Barriers and Enablers in Implementing Inclusive Education for Deaf and Hard-of-Hearing Students: Insights from Secondary Schools in Pakistan
DOI:
https://doi.org/10.55737/psi.2025c-43114Keywords:
Inclusive Education, Deaf and Hard-of-Hearing, Pakistan, Teacher Training, Educational PolicyAbstract
This study investigated the barriers and enablers influencing the implementation of inclusive education for Deaf and Hard-of-Hearing (DHH) students at the secondary school level in Punjab, Pakistan. Using a quantitative, cross-sectional survey research design, data were collected from 207 special education teachers across public and private schools in Punjab province. A structured questionnaire employing a 5-point Likert scale was used to assess perceptions regarding current practices, systemic challenges, and facilitating factors. The analysis of data was provided in SPSS 26. Descriptive and inferential analysis indicated that inadequate teacher training and a lack of sign language interpreters, insufficient access to assistive technology, and inflexible curricula are the most significant obstacles. Conversely, volunteering support, good policy guidelines, professional advancement opportunities, and interactions with people in the community emerged as key anchors. Important perceptual variations were found in gender, types of schools, and urban-rural contexts. The evidence clearly shows the immediate necessity of specific interventions, improvement of resources, and quality implementation of policy, to catch up with the discrepancy that exists between policy and practice on inclusive education. The suggestions are capacity-building initiatives throughout the country, greater funding, and substantial stakeholder cooperation to create a better, equitable, sustainable learning experience for DHH students in Pakistan.
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