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Psycho-educational Practices and Challenges of Children With Hearing Impairment in Selected Regular and Residential Primary Schools of Hossana City Administration Haddiya Zone

Year: 2025
Type: article
Abstract: ABSTRACT: The purpose of this study was to investigate the psycho-educational practices and challenges of children with hearing impairment in selected regular and residential primary school for the deaf in Hossana city administration, Haddiya zone. Mixed research approach was employed to achieve the objectives of the study. Within the mixed method, the concurrent design was used. 30 CWHI, their 30 peers, 30 teachers, 8 parents and 2 principals totally 100 participants were participated in the study. They were selected using simple random, convenience and comprehensive sampling technique respectively. Data were obtained through questionnaire, interview and observation. Convergent model was used to analyze and interpret the data. Quantitative data was analyzed and presented using tables, frequencies and percentages whereas qualitative data was analyzed by categorizing into themes and presented in form of narratives. The study found that CWHI faced with many challenges; the major ones were inadequacy of qualified teachers in sign language and lack of professional competence, lack of access to enroll school on right age, lack of guidance and counseling services and discrimination. It was also found that restricted physical, psychological and social environment, awareness gap of teachers, lack of learning and teaching facilities and lack of financial support which hold back the psychological well-being and educational achievement of students with hearing impairments in those schools. Generally, majority of the investigated challenges were out of reach by single body thus; it needs a combined effort of concerned bodies to address the issue with joint force, therefore based on the findings and analysis, conclusions and recommendations were forwarded.
DOI: 10.20372/nadre:16188
Language: English
Field: Psychology
Open Access status: green
OpenAlex ID: W6944800432
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