CHALLENGES OF ONLINE EDUCATION FOR CHILDREN WITH HEARING IMPAIRMENT DURING THE COVID-19 PANDEMIC: TEACHERS' PERSPECTIVES FROM SPECIAL EDUCATION SCHOOLS IN LAHORE, PAKISTAN

Abstract

The COVID-19 pandemic disrupted education systems worldwide, compelling schools to shift rapidly to online learning. This transition posed significant challenges for children with hearing impairment due to their reliance on visual communication, sign language, and specialized instructional support. This study explored teachers' perspectives on the challenges of online education for children with hearing impairment in special education schools in Lahore, Pakistan. A convergent parallel mixed-methods design was employed, integrating quantitative survey data with qualitative interview findings. The quantitative data were collected from 150 teachers using a structured questionnaire, while qualitative data were obtained through semi-structured interviews with selected teachers. The findings revealed that inadequate technological infrastructure, poor internet connectivity, limited teacher training, communication barriers, and insufficient accessibility features significantly affected the effectiveness of online education. Teachers also highlighted the importance of parental support and institutional preparedness in ensuring students' participation and learning. The study concludes that improving digital infrastructure, strengthening teachers' professional development, and developing disability-inclusive emergency education policies are essential for enhancing online education for children with hearing impairment. The findings offer practical implications for policymakers, school administrators, and special education practitioners in improving inclusive education during future emergencies.