Deaf learners’ academic and social difficulties and coping mechanisms in Ethiopian elementary schools

Abstract

AbstractThis study examined deaf learners’ academic and social difficulties as well as their coping mechanisms in Ethiopian elementary schools. To do this, the study adopted a phenomenological design from qualitative research methodology. Purposive sampling methods were used to choose nine deaf students for semi-structured interviews. Using word-by-word narrative analysis, data were analyzed. The lack of sign language interpreters and teachers' exclusionary behaviors were found to be some of the academic and social obstacles faced by deaf learners in the research area. The study also found that deaf learners in participating schools used problem-focused coping techniques, including pen-and-paper techniques for interpersonal communication, and maladaptive coping mechanisms like ignoring and social withdrawal. According to the report, local authorities should organize awareness workshops for instructors from participating schools on how to instruct deaf learners in inclusive environments.