| Abstract: | This study investigates parental approaches to supporting children with hearing impairment
in Addis Ababa, Ethiopia, utilizing an interpretive paradigm within an exploratory research
design. Qualitative methods, including in-depth interviews and field observations, were
employed to assess the effectiveness of early intervention programs provided by institutions
such as Mekanisa Deaf School, Alpha Deaf School, Community School, and the National
Association for the Deaf. Informal supports like social media platforms and community
networks were also examined. Key findings underscore the pivotal role of sign language
support, communication skills development, and psychological well-being in enhancing
outcomes for children with hearing impairment. The study reveals a positive relationship
between parental engagement in intervention activities and family cohesion, highlighting the
transformative impact of active parental involvement. Challenges identified include limited
access to sign language education and barriers to accessing support services, prompting
recommendations for comprehensive interventions and policy enhancements. These include
advocating for family-centered social work practices, enhancing social work education, and
implementing inclusive policies conducive to nurturing environments for children's
development |
