ACADEMIC ACHIEVEMENT OF STUDENTS WITH HEARING IMPAIRMENT: A CROSS-SECTIONAL CORRELATIONAL STUDY ON THE ROLE OF ASSISTIVE TECHNOLOGY AND INCLUSIVE PRACTICES

Abstract

This study investigates the impact of hearing impairment on the academic achievement of primary school students, with a focus on the role of assistive technologies and inclusive practices in government and special education schools in Faisalabad, Pakistan. A cross-sectional descriptive and correlational design was employed, involving 62 teachers selected through stratified random sampling. Data were collected via a structured questionnaire covering academic performance, use of assistive devices, support services, communication methods, and classroom inclusivity. Results revealed that 69.4% of students used hearing aids or cochlear implants, and 79% had access to specialized resources. However, only 64.5% of classrooms were rated as somewhat inclusive, and just 30.6% of teacher-student communication was considered very effective. Regression and correlation analyses showed a significant negative relationship between the severity of hearing impairment and academic performance, particularly in reading (r = -0.65, β = -0.40), mathematics (r = -0.58, β = -0.35), and science (r = -0.45, β = -0.25). While 91.9% of students had access to assistive devices, their effectiveness was rated as only “somewhat effective” by 64.5% of respondents. The study underscores the urgent need for improved teacher training, resource allocation, early intervention, and inclusive educational strategies to bridge academic gaps for learners with hearing impairments.