STRATEGIES USED BY SPECIAL EDUCATION TEACHERS FOR PHONOLOGICAL AWARENESS AMONG LEARNERS WITH HEARING IMPAIRMENT AT PRIMARY LEVEL: A SURVEY STUDY OF THE PUNJAB PROVINCE

Abstract

Learners with hearing impairment find it difficult to learn like their hearing peers, so they need specific strategies for learning. During this study, it was aimed to find out effective strategies for teaching phonological awareness among learners with hearing impairment. This research was primarily a descriptive study in its nature. Our population was included special education teachers teaching to learners with hearing impairment employed in the special education department of the Punjab province. The convenience sample of study was comprised of sixty special education teachers. Data was collected through a self developed questionnaire. Descriptive statistics and inferential statistics helped the researchers to interpret the results. It was revealed that there was significant difference (p˂0.05) in the teaching strategies used by special education teachers for teaching phonological awareness among learners with hearing impairment based on experience. The researchers recommended that new strategies and methods need to be designed for teaching spelling skills to learners with hearing impairment according to their needs.