Impacts of congenital deafness on language and cognitive development of primary schools deaf students in Addis Ababa

Abstract

This study explores the effects of congenitally profound deafness on language and cognitive development of deaf students in primary schools, in Addis Ababa. A qualitative case study design was used to investigate the problem by selecting four deaf students, their mothers and two teachers using purposive sampling. Interview was employed as the main instrument for collecting data from participants of the study and observation and focus group discussion were used to supplement data obtained through interviews. Data were analysed using themes and narrations. The outcomes of the study suggest that the language and cognitive development of deaf students were significantly limited due mainly to the inadequacy of the socio-linguistic environment provided for them. It is, therefore, essential to understand deaf students properly and help parents, school administration and teachers to provide the environment suitable for them to obtain better education.

Keywords: Congenitally pre-lingual Deaf, spoken language, sign language, language development, cognitive development