Academic Performance of Hearing Impaired Children Who Received Early Intervention

Abstract

Aims: This study aims to assess the academic performance of children with hearing impairment who received early intervention in Lahore. Study Design:  Cross sectional survey design was used. Place and Duration of Study: Data was collected from Special Institute/School; Hamza foundation academy Lahore, Pakistan for the duration of six months from March 2021 to September 2021. Methodology: 97 students with moderate to severe sensorineural hearing loss children (aged in between 4 to 12), using hearing aids (HA’s) and cochlear implant (CI) were included by using purposive sampling technique. Hearing impaired children with other than sensorineural hearing loss and children who didn’t receive early intervention (hearing aids/implants or speech therapy) were excluded from this study. Results: It was found that 97 children with hearing impairment achieved significantly in their test score (80 to 99%) across English, Science, and Mathematics as compared to Urdu and Islamiyat (70 to 79%) after the implementation of intervention strategies. Conclusion: The study conclude that, while children with hearing impairment faced struggle in some areas of academics which includes listening and imitation in subjects like Urdu (structure of words) and Islamiyat (due to Arabic talafuz), their  academic performance in Math, English, and Science is higher with overall achieved percentage between  80 to 99%.