers take into account the students with partial

40
 hearing impairment seat in the maximum sound place in the classroom. The classroom
environment should be keep quite from any disturbances of sound. The classroom teacher
consider the communication skill when talking with students with partial hearing
impairment, they talk direct to the students by face to face.
 The school should play the facilitative role in order to create least restrictive environment
for students with partial hearing impairment in regular school setting by developing
awareness for whole school communities about the problems of students with partial
hearing impairment in education. The school also provides different teaching materials
for students with partial hearing impairment to facilitate their learning in the classroom.
 The school should be work with the parents of students with partial hearing impairment
in cooperatively to provide holistic support for students with partial hearing impairment
in the regular school setting.
 The school should also contact with NGOs and government bodies to work cooperatively
with them to create conducive environment for students with partial hearing impairment
by fund raising and conducting training for the concerned bodies.
 The parents of students with hearing impairment work cooperatively with school and
teachers to improve educational performances and to give effective support for students
with partial hearing impairment. The parents should follow up their children’s
educational performance in daily by discussing with their teachers.
 Teachers should be take necessary modification and adaptation on instruction that
suitable for students with partial hearing impairment in order to address the unique need
of students with partial hearing impairment.
 The teacher should be carefully identify the students with partial hearing impairment, that
means the types of hearing impairment and the severity of hearing loss and contact or
discuss with their parents and other concerned bodies for give necessary support to their
education.
 The regional and national government provides skillful and trained professionals in the
field of special need to teach students with partial hearing impairment, and also provides
different educational materials like hearing aids and others.
 The government should states clearly guidelines to provide special education for children
with different types of disabilities. The guidelines, legislations, educational police, and

41
 teacher training programs should be give priorities for education of students with partial
hearing impairment.
 The school should work on the awareness creation for school communities to overcome
or change attitude of school communities towards the students with partial hearing
impairment.
 Regular students and peers should accept the uniqueness of the students with partial
hearing impartment, and should encourage the participation in group activities and
playing ground.
 The students with partial hearing impairment should develop their intrapersonal
relationship, self-esteem, self-confidence and make struggle in order to respect their right
of education.

42
REFERENCES
Ann Turnbul, Rud Turnbull, Michael L.Wehmeyer, 2010) exceptional lives, special education in
today’s school.

Bill R. Gearheart, Mel W.Weishahn,Carol J. Gearheart,1996. The exceptional student in the

regular classroom.

Binod Kumar Sahu 2002. Education of the exceptional children

Deborah Deutsch smith & Naomi Chowdhuri Tyler, 2010) introduction to special education
seventh edition. Making differences

Fiedle,B.C (2001), considering placement and educational approaches for student who are deaf
and hard of hearing.

Gallaudet, research institution (2006) literacy and deaf students.

Harrington, M. (2003) hard of hearing students in the public school.

Karen L. Freiberg (2002). Educating exceptional children.

K. Eileen Allen Ilene S. Schwartz (1996) The exceptional child inclusion in early child hood
education.

Linehan, (2000) education interpreters for student who are deaf and hard of hearing.

Luft, P. (2008) Examining educators of the deaf as highly qualified teachers.

Marschark, M, lang,H.G, Albertine J.A(2002)educating deaf students from reseach to practices.

Moores, D.F (2001) Educating the deaf psychology principle and practices.

Michael L Hardman, Clifford J Drew, & M Winston Egan 2008, human exceptionality.

Michael Farrell (2008) educating special children

Polanco,R. and Guillermo, I (2007) cultural attitude towards hearing loss.

Reid,R.andlienemann.J.O(2006) strategy instruction for students with hearing disabilities.

43
Samuelkirk, James Gallagher, Merry Ruth Coleman (2012). Educating exceptional children.

Tom E.C. Smith, Edward A.Polloway,James R .Patton,& Carol A. Dowdy, 2012, Teaching
students with special needs in inclusive setting, sixth edition.

White, K.R (2006).Early Intervention for Children with Permanent Hearing Loss.

Ysseldke J.E and Algozzine,B.(1995)Special education a practical approach for teachers

44
 Appendix-i

በ አምቦ ዮኒቨርስቲ

ልዩ ፍላጎትና አካቶ ትምህርት

ለመምህራን የተዘጋጅ ቃለ-መጠየቅ

ውድ መምህር የዚህ መጠየቅ ዋናዓላማ በከፍል መስማት የተሰናቸው ተማሪዎች በአካቶ ት/ት ክፍል
ውስጥ የሚያጋጥማቸው ችግሮችን ለመለየትና ለችግሮቹ አስፈላጊናቸው የተባሉ መፍትሔ አቅጣጫዎች
ለመጠቆም ነው፡፡

ስለሆነም የእርስዎ መስማት ስለተሳናቸዉ ተማሪዎች የሚሰጡት መረጃ ለዚህ ጥናት መሳካት አይነተኛ
አስተዋጾኦ አለው፡፡በዚህ መሠረት በቅንነትና በታማኝነት ጥያቄውን በመመለስ ስለተባበሩ ከልብ
እናመሰግናለን፡፡

ማሳሰቢያ፡-የዚህ ቃለ-መጠየቅ ምላሽ አንድና አንድለት/ታዊ ጥናትና ምርምር ብቻ ነው

የሚያገለግለው፡፡

ክፍል 1 የግል መረጃ

-ዕድሜ ሀ/20-25 ለ/26-30 ሐ/31-35 መ/36 እና በላይ

-ጻታ ሀ/ሴት ለ/ወንድ

-የት/ት ደረጃ ሀ/ዲፕሎማ ለ/ዲግሪ ሐ/ሁለተኛዲግሪ

-የአገልግሎት ዘመን ሀ/0-5 ለ/6-10 ሐ/11-15 መ/16 በላይ

1.በሰደን ልበን ት/ቤት ስላሉ በከፈል መስማት ስለ ተሰናቸው ተማሪዎች የትምህርት ሁኔታ ምን ይላሉ?
……………………………………………………………………………………………………….
……………………………………………………………………………………
45
 2.ስለ ልዩ ፍላጎት ት/ት ያለዎት የእርሶ ግንዛቤ ምን ይመስላል?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…

3.በአካቶ ት/ት በከፈል መስማት የተሳናቸው ተማሪዎች እንዴት ያስተምራሉ?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…

4.በአካቶ ት/ት በከፈል መስማት የተሳናቸውን ተማሪዎችን ለማስተማር መምህራን ስልጠና ወስደዋል?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…

5.በአካቶት/ት በከፈል መስማት የተሳናቸው ተማሪዎች የሚያጋጥማቸው ችግሮች ምንድናቸው?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
……

6.ምን ዓይነት ችግሮች ናቸው በከፈል መስማት የተሳናቸው ተማሪዎች የትምህርት ውጤት የሚጎዳው?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……

7.በከፈል መስማት ለተሳናቸው ተማሪዎች የሚደረግላቸዉ የት/ት እገዛ ምንምን ናቸዉ? ውጤታቸው ምን
ይመስላል?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……

8.በከፈል በመስማት ለተሳናቸው ተማሪዎች ት/ታዊ ድጋፍ እንዴት መስጠት ይቻላል?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
……

9.በከፈል መስማት የተሳናቸው ተማሪዎች ወላጅ ጋር የምትገኛኙበት ፕሮግራም አለህ?

…………………………………………………………………………………………………
46
 …………………………………………………………………………………………………
……

10.በአካቶ ት/ት በከፈል መስማት የተሳናቸውን ተማሪዎች ውጤት ለማሻሻል ምን ዓይነት አስተያየት
ትሰጣለህ?
…………………………………………………………………………………………………
……………………………………………………………………………………………

Appendix-ii

በአምቦ ዩኒቨርስቲ
ልዩ ፍላጎትና አካቶ ትምህርት ኮሌጅ
ልዩ ፍላጎትና አካቶ ትምህርት
ለ ር/መምህራን የተዘጋጅ ቃለ-መጠየቅ

ውድ ርዕሰ መምህር የዚህ መጠየቅ ዋና ዓላማ በከፍል መስማት የተሰናቸው ተማሪዎች በአካቶ ት/ት
ክፍል ውስጥ የሚያጋጥማቸው ችግሮችን ለመለየትና ለችግሮቹ አስፈላጊ ናቸው የተባሉ መፍትሔ
አቅጣጫዎች ለመጠቆም ነው፡፡

ስለሆነም የእርስዎ መረጃ የዚህ ጥናት መሳካት አይነተኛ አስተዋጾኦ አለው፡፡በዚህ መሠረት
በቅንነትና በታማኝነት ጥያቄውን በመመለስ ስለተባበሩ ከልብ እናመሰግናለን፡፡

ማሳሰቢያ፡-የዚህ ቃለ-መጠየቅ ምላሽ አንድና አንድለት/ታዊ ጥናትና ምርምር ብቻ ነው

የሚያገለግለው፡፡

ክፍል 1 የግል መረጃ

-ዕድሜ ሀ/20-25 ለ/26-30 ሐ/31-35 መ/36 እና በላይ

-ጻታ ሀ/ሴት ለ/ወንድ

-የት/ት ደረጃ ሀ/ዲፕሎማ ለ/ዲግሪ ሐ/ሁለተኛ ዲግሪ

47
 -የአገልግሎት ዘመን ሀ/0-5 ለ/6-10 ሐ/11-15 መ/16 በላይ

1.ከዚህ በፊት ስለ ልዩፍላጎት ት/ት ዕውቀትና ልምድ አለዎት?

…………………………………………………………………………………………………
…….……………………………………………………………………………………………
2.በሰደን ልበን ት/ት ቤት ስለ ሚገኙ በከፈል መስማት ስለተሳናቸው ተማሪዎች ት/ት ዉጤት እንደት
ያያሉ?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…

3.ት/ቤቱ ከፍል መስማት የተሳናቸው ተማሪዎች የሚደግፍበት ስልት አለው?

…………………………………………………………………………………………………
……..…………………………………………………………………………………………

4.በከፈል መስማት የተሳናቸው ተማሪዎች ት/ቤቱ እንዴት በ ት/ት ይረዳቸዋል?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…

5.ምን ምን ዓይነት ችግሮች ናቸው በከፈል መስማት የተሳናቸው ተማሪዎችንጽበአካቶ ት/ት ውስጥ
የሚገጥማቸዉ?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……

6.በከፈል መስማትፅየተሳናቸው ተማሪዎች በአካቶ ት/ት ውስጥ ለምን ውጤታቸው ይቀንሳል?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…

7.የት/ቤቱ ማህበረሰብ እንዴት በከፈል መስማት የተሳናቸው ተማሪዎች ያያል?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…

48
 8.በከፈል መስማት የተሳናቸው ተማሪዎች ውጤት በአካቶ ክፍል ውስጥ ለማሻሻል ምን ምን እርምጃ
መወሰድ አለባቸው ትላለህ?
…………………………………………………………………………………………………
……………………………………………………………………………………………….....
......

9.የተማሪዎችን ችግሪ ለመቀረፍ የተደረገ እንቅስቃሰ ምን ምን ነዉ?

…………………………………………………………………………………………………
……………………………………………………………………………………………….....
......

Appendix-iii

በአምቦ ዩኒቨርሲቲ
የልዩ ፍላጎትና አካቶ ት/ት
የልዩ ፍላጎትና አካቶ ት/ት ክፍል
የክፍል ምልከታ ቼክሊስት በከፍል መስማት የተሳናቸው ተማሪዎች የክፍል ውስጥ መማር ማስተማር
ለመመልከት የተዘጋጀ

የዚህ ምልከታ ዋና አላማ ከፍል መስማት የተሳናቸው ተማሪዎች በኣካቶ ት/ት ውስጥ የሚገጥማቸውን
ችግር ለመለየትና አስፈላጊ መፍትሄ ለመጠቆም ነው፡፡ከዚህ ምልከታ የሚገኘው ማንኛውም መረጃ
አንድና አንድ ለዚህ ት/ታዊ ጥናትና ምርምር ብቻ ያገለግላል፡፡

ተ.ቁ የምልከታ ነጥብምላሸ

አዎ አይደለም

1 በከፈል መስማት በተሳናቸው ተማሪዎች መካከል መስማት ከሚችሉ ጋር ሲነፃፀር እኩል

የት/ት ተሣትፎ አለ?
2 በከፈል መስማት የተሳናቸው የተማሪዎች ከሌሎች ጋር በእኩል ዓይን መምሩ ያያቸዋል?
3 በከፈል መስማት የተሳናቸው ተማሪዎች የት/ት ውጤት ጥሩ ነው?

49
 4 በከፈል መስማት የተሳናቸው ተማሪዎች በሁሉም የት/ት ቀን ወደ ት/ቤት ይመጣሉ?

5 በከፈል መስማት የተሳናቸው ተማሪዎች በጋራ ጥናት ቡድን ውስጥ በንቃት ይሳተፋሉ?
6 በክፈል መስማት የተሳናቸው ተማሪዎች ከፊትለፊት ይቀመጣሉ?
7 በከፈል መስማት የተሳናቸው ተማሪዎችና በ መምህራቸው መካከል ጥሩ የሚባል ግንኙነት
አለ?
8 በከፈል መስማት የተሳናቸው ተማሪዎች ከሌሎች ጋር በክፍል ውስጥና ከክፍል ውጭ ጥሩ
የሚባል ግንኙነት አለ?
9 መምህሩ የት/ት መረጃ መሣሪያ በመጠቀም ያስተምራል?

10 በአካቶ ክፍል ዉስጥ መስማት የተሳናቸዉ ተማሪዎች የተለያዩ ችግሮች ያጋጥማቸዋል?

11 መምህራን መሰማት የተሳናቸዉን ተማሪዎች በአካቶ ት/ት የማስተማር ልምድና ክህሎት
አላቸዉ?

Appendix-iv

በአምቦ ዩኒቨርሲቲ
የልዩ ፍላጐትና አካቶ ት/ት ኮሌጅ
የልዩ ፍላጐትና አካቶ ት/ት ክፍል

በከፈል መስማት ለተሳናቸዉ ተማሪዎች የተዘጋጀ መጠይቅ

ውድ ተማሪ የዚህ መጠይቅ ዋና ዓላማ በከፍል መስማት የተሰናቸው ተማሪዎች በአካቶ ት/ክፍል ውስጥ
የሚያጋጥማቸው ችግሮችን ለመለየትና ለችግሮቹ አስፈላጊ ናቸው የተባሉ መፍትሔ አቅጣጫዎች
ለመጠቆም ነው፡፡

ስለሆነም የአንተ/ያንቺ መረጃ የዚህ ጥናት መሳካት አይነተኛ አስተዋጾኦ አለው፡፡በዚህ መሠረት
በቅንነትና በታማኝነት ጥያቄውን በመመለስ ስለተባበሩ ከልብ እናመሰግናለን፡፡

ማሳሰቢያ፡-የዚህ ቃለ-መጠየቅ ምላሽ አንድና አንድለት/ታዊ ጥናትና ምርምር ብቻ ነው

የሚያገለግለው፡፡

ክፍል 1 የግል መረጃ

-ዕድሜ ሀ/7-10 ለ/11-15 ሐ/16-20 መ/20 በላይ

50
 -ጻታ ሀ/ሴት ለ/ወንድ

-የክፍል ደረጃ ሀ/1-4 ለ/5-8

1. በከፈል መስማት የተሳናቸው ተማሪዎች በአካቶ ክፍል ውስጥ የምያጋጥማቸው ዋና ዋና ችግሮች ምንድናቸው?
………………………………………………………………………………………………
………................

2. በከፍል መስማት የተሳናቸው ተማሪዎች የት/ት ውጤት በአካቶ ክፍል ውስጥ ከሌላው ተማሪ ውጤት ጋር ሲነ ፃፀር እንዴት
ይታያል?
………………………………………………………………………………………………
……………………………………………………………………...........................

3. በአካቶ ት/ት ውስጥ በከፈል መስማት በተሳናቸው ተማሪዎች ት/ት ላይ ለምን ችግር ያጋጥማችኋል?
………………………………………………………………………………………………
…………………………………………………………………….............................

4. የት/ቤቱ ማ/ሰብ በከፈል መስማት የተሳናቸው ተማሪዎች እንዴት ያያሉ?

………………………………………………………………………………………………
…………………………………………………………………….............................

5. በከፈል መስማት የተሳናቸው ተማሪዎች የት/ት ውጤት ለማሻሻል የሚመለከታቸው ባለድርሻ አካላት እነ ማንናቸው?
………………………………………………………………………………………………
…………………………………………………………………….............................

6. በከፈል መስማት የተሳናቸው ተማሪዎች መስማት በምችሉ ተማሪዎች መካከል ያለው ግንኙነት እንዴት ይታያል?
………………………………………………………………………………………………
…………………………………………………………………….............................

7. በከፈል መስማት በተሳናቸው ተማሪዎችና በመ/ራን መካከል ያለ ግነኙት እንዴት ይታያል?

………………………………………………………………………………………………
……………………………………………………………………............................

51
 8. በከፈል መስማት የተሳናቸው ተማሪዎችየ ት/ት ውጤት ለማሻሻል ምን እርምጃ መውስድ አለበት ይላሉ?
………………………………………………………………………………………………
……………………………………………………………………...........................

9. በአካቶ ት/ት ውስጥ በከፈል መስማት ለተሳናቸው ተማሪዎች የሚደረግላቸዉ ት/ት የት/ት እገዛ
ምንድናቸው……………………………………………………………………………………………
………………………………………………………………………..........................

Appendix-v
Document analysis check list to observe different document in the educational challenges of
students with partial hearing impairment in Seda Liben primary school

Item Document to be
S.N observed Reponses
O Yes No
1 Does the teacher carefully identified the students Teachers
with partial hearing impairment identification
document

2 Does the students with partial hearing attendance

document
impairment attend all school day
3 Is the teachers have the program to discuss with discussion report
the parents of students with partial hearing copy and program
impairment

4 Does the students with partial hearing impairment Mark list

perform equal with others

5 Does the students with partial hearing Cooperative

impairment equally participated in cooperative Learning team
learning team
attendance

52
6 Does the students with partial hearing Roster
impairment have highly achiever and get rank
7 Does the school have the knowledge about the Principals document
education of the students with partial hearing abut students with
impairments
partial hearing
impairment

8 Does the teacher include appropriate instructional Lesson plan

media and method for students with
partial hearing impairment in his plan

53