INTEGRATING STUDENTS WITH HEARING IMPAIRMENTS INTO REGULAR CLASSROOMS: AN APPLIED ANALYTICAL STUDY IN REGULAR SCHOOLS IN EAST JERUSALEM

Dima Majed Zalloum

Abstract


This study aimed to explore the reality of educational inclusion for students with hearing disabilities in mainstream classrooms and to examine the impact of inclusive education on their academic and social development. It also sought to identify the main challenges experienced by these students within inclusive educational settings from their own perspectives. The study adopted a qualitative research approach, as it was considered appropriate for understanding students’ personal experiences. Data were collected through semi-structured interviews and direct observations. The study sample consisted of 30 students with hearing disabilities enrolled in mainstream schools in East Jerusalem, who were purposively selected based on their direct experience with inclusive education. In addition, interviews were conducted with teachers and parents to obtain a comprehensive understanding of the inclusion process. The findings revealed that educational inclusion had positive effects on many participants, including improving academic achievement, developing social skills, enhancing self-confidence, and increasing opportunities for interaction with peers. However, the results also indicated that students continued to face several challenges, such as communication difficulties in the classroom, insufficient educational support services, limited adaptation of teaching strategies to their individual needs, and differences in the level of acceptance among teachers and classmates. These challenges affected their academic participation and social integration. The study recommended strengthening inclusive education practices, enhancing teacher preparation and professional development, providing appropriate assistive technologies and educational resources, and promoting cooperation among schools, families, and relevant institutions to improve the quality of educational services and support the successful academic and social inclusion of students with hearing disabilities in mainstream schools.

Keywords


inclusive education, hearing disability, students with hearing disabilities, mainstream schools, social interaction, academic achievement, qualitative research

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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6900

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