EVALUATING THE IMPACT OF ASSISTIVE DEVICES ON ACADEMIC OUTCOMES OF HEARING-IMPAIRED STUDENTS IN SPECIAL EDUCATION SCHOOLS IN FAISALABAD, PAKISTAN

Abstract

This cross-sectional correlational study examines the role of assistive devices in enhancing the academic achievement of students with hearing impairments in government special education schools in Faisalabad, Pakistan. Hearing loss impairs classroom engagement, communication, and academic participation, necessitating the use of assistive technologies such as hearing aids, FM systems, and cochlear implants. A structured questionnaire was administered to 60 students (30 deaf, 30 hard of hearing), and data were analyzed using SPSS. Results revealed a moderate positive correlation between daily device usage and academic improvement (r = 0.42, p = 0.004). Hard-of-hearing students demonstrated significantly greater academic gains than their deaf peers (p = 0.019). The type of assistive device significantly influenced academic outcomes (p = 0.033). Multiple regression analysis indicated that daily device usage and device type were positive predictors of academic performance, while deafness was a negative predictor. Despite moderate improvements in academic engagement and communication, issues such as usability, support services, and access persist. The study underscores the need for enhanced implementation of assistive technologies within inclusive education frameworks.