Communication Skills and Its Impact on the Academic Capabilities of Deaf Children in Inclusive Educational Setting: The Case of Selected Primary Schools in North Gondar Zone

Abstract

The study was conducted in three primary schools of North Gondar Zone such as Serko, Chuhit and Limatber. The participants of the study were deaf children, their hearing peers, special needs education teachers and school principals. 12 deaf children, 5 special needs teachers, 6 school principals and 5 hearing children were the informants of the study. Interview, observation, focus group discussion (FGD), informal talks and document review were the data gathering instruments. The data collected through different instruments were analyzed qualitatively. The result of the study also showed that the mode of commination for deaf children with deaf, their hearing peers and teachers were different in different activities such as:  In play, teaching-learning process and other social activities. In addition, the result of the study revealed that those deaf children who have better communication skills have better academic abilities and achievement It is recommendations that the professional capacity of special needs education teachers should be enhanced by the schools using series on the job trainings; the school should work more on sign language training.

Keywords: communication skills, deaf children, inclusive education, academic capabilities, primary school

DOI: 10.7176/NMMC/77-01