Volume 3, 2025 – Issue 1
Teaching Physical Education to Hearing Impaired Students:
The Case of Ambo Lazarist Catholic Deaf School, Western Ethiopia
Habtamu Debasu Belay 
1 and Asnakech Yitayew Chekol 2
Department of Special Needs and Inclusive Education, Bonga University, Ethiopia.
Corresponding author: debasuhabtamu@gmail.com
DOI: 10.5281/zenodo.14949945
Abstract
The main objective of this research is to investigate the educational practice of Physical Education for Students with hearing impairments at Ambo Lazarist Catholic School. Researchers employed mixed methods, specifically embedded design. The populations of the study were 58 Students with hearing impairments, 1 physical education teacher, and 2 school principals. Comprehensive and purposive sampling were used. The findings of this study indicated that the level of identification, teaching strategies, and opportunities at Ambo Lazarist Catholic School for the Deaf for students with hearing impairments is low. No audiologist knew about identifying the magnitude of hearing impairment in Students with hearing impairment, and the teaching strategies of the school had some hindrances like rigidity in their teaching methods. Although there is a commitment to developing the educational practice of physical education for students with hearing impairment in this particular school, there is still work to be done in the future, like the school’s practice of identifying students with hearing impairment, which needs further attention among all stakeholders, and awareness-creation strategies that should be designed for families and other stakeholders so that they can support and encourage the practice of physical education for Students with hearing impairment.
Keywords: physical education, practice, student with hearing impairment.
Published
2025/02/28
—
Section
Research Papers
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Belay, H. D., & Chekol, A. Y. (2025). Teaching physical education to hearing impaired students: The case of Ambo Lazarist Catholic Deaf School, Western Ethiopia. The International Journal of Technology, Innovation, and Education, 3(1), 33–54. https://doi.org/10.5281/zenodo.14949945
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Belay, Habtamu Debasu, and Asnakech Yitayew Chekol. 2025. “Teaching Physical Education to Hearing Impaired Students: The Case of Ambo Lazarist Catholic Deaf School, Western Ethiopia.” The International Journal of Technology, Innovation, and Education 3 (1): 33–54. https://doi.org/10.5281/zenodo.14949945.
16359756
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https://ijtie.com/wp-content/plugins/zotpress/
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Belay, Habtamu Debasu, and Asnakech Yitayew Chekol. “Teaching Physical Education to Hearing Impaired Students: The Case of Ambo Lazarist Catholic Deaf School, Western Ethiopia.” The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, Feb. 2025, pp. 33–54, https://doi.org/10.5281/zenodo.14949945.
16359756
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https://ijtie.com/wp-content/plugins/zotpress/
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[1]
H. D. Belay and A. Y. Chekol, “Teaching physical education to hearing impaired students: The case of Ambo Lazarist Catholic Deaf School, Western Ethiopia,” The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, pp. 33–54, Feb. 2025, doi: 10.5281/zenodo.14949945.
16359756
{16359756:VZHY3DH6}
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harvard1
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default
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https://ijtie.com/wp-content/plugins/zotpress/
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Belay, H.D. and Chekol, A.Y. (2025) ‘Teaching physical education to hearing impaired students: The case of Ambo Lazarist Catholic Deaf School, Western Ethiopia’, The International Journal of Technology, Innovation, and Education, 3(1), pp. 33–54. Available at: https://doi.org/10.5281/zenodo.14949945.
16359756
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https://ijtie.com/wp-content/plugins/zotpress/
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Belay HD, Chekol AY. Teaching physical education to hearing impaired students: The case of Ambo Lazarist Catholic Deaf School, Western Ethiopia. The International Journal of Technology, Innovation, and Education [Internet]. 2025 Feb 28;3(1):33–54. Available from: https://ijtie.com/v301/n21/
16359756
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Belay, H. D., & Chekol, A. Y. (2025). Teaching physical education to hearing impaired students: The case of Ambo Lazarist Catholic Deaf School, Western Ethiopia. The International Journal of Technology, Innovation, and Education, 3(1), 33–54. https://doi.org/10.5281/zenodo.14949945
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About the authors
- Habtamu Debasu Belay, a dedicated university lecturer specializing in special needs and inclusive education. He holds a Master’s degree in Special Education and Inclusive Education and has a strong commitment to promoting equitable learning opportunities for all students, regardless of their abilities. Habtamu has conducted extensive research on inclusive teaching practices and has been involved in various initiatives aimed at improving educational access for children with disabilities in Ethiopia. His passion lies in training educators to create supportive and adaptive learning environments that cater to diverse student needs.
debasuhabtamu@gmail.com
↩︎ - Asnakech Yitayew Chekol, an accomplished university lecturer in English Language and Literature. She holds a Master’s degree in English and has a passion for literature, language acquisition, and effective communication. Asnakech has published several articles on language teaching methodologies and literary analysis, contributing to the academic discourse in her field. She is committed to fostering critical thinking and creativity among her students, encouraging them to engage deeply with texts and develop their language skills. Asnakech also participates in community outreach programs aimed at promoting literacy and appreciation for literature among youth.
asnakechyitayew42@gmail.com
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