Abstract:
This study investigated into how deaf learners are taught reading and writing in primary schools
in Ethiopia. This study adopted the qualitative case study design with the engagement of
interviews and observations of lessons being taught. The observation technique used, postponed
note taking way of recording was used for gathering information based on classroom teaching
behaviors. A total of 3 head teachers and 7 teachers from three different schools in different
districts participated in the study. The results of this study revealed that: the teaching methodology
adopted by the teachers was characterized by the use of elements of sing-language,
demonstrations, illustrations, and use of varied instructional materials. The methodology followed
the whole word/sentence approach of teaching language. The teachers also demonstrated little
knowledge of comprehensive methods of teaching reading and writing to deaf learners. The
teachers were aware of the need to maintain eye contact and interpersonal relationships with the
learners. They were conscious about the use of space for signing. The teachers methodology was
impacted on by the level of provision of and nature of instructional materials used in teaching
reading and writing to the deaf. Low inputs from the managers, for example, resulted in limited
availability of instructional materials. The study concludes that there is need to revisit programs
and methodologies for teaching learners who are deaf to read and write. The study recommends
among others; improvements in pre- and in-service teacher training programs, revisiting the level
and type of parent support and involvement regarding the education of their children with
deafness.
