Teacher Perception about the Effects of Family Communication Pattern of the Language Acquisition for Children with Hearing Impairment

Abstract

The research sought to capture the teachers’ perspective on the role played by family communication patterns on the language acquisition of children with hearing impairment. A descriptive quantitative approach enabled the collection of data from 100 special education teachers from Lahore via a validated questionnaire soliciting responses using 5-point Likert scale. These topics include general practices in oral communications, hand or other forms of non-verbal communication, sibling relations, family structure, and the use of technology. Sibling interactions were found to have the most statistical significance, followed by effective communication and non-verbal communication. Teachers stressed the importance of an all-round method that included family involvement, use of modern technologies, and working together with professionals to improve language development. The results point to the necessity of adapting inclusive communication practices and illustrate the complex factors that impact hearing-impaired children’s speech and social skills. This study suggests the incorporation of family-based communication strategies into teacher training and policy formulation so that children with hearing impairment may have better outcomes.