Abstract:
This study extensively explores the methodologies, technological aids (for example,
smart board and projection devices) and pedagogical strategies (for example, creative
drama) employed in the education of students with hearing impairments. Employing a
qualitative methodology, the research assesses the effectiveness of the teaching
strategies and technologies used by teachers to interact with hearing-impaired
students. Data were gathered through in-depth interviews and focus group discussions,
focusing on educational techniques that bolster the academic and social development
of students with hearing disabilities. These findings illuminate the challenges teachers
encounter in sourcing suitable materials and resources, effectively utilizing specialized
communication techniques such as sign language and lip reading, and the pedagogical
benefits derived from these efforts. The results of the study indicate that tailored
strategies and technological tools aimed at the education of hearing-impaired students
enable them to be more successful and confident within their educational frameworks.
The efficacy of methods such as peer teaching, auditory and visual supports, which are
used to facilitate the social and academic integration of hearing-impaired students, is
underscored. Additionally, the teachers stated that throughout this process, they
achieved various personal gains such as improved communication skills, increased
capacity for empathy, and enhanced diversity in their instructional approaches.
Furthermore, they reported improvements in their professional competencies, including
adapting instructional materials, simplifying pedagogical methods, and developing
strategies tailored to the needs of students with special educational needs. The
research thoroughly examines how inclusive educational practices support the
complete participation and social integration of students with hearing impairments,
emphasizing the importance of continuous professional support and training for
teachers
