Perceptions of Teachers and Sustainable Development Strategies to be taken on Children with Special Needs (CWSN) in Schools

Abstract

Hearing is the ability to detect the mechanical vibrations referred to as sound. Hearing impairment is commonly known as ‘deafness’. It is a hidden disability; it is difficult to identify a child with hearing impairment until interacting with him/her or noticing hearing aids. Aids may not be conspicuous as some hearing aids are very tiny and placed in or behind the ear or have surgically implanted cochlear implants and not all individuals with hearing impairments wear hearing aids. The most prominent feature of this impairment is the difficulty in hearing, understanding and using spoken language. Those who are born with this impairment or acquire it at a very young age may not have heard any language at all, even their mother tongue. Hence they do not learn and use spoken language automatically. Those who have acquired this impairment later in life may have a better understanding of language, but may still experience difficulties in using spoken language to communicate. Helen Keller quotes, “Blindness separates people from things; while deafness separates people from people”. It is vital to note that hearing impairment does not create insurmountable barriers. Due to technological developments the impact of impairment on the child can be reduced dramatically. The philosophy of Education and policies promoting inclusive education lead to improved access and participation in schools. If teachers and parents work together cohesively and systematically, children with hearing impairment can acquire language and achieve their academic goals.