Unveiling the Significance of Parental Involvement in Supporting Children with Hearing Impairment in Education: A Parental Perspective

Dr. Muhammad Javed Aftab; Dr. Hina Hadayat Ali; Dr. Rukhsana Bashir; Farhat Munir; Robina Naqvi; Navid Ur Rehman

Authors

Dr. Muhammad Javed Aftab Assistant Professor (Special Education), Department of Special Education, Division of Education (DoE) University of Education, Township, Lahore, Punjab, Pakistan
Dr. Hina Hadayat Ali Assistant Professor (Special Education)/Coordinator, Department of Special Education University of Education, Lahore, Faisalabad Campus, Punjab, Pakistan
Dr. Rukhsana Bashir Assistant Professor, Institute of Special Education, University of the Punjab, Lahore Pakistan
Farhat Munir JSET (Special Education), GSEC Sher Shah Town, Multan, Department of Special Education, Government of the Punjab, Punjab, Pakistan
Robina Naqvi Headmistress Govt Special Education Center Bosan Town Multan, Department of Special Education Government of Punjab, Lahore, Punjab, Pakistan
Navid Ur Rehman SSET(HI) BPS-17, Govt. Secondary School of Special Education, Khanewal, Department of Special Education, Government of the Punjab, Khanewal, Punjab, Pakistan

Keywords:

Significance, Parental Involvement, Support, Children, Hearing, Education, Perspective

Abstract

This study explores parental involvement's pivotal role in shaping the educational experiences of hearing-impaired children, recognizing diverse perspectives and challenges among parents. It underscores active parental engagement's universal significance, transcending cultural boundaries. Employing a quantitative methodology with a descriptive focus, a sample of 150 parents of hearing-impaired children in Pakistan's Dera Ghazi Khan Division was randomly selected. Custom questionnaires were distributed physically and online, and data were analyzed using SPSS. The findings reveal a diverse participant profile, emphasizing the need for tailored approaches. Parental involvement strategies varied widely, necessitating multifaceted approaches. Challenges included understanding children's specific needs, communication barriers with educators, resource access, and work-life balance. Collaboration among stakeholders was seen as crucial. Gender, age, and qualifications influenced perspectives. In conclusion, this study provides insights into parental involvement complexities, advocating for inclusive educational environments. Practical implications for hearing-impaired children's education and future research and policy development are highlighted.