Exploring the educational needs of young adults with hearing disability, before the Taliban Regime in Kabul, Afghanistan: a phenomenological study
Purpose: The primary aim of the study was to explore the educational needs of young adults with hearing disability in pre-Taliban administered Kabul, Afghanistan. Method: A qualitative approach was utilised, specifically employing the phenomenological method. In-depth semi-structured interviews...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English English |
| Published: |
The University of Gondar, Ethiopia
2024
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/117305/7/117305_Exploring%20the%20educational%20needs.pdf http://irep.iium.edu.my/117305/8/117305_Exploring%20the%20educational%20needs_Scopus.pdf http://irep.iium.edu.my/117305/ https://dcidj.uog.edu.et/index.php/up-j-dcbrid/article/view/745 https://doi.org/10.20372/dcidj.745 |
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| Summary: | Purpose: The primary aim of the study was to explore the educational needs
of young adults with hearing disability in pre-Taliban administered Kabul,
Afghanistan.
Method: A qualitative approach was utilised, specifically employing the
phenomenological method. In-depth semi-structured interviews were conducted
with ten participants, allowing them to articulate their experiences and
perspectives in detail. Data was analysed thematically, following six key steps.
Results: The findings underscore the importance of facilitating a good quality
educational system, employing qualified teachers, and ensuring the right to
access better education for individuals with hearing disability. Addressing these
fundamental components is crucial to providing a motivating and conducive
learning environment, and enhancing educational opportunities to meet the
unique educational needs of these individuals.
Conclusion: Individuals with hearing disability face many challenges
in Afghanistan’s education system. Despite commendable initiatives, the
government’s neglect and financial constraints hinder optimal development.
Two proposed approaches — special education and inclusive education —
highlight potential solutions, emphasising the need for teacher training and a
supportive learning environment. The study also advocates for the universal
right to quality education for individuals with hearing disability, calling for
improved services and special classes tailored to their unique needs. However,
the absence of data on individuals with hearing disability in Afghanistan,
security concerns during data collection, and the unavailability of sign-language
interpreters are some of the study’s limitations. |
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