Role of Special Education institutes in the Rehabilitation of Students with Hearing Impairment as Perceived by Teachers and Parents

Abstract

The role of special education institutes in the rehabilitation of students with hearing impairments is critical to ensuring their academic, social, and emotional development. This study explores the perceptions of teachers and parents regarding the effectiveness of these institutions in supporting students with hearing impairments. Through a mixed-methods approach, including surveys and interviews with teachers and parents, the study investigates the specific educational strategies, rehabilitative services, and support systems that are employed by special education institutes to facilitate the integration and progress of these students. Key findings suggest that teachers and parents perceive these institutes as instrumental in providing specialized educational resources, individualized learning plans, and therapeutic interventions that address both the cognitive and communicative needs of students with hearing impairments. Additionally, the study highlights challenges such as resource limitations, teacher training, and parental involvement, which may impact the effectiveness of these institutions. The findings emphasize the importance of collaborative efforts between teachers, parents, and the institutions to ensure holistic rehabilitation and social integration of students with hearing impairments. Recommendations for improving the quality of services, enhancing teacher training, and fostering greater parental engagements are also discussed. This research contributes to the understanding of how special education institutes play a pivotal role in the rehabilitation process and offers insights into areas that require further development to better support students with hearing impairments.