Contextual Factors Influencing the Implementation of Primary Special Education Program for Deaf Students: A Qualitative Study

Abstract

Purpose: This qualitative study investigates the contextual factors influencing the implementation of primary special education program for deaf students in Punjab, Pakistan. Design/Methodology/Approach: Using purposive sampling technique, semi-structured interviews with 31 heads of special education institutions were conducted to explore their aims, vision, and mission through thematic analysis. Findings: The heads emphasize aims such as imparting foundational skills, enhancing daily routine tasks, and equipping students with vocational skills. Their vision includes raising awareness about the rights of students with hearing impairments, promoting school enrollment, and rehabilitating students to become productive members of society. The mission focuses on fostering academic, social, and moral success, encouraging lifelong learning, and promoting an inclusive environment. Despite these aspirations, the study identifies significant implementation challenges, including societal misconceptions, parental misconduct, false expectations, and a lack of adequate financial, material, and human resources. Struggles with accessibility, equity, and equality further complicate implementation, revealing gaps between policy and practice. Implications/Originality/Value: The findings underscore the urgent need for a practical framework for action that translates these well-articulated aims, vision, and mission into effective implementation. This approach should prioritize practical measures over mere documentation. This study contributes valuable insights into improving inclusive education for deaf students and highlights the importance of a holistic, supportive approach to meet their diverse needs.