This document provides an outline for a thesis that will assess the practice and challenges of using sign language as a medium of instruction among deaf students at Yekatit 23 Primary School in Bahir Dar, Ethiopia. The study will employ a mixed methods research design and collect data from 15 deaf student respondents and 7 special needs teachers through surveys and interviews. The thesis will be submitted in partial fulfillment of requirements for a BA degree in Special Needs and Inclusive Education at Bahir Dar University. It will consist of 5 chapters that will introduce the topic, review relevant literature, describe the research methods, analyze the results, and provide conclusions and recommendations.

1. BAHIR DAR UNIVERSITY
COLLEGE OF EDUCATIONAL AND BEHAVIOURAL SCIENCE
DEPARTMENT OF SPECIAL NEEDS AND INCLUSIVE
EDUCATION
THIS THESIS IS SUBMITTED TO THE DEPARTMENT OF
SPECIAL NEEDS AND INCLUSIVE EDUCATION IN
PARTICULAR FULFILLMENT OF THE REQUIREMENTS FOR
BA DEGREE
Practice and challenges of “using sign language” as a medium instruction
of among Yekatit 23 primary school Deaf students.
Prepared by
Amanuel Endale
Advisor Bahirdar
Solomon Adane March , 2016

2. ACKNOWLEDGMENT
My profound gratitude goes to my Almighty God for providing me with knowledge,
wisdom and strength of completing this project successfully.
In particular, I would like to thank the following officials: The special needs professional in
Yekatit 23 Primary school , Mr. Fikadu W/michael, W/ro Lawayish, Mr. Demelash Ato
Abel and all of the school community who went out of their way to ensure that I was able to
establish the necessary contacts, gather a rich variety of data and have working space for
processing the data collected during the study.
Secondly, I wish to express my sincere gratitude to my advisor Ato Solomon Adane for his
scholarly postive guidance and I would like to thank all the special needs and inclusive
department staff member and my classmate for their constructive criticisms through out the
process of my investigation.

3. Content Out Line
Contents page
Acknowledgements
Chapter One
1. Introduction
1.1 Background
1.2 Statement of the problem
1.3 Objective of the study
1.4 Significance of the study
1.5 Delimitation of the study
1.6 Operational Definition
1.7 Assumption of the study
Chapter Two
2. Review of related literature
2.1 Language in education
2.2 Mother tongue in education
2.3 sign language and Deaf culture
2.4 Deafness
2.5 Medium of instruction
2.6 Teaching material
2.7 Teaching learning environment
2.8
Chapter Three
3. Methods
3.1 Design of The study
3.2 Population, Sample and Sampling
Techniques
3.3 Instruments
3.4 Procedure of data collection
3.5 Data Analyses
Chapter Four
4. Analysis and discussion of data
4.1. Back ground of Respondents
•
Chapter Five
5. Summary, Conclusions and Recommendation
5.1 summaries
5.2 Conclusion

4. 5.3 Future direction
REFERENCE
Appendix A
Appendix B
Appendix C
Chapter One
1. Introduction
1.1 Background
From earlier recorded history gestures have been used for communication between groups
of different languages and cultures. The use of formalized language of signs however has
been gradual until the first attempt to educate deaf children was made. The public education
of the hearing impaired using sign language began in France. In 1755 Abbe Charles de l’
Epee founded the first public school for the deaf. He refined and developed the language of
signs into a full language from which the present sign language are derived (Berker, 2011)
children who are exposed to a sign language for the first time in late childhood or
adolescence turn out to be less proficient sign language users then those exposed to sign
from birth moreover deaf individual who acquire scam language (in sign or speech) during
childhood never catch up in adulthood and do not attain native like proficiency in any
language be it America Sign Language. (Goldin- Meadow and Mayberry (2001)
The types of sign language are varies used in each country, therefore, the legislators and
governments understand the roles of sign languages in different ways. In some countries the
rights of Deaf people to education and equal participation in the society are secured by
legislation. In others it is forbidden to use sign language even in class rooms. (WDF) A
deaf person’s access to sign language and belonging to a Deaf community should not be
denied or ignored by our governments. The first country in the world where sign language
was recognized and passed into parliament was Uganda in 1995 as stated in World deaf
federation. (WDF)
The current education system, especially in the choice of educational medium, follows the
logic of decentralized policy. As result, over twenty nationality languages have been used as
the language of learning in primary schools in different regions of the country (Hailemariam
et al ., 2014) this is include sign language.
Thus, the present study will aim at assessing the practice and challenges of sign language as
a medium of instruction in Bahir dar town in the case of Yekatit 23 primary school.

5. 1.2 Statement of the problem
The statement of the problem of this study is to find out the practice and challenges of sign
language as a medium of instruction in its various forms have any influence on academic
performance among Yekatit 23 Primary school students; because many students, however
refused to be convinced that their success in academic achievement depends on their
medium of instruction according to many scholars.
The research confirms that linguistic isolation, the lack of deaf‐appropriate teaching
strategies, and an over‐dependence on teacher aides who have limited experience are the
main barriers to success amongst children who are deaf (McKee, 2003)
The process of curriculum implementation has been described as a “black box” (O’Sullivan,
2002) in which challenges to implementation can arise. The complexities of and incongruent
relationship between curriculum policy and its practice are indicators of the implementation
problems (Elmore & Sykes, 1992).
Based on the above rational of the present study, the following basic research question are
formulated
1. How is sign language offered as a medium of instruction?
2. What are the major challenges while implementing sign language
as a language of instruction?
3. What are the current practice of sign language as a medium of
instruction?
4.What possible action should be taken to improve the current practice of sign
language as a medium of instruction.
1.3 Objective of the study
This are the general and specific objective of the research
1.3.1 General objective
• The general objective of this study is to know the practice and challenges of sign
language as a medium of instruction and the major problem student with hearing
impairment face while practicing sign language as a medium of instruction at Yekatit
23 primary school in Bahir dar town.
1.3.2 Specific objective
The researcher has prepared the following specific objectives to be accomplished in the
actual work. Fulfillment of this senior essay will be enabling the researcher

6. • To find out the challenge of student and teacher face while practicing sign language as a
medium of instruction.
• To know the present practice of sign language as a medium of instruction
• To investigate the ability and experience of teachers and sign language interpreter.
• To raise the necessary solution
1.3 Significance of the study
The study will contribute to understand practice and the state of Deaf learners using sign
language as a medium of instruction and it would provide data regarding to their challenges
of sign language practice as a medium of instruction.
Learning a first language such as sign language with consistent exposure to proficient
primary language models has been identified as one of the best practices in supporting
literacy development among children who are deaf and hard of hearing (Easter brooks &
Stephenson, 2006)
This study is expected to come up with same findings and recommendations regarding using
sign language as a medium of instruction at Yekatit 23 primary school. The researcher
hoped that the result of the study will be helpful in the following major
• It will decrease the challenges of students and teachers in their communication using
sign language as a medium of instruction.
• Giving direction to those who want to conduct further research regarding to this topics
and other related area.
1.5 Delimitation of the study
The researcher was conducted to assess the practice and challenges of sign language as a
medium of instruction. Hence, participant of the study will be all deaf students and primary
school student in Yekatit 23. The main reason to study in this area is there is no school in
Bahir dar town that give sign language as a medium of instruction and the main reason to
restrict the study on Bahir dar town is because of the time and financial constraints.
1.6 operational definition
Sign language : A language that uses a system of manual, facial and other body
movement as the means of communication, especially among Deaf
people.
Deaf : A person who is not able to hear as well as someone with normal hearing –
hearing thresholds of 25 dB or better in both ears.

7. Challenge : The situation of difficulties in practicing sign language as a medium of
instruction.
Medium of instruction : is the language used by the teacher and student to teaching
and learning process.
Perception : The process by which people translate sensory impressions into a
coherent and undefined view of the world around them.
Primary language : is the language or are the languages a person has learned from
birth or within the critical period, or that a person speaks the best.
Hearing impairment :
Skill : is an ability to do something acquired through practice and learning.
Disability : is a limitation to perform an activity in the manner or within the range
considered “normal” for the same age, culture, and education
1.7 Assumption of the study
The poor practice of sign language as a medium of instruction and challenges while
teaching learning may affect the students academic achievement.
The researcher assumed that there may be a challenge in practicing sign language as a
medium of instruction because of the teachers teaching experience and the student teacher
ratio not well matched and there is low instructional material.

8. Chapter Two
2. Review of related literature
2.1 Language in education
Firstly, language is the instrument we use to communicate with others. But above all,
language is also the instrument we use to think, analyses and relate to other people and our
environment. Language is therefore the basis for self-awareness, for a sense of meaning and
for intellectual development.(Collier & Thomas, 1997:39)
According to Professor Marc Van Language is the one criteria that differ human being from
Animal. If someone asked you what separates humans from other animals, one of the first
things that would probably come to mind is language. Language is so fundamental to human
life that it's hard to imagine what life would be like without it. In fact, the original term for
language referred to it as part of the body—language is derived from the Latin word lingua,
meaning tongue. Barnett highlights the inseparability of language from man when he says,
“Verbal communication is a condition of the existence of human society.”
“You can teach a student a lesson for a day; but if you can teach him to learn by creating
curiosity, he will continue the learning process as long as he lives.” Clay P. Bedfordthe
The aim of education should be to teach us rather how to think, than what to think—rather
to improve our minds, so as to enable us to think for ourselves, than to load the memory
with thoughts of other men
Educational policy-makers are confronted with the challenge of having to ensure language
education standards for the whole population of a country, while at the same time protecting
the rights of those who belong to specific linguistic and ethnic populations. UNESCO stated
that encourages countries to adopt mother tongue-based bilingual or multilingual
approaches in education where relevant - an important factor for inclusion and quality in
education. For UNESCO, ‘multilingual education’ refers to the use of at least three
languages in education: the mother tongue, a regional or national language and an
international language.
2.2 Mother tongue in Education
The mother tongue is therefore an essential instrument during identity development. The
child will develop his relationship with his parents, family members, extended family,
friends, but also with his own past, future and own culture through the mother tongue. The
mother tongue is even more important to children growing up abroad; it will give them
cultural stability and will teach them to react to changes more effectively. The mother

9. tongue will also provide a foundation for managing other languages, as the learning of other
languages will happen through the mother tongue.(Collier & Thomas, 1997)
Some educators argue that only those countries where the student’s first language is the
language of instruction are likely to achieve the goals of Education for All. Research also
suggests that engaging marginalized children in school through mother-tongue based,
multilingual education (MTB-MLE) is a successful model (Benson & Kosonen, 2013;
Yiakoumetti, 2012)
2.3 Sign language and Deaf culture
A sign language (also signed language) is a language which chiefly uses manual
communication to convey meaning, as opposed to acoustically conveyed sound patterns.
This can involve simultaneously combining hand shapes, orientation and movement of the
hands, arms or body, and Facial expression to fluidly express a speaker's thoughts.
2.3.1 Deaf cultures
Deaf Culture is the heart of the Deaf community everywhere in the world. Language and
culture are inseparable. They are intertwined and passed down through generations of Deaf
people. The Deaf community is not based on geographic. The Deaf community is comprised
of culturally Deaf people in the core of the community who use a sign language. (Joanne
Cripps, 2015 )
Culture consists of language, values, traditions, norms and identity (Padden, 1980). Deaf
culture meets all five sociological criteria for defining a culture. Language refers to the
native visual cultural language of Deaf people, with its own syntax (grammar or form),
semantics (vocabulary or content) and pragmatics (social rules of use). It is highly valued by
the Deaf community because it's visually accessible. Values in the Deaf community include
the importance of clear communication for all both in terms of expression and
comprehension.
2.4 Medium of instruction
The medium of instruction is the language used by the teacher to teach. Teaching the
language, or educational content, through the target language increases the amount of
exposure the learner gets to it, and the opportunities they have to communicate in it, and
therefore to develop their control of it.
The mother tongue could be used to explain the methodology and issues behind problems
before switching to the medium. It is important to allow students to grow accustomed to the
concept of learning in the chosen medium. This is because the more exposed a student is to
the new language, the more he or she will learn. If the student keeps referring back to the
mother tongue, he or she will likely not have the motivation to learn the new language. An
immigrant to a new country may not understand the message conveyed through a medium
of instruction because he or she cannot understand the language; but over time, with
practice, he or she will start to grasp the fundamentals of the new language. (Esther Ejim,
2016)
2.5 Deafness

10. As WHO stated Hearing impairment is the inability to hear as well as someone with normal
hearing. Hearing impaired people can be hard of hearing (HOH) or deaf. If a person cannot
hear at all, then they have deafness. Hearing impairment may be inherited, caused by
maternal rubella or complications at birth, certain infectious diseases such as meningitis, use
of ototoxic drugs, exposure to excessive noise and ageing.
2.6 Teaching material
The power of the learning environment to influence and promote learning is significant and
the learning spaces and learning resources provide important opportunities for students to
explore ideas and knowledge, collaborate, solve problems and develop knowledge and
skills. the use of a variety of resources that enable the student to learn through a rich and
varied selection of instructional materials. Such materials may include books, independent
and guided readers, writing programs, e Learning and other technological resources, “hands-
on” manipulative and other practical or specialized resources that support the subject matter
and student learning outcomes. (ADEC)
The process of teaching and learning largely depends of the available teaching learning
material Today there are a wide range of teaching aids which can be audio, video, books etc
Teaching aid are those material that help the teacher explain better knowledge and help the
student understand. Its like the picture of the lesson.
2.7 Teaching and learning environment
The environment of a given school plays a significant role in the teaching and learning
processes. This environment refers to the internal and external condition. The internal
conditions include the classes and all other structures that assist in the learning. In areas
where there is insecurity learners cannot concentrate in class.(mbito john kamau, 2013)
The environment does play a role in the teaching and the learning process of any
subject. Home environment has an impact on what goes on schools. Hammer (2003) says
parents can largely affect performance of children when they provide them with
favorable study environment at home.
2.8

11. Chapter Three
3. Methods
3.1 Design of the study
The research is a mixed research design aimed at assessing practice and challenges of sign
language as a medium of instruction in yekatit 23 primary school.
3.2 Population, Sample, and Sampling Technique
This study was conducted on Bahir dar town which is located in the west Gojjam , Amhara
Region in Yekatit 23 primary school and the focus was given to grade 6-8 students.
Because, the researcher believes that they would be better in maturity and understanding
than those in the lower grade levels. there are 36 deaf students and 15 sample respondent
and 7 special needs teacher were selected by using purposive sampling (Total population
sampling) is a technique used in research which involves all the respondents in the study
provided the respondents’ number is too small (Cohen & Manion, 1994)
3.3 Data collection Instruments
In this study questionnaire and observation used as a data gathering method to assess the
practice and challenges of sign language as a medium of instruction. the instruments help
the researcher to combine their strengths and amend some of the in adequacies of any of the
sources of data. That the researcher develop the data collection instrument based on the
available literature. Thus qualitative and quantitative were used in the study.
3.4 Procedure of data collection
For this study I was use purposive sampling specifically Total population sampling
technique and I was use questionnaire and Observation and also I prepared a check list to
my observation.
3.4.1 Questionnaire
One of the data collecting methods used in this study was questionnaire. Thus, two
different questionnaire were prepared for both teachers and students scale questionare
and open ended question were prepared first in English subsequently; they were
translated in Amharic and then in sign language (for Deaf students).
3.4.2 Observation
The other data collection method that was considered during the study in classroom and
outside classroom observation. It was used because the researcher can get the chanceto
see the challenges in reality. Hence, observation was under taken while respondents

12. were teaching learning activities and to examine how they can their teacher or sign
classroom interaction situation and students language competence (see appendix C).‟
language interprater. Therefore, three points observation check list was used to rate
3.5 Data analyses
Data gathered through questionnaire and observation were edited, categorized, tabulated,
transformed in to frequency and percentages and transcribed. Analysis and discussion of
data obtained in both quantitative and qualitative methods were carried out and integrated.
The analysis and discussion were focused on data of major issues.

13. Chapter Four
4. Analysis and discussion of data
This chapter deals with analysis, interpretation and discussion of the data findings related
to practices and challenges of using sign language for instructional purpose.
In addition to that this chapter is grouped into 3 parts. So the first part of this chapter deals
with analysis of respondents background. The next one is deals with analysis and discussion
of data relation Teachers Interest and skill and towards the usage of sign language as a
language of Instruction and the last one is Regarding the material accessibility, class room
environment and Proffesional man power.
4.1 Back ground of Respondents
Table 1: Analysis of variable related to sex, age, grade, service year, Deafness onset and
Mother tongue of the respondents
Categories Respondents
Teachers Students
F % F %
1 Sex M 3 43% 6 40%
F 4 57% 9 60%
Total 7 100% 15 100%
2 Age >20 - - - - - - - - - - 15 100%
21-30 4 57% - - - - - - - -
31-40 - - - - - - - - - - - - - - - - - -
41< 3 43% - - - - - - - -
Total 7 100% 15 100%
3 Grade Grade 6 - - - - - - - - - - 7 44
Grade 7 - - - - - - - - - - 3 19
Grade 8 - - - - - - - - - - 6 37
Total - - - - - - - - - - 15 100%
4 Service year <10 4 57% - - - - - - - -
>10 3 43% - - - - - - - -
Total 7 100% - - - - - - - -

14. 5 Deaf student Per-lingual - - - - - - - - - 12 80%
Post-Lingual - - - - - - - - - 3 20%
Total - - - - - - - - - 15 100%
6 Mother tongue Amharic 5 72% - - - - - - - -
Sign language 2 28% - - - - - - - -
Others - - - - - - - - - - - - - - - - -
Total 7 100% - - - - - - - -
The table show that 80% of the student are per-lingual Deaf and this indicate that they have
good ability because they acquire sign language at early time than post lingual Deaf student.
When we see the special needs teachers Mother tongue ( primary language) 78% of
respondent was Amharic and 28% of respondent mother tongue was sign language. The
table show that More female participated in this research. 57% from teacher and 60% from
student are there.
4.2 II. Teachers Interest and skill and towards the usage of sign language as a language
off Instruction.
This part again deals with analysis of teaches responses given to the Postively stated‟
questions that were speculated as practice in instructional language.
NOTE:SA= strongly agree A= agree M= medium D= disagree SD= strongly disagree
F= frequency
N
O
Categories N=7 Teacher's respondent
S.A A M D S.D Total
F % F % F % F % F % F %
1 I am interested in Teaching sign
language as a medium of instruction.
5 71% 2 29% 7 100%
2 Teaching sign language as a medium
of instruction is easy.
2 3 2 7 100%
3 When I teach in sign language as a
medium of instruction the student,
accept easily.
1 2 4 7 100%
4 I am capable of answering students
question
3 4 7 100%
5 I update my sign language ability
every time
4 3 7 100%
6 I participate trainings on sign
language
2 3 1 1 7 100%
7 I want teach only in sign laanguage 1 1 1 4 7 100%

15. 8 Both Teacher and student use sign
language Actively Inside the class
room.
4 1 1 1 7 100%
Table 2: Deals with Teachers Interest and skill and towards the usage of sign language as a
language of Instruction.
The scale was develpoed based on the review of related literature and the concepts which
the previous studies have been conducted with regard to the point . It was compromised of 8
items which are used to check out the practices and challenges of sign language as a
medium of instruction.
This question was raised in order to know the teachers interest. It is commonly true that
different people have different level of interest and that is important to the practice of sign
language as a medium of instruction. This question was supported by 5 (71.42%) and 2
(28.57%) in sum 7(99.99%) of teacher respondents by rating “Strongly agree” and “Agree”
respectively. Therefore, it shows that teache have hign interest to teach sign language as a
medium of instruction.
Another question that teacher respondent were asked is taking of training to develop their
sign language skill. It was assumed that such training contribute to develop sign language
skill. This question was supported by 2 (28.57%) and 3 (43.85%) in sum ,5 (72.42%) of the
respondent rasted “Strongly agree” and “Disagree” respectively. While remaining 1
(14.28%) and 1 (14.28%) in sum 2 (28.56%) rejected by “disagree” and “Strongly
disagree”. Therefore the above research implies that most of the teacher take sign language
training to develop there sign languge skill.
Teachers were also questioned that about actively use of class room enviroment of teaching
sign language as a medium of instruction. This question is supported by 4 (57.14%) and 1
(14.28%) in sum 5 (71.42%) of respondent rated by “strongly agree” and “disagree”
respectively. While remaining of 1 (14.28%) and 1 (14.28%) in sum 2 (28.56%) say
“medium” and “disagree”. There for relatively the class roo is active.
In connection with this question, the researcher also has tried to observe the situation
inside and outside the classroom.
Classroom observation was done in 3 class room, in grade six ,seven and eight. During
observation usage of sign language in the class room was good the teacher trys to control
the class room activity but the teacher and student ratio is hard to control and that is the
challenge both for student and teacher.

16. The other challenge that observed by the researcher is there is low adaptive accessable
material to teach sign language as a language of instruction for deaf learner. The researcher
perceived that some scientific terms thats hard to explain in sign language because of the
shortage of signs and the teacher tries to explain by finger speling like in science subject
there are many words that have no equivalent sign and thats one of the challenge.
The researcher also see opportunities for student with hearing impairment (deaf) some of the
community is trained in sign language and its advantege for Deaf teacher and students and
also for school community.
III. Regarding the material accessibility, class room environment and proffesional man
power.
N
o
Categories N=7 Responses corresponding to the scale
S.A A M D SD Total
F % F % F % F % F % F %
1 There is adequate sign language
material to teaching learning
process
1 14% 2 28% 2 28% 2 28% 7 100%
2 There is adequate man power to
give sign language as a medium
of instruction
1 14% 1 14% 3 43% 2 28% 7 100%
3 The Story, News, Dictionary,
prepared in sign language is very
low.
2 28% 2 28% 2 28% 1 14% 7 100%
4 There is no suitable classroom
environment to use sign language
as a language of instruction.
1 14% 1 14% 2 28% 3 43% 7 100%
5 Giving sign language as a
medium of instruction is hard
1 14% 4 57% 2 28% 7 100%
6 The current sign languge practice
is good
2 28% 4 57% 1 14% 7 100%

17. Regarding the material accessibility, class room environment and proffesional man
power.
N
O
Categories N=7 Teacher's respondent
S.A A M D S.D Total
F % F % F % F % F % F %
1 I can express my own feelings and
understand others feeling in sign
language
9 60% 6 40% -- ---- -- ---- --- -- 15 100%
2 Because of sign language as a
medium of instruction I focused on
my education
6 40% 8 53% -- ---- 1 7% 1 7% 15 100%
3 I choose other method to learn rather
learning in sign language as a
medium of instruction.
6 40% 6 40% -- ---- 2 13% --- -- 15 100%
4 I understand easly when the teacher
teach in sign language.
4 27% 6 40% 2 13% 3 20% --- -- 15 100%
5 I dont understand other teaching
method with out sign language.
8 53% 4 27% -- ---- 3 20% --- -- 15 100%
6 I can get material to develop my sign
language ability.
4 27% 3 20% -- ---- 8 53% --- -- 15 100%
7 I start sign language at early age and
that help me to develop sign
language.
1 7% 11 80% 3 20% -- ---- --- -- 15 100%

18. N
O
Categories N=7 Teacher's respondent
S.A A M D S.D Total
F % F % F % F % F % F %
1 Sign language must give as a medium
of instruction.
5 33% 9 60% 1 7% -- -- -- -- 15 100%
2 My social communication is increase
after I learn sign langue
6 40% 6 40% 3 20% -- -- -- -- 15 100%
3 I cant understand when I learn in sign
language
6 40% 2 13% 2 13% 1 7% 1 7% 15 100%
4 I participate in traing to develop my
sign language ability.
2 13% 6 40% 1 7% 5 33% 1 7% 15 100%
5 There is awareness raising In our
school to develop sign language as a
la guage of instruction.
6 40% 4 27% 2 13% 3 20% -- -- 15 100%
6 After the sign language use as
medium of instruction the enrollment
of student is increased.
6 40% 8 53% 1 7% -- -- -- -- 15 100%

19. Chapter Five
5. Summary, Conclusion and Reccomendation

21. Appendix A
Bahir Dar University
College of Education and behavioral science
Questionnaire for teacher
General Direction

22. The purpose of this questionnaire is to collect data in order to investigate practices and
challenges encountered in the course of using sign language as a medium of instruction in
Yekatit 23 school. This research result with contribute in revealing actual conditions faced
during implementation process of the instructional language. It would assist teachers,
education officials and other professional working in line with education in taking
corrective measure for discovered problems and strengthening strong sides. Therefore, you
are required to provide genuine and honest responses. There is no correct or wrong
response. The confidentiality of your responses will be hold at most strictly. Therefore, you
are kindly requested to complete all kinds of questions in this questionnaire.
Specific direction
Please read the following questions and respond all of them. You should not write your
name on the questionnaires. To the question which have boxes provided in front of them,
please put “ “ mark inside the box and for the questions which have choices, please encircle
the letter of your chose.
I. Respondents Background: please respond to the following questions by filling in the
space provide against each question.
1. Age_____________
2. Sex________________
3. Service year in teaching
Below 5 year 5 years – 10 years Above 10 year
4. Subject you teach________________________
5. First Language ( Mother tongue)_________________________
II. Teachers Interest and skill and towards the usage of sign language as a language of
Instruction
N
o
Categories SD D M A SA
1 I am interested in Teaching sign language as a medium of
instruction.
2 Teaching sign language as a medium of instruction gives
me satisfaction.

23. 3 Teaching sign language as a medium of instruction is easy.
4 When I teach in sign language as a medium of instruction
the student, accept easily.
5 I am capable of answering students question
6 I update my sign language ability every time
7 I participate trainings on sign language
8 Both Teacher and student use sign language actually Inside
the class room.
III. Regarding the material accessibility and class room environment
N
o
Categories S
D
D M A SA
1 There is adequate sign language material to teaching learning
process
2 There is Updated material in the school
3 The story, News, Dictionary, prepared in sign language is
very low.
4 The student get better knowledge which teaching by sign
language as a medium of instruction
5 There is no suitable classroom environment to use sign
language as a language of instruction.
6 Teaching materials prepared were not relevant to the age and
psychological level of the child
7 Teaching materials were prepared and made ready for use on
time
8 The seating arrangement in the class room is not well
• Open ended Question
1. What are the challenges while you are teach sign language as a Medium of instruction?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________________

24. 2. What are the benefit of teaching sign language as a language of instruction?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________________
3. what measures can be done for the future?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________________

28. Appendex C
Addis Ababa University
College of Education and Behavioral Studies
Department of Special Needs Education
Observation Check list
Introduction: this observation checklist is prepared to record data pertinent to investigating
correct classroom practice in using sign language as a medium of instruction in the primary
schools of deaf students classes in Bahir dar town Yekatit 23 primary school.
1.1 Back ground of the teacher to be observe
a) Name of school __________________________________________________
b) Grade and section observed_______________________
c) Data of observation _____________________________________________
d) Time observation begin at ________________to ___________________
e) Unit of teaching __________________________________________________
f) Lesson topic _____________________________________________________
g) Round of observation __________________________________________
N
O
Categories of class room observation High Average Low
1 The teacher use easy/simple method to express his/her idea
in instructional language.
2 The class room environment to use sign language
3 Teaching aid material is available
4 The student participation
5 The teacher ability to fulfill total communication
6 Pupils participation in the classroom activity
7 Reading and signing skill of Teacher and pupil
8 Learners use text books prepared instructional language
9 Teachers ability to use modern method of teaching through
the instructional language
10 Teacher student ratio

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