Description
The study titled "Education of Girls with Hearing Impairment" introduces a conceptual framework that delves into the intricate intersection of gender and impairment within the lives of girls with hearing impairment. A longstanding debate has revolved around the various educational setups available for children with special needs. In recent years, there has been a growing emphasis on 'inclusion.' However, in India, at the present moment, all educational setups, including inclusive, integrated, special, and those based on reverse inclusion, coexist. This study aims to comprehend the experiences of girls with hearing impairment within these diverse educational settings while also documenting the current facilities and provisions offered in each type of schooling.
The research presented here encompasses eight case studies involving girls with hearing impairment between the ages of 14 and 16, each attending a different type of school. The study's objective is to explore their inner worlds and bring to light the voices that often remain unheard. It is essential to address their educational journeys in various schooling environments and their struggles in becoming active participants in society. Additionally, this research strives to shed light on their issues from both their perspectives and their families' viewpoints. To achieve this, we engaged all stakeholders in the lives of these girls with hearing impairment, including teachers, support staff, peer groups, siblings, parents, and neighbors, as participants.
The findings reveal disparities in facilities, pedagogical approaches, exemptions, and financial support across the different educational settings available to girls with hearing impairment. Surprisingly, the primary obstacle in these girls' lives is not their impairment but rather the communication barriers they encounter when trying to meet the expectations of the hearing community, which encompasses not only teachers and friends but also their own family members. It becomes evident that various educational setups mold their self-perception and their interactions with the hearing world. Additionally, they share common challenges related to their developmental stages and internal family conflicts. Overall, these girls challenge preconceived notions about girls with disabilities by showcasing their enthusiasm, confidence, resilience, and determination to achieve their life goals.
It is essential to note that this study does not claim that the ideas and patterns identified within the case studies can be universally applied to all girls with hearing impairment.