Strategies Used In Teaching Written Language Skills In English To Students With Hearing Impairment: A Case Of Government Special School In Thiruvananthapuram, Kerala

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Sitara J.R , Dr T. Geetha


Developing literacy in English while using Indian Sign Language (ASL). Despite not having a written form, ISL is a fully accessible language for learners with HI, allowing them to build on past experiences, mediate information, and engage in critical thinking and reasoning. This study sought to examine the methods employed in teaching written English to students with hearing impairments (SWHI) in special education. In this study, a descriptive survey design was employed. This study included a sample of 5 English language instructors, 8 SWHI, and 1 school headmistress. Utilizing questionnaires, schedules for observation and interviews, data was gathered. The computer application excel, which makes manipulating numbers simple, was used to examine the data in large part. Narrative data was used to convey qualitative data. It was found that teachers lacked a solid understanding of the projects and tactics that may be utilized to enhance writing among SWHI. Instead, they employed frequent copy writing, the teaching of new vocabulary, sentence construction, and copying phrases. This was unable to raise students' writing ability to the necessary degree. The study suggests that teachers of students with hearing impairment often receive training on how to teach writing. Teachers for SWHI should receive comprehensive training on how to spot students who have writing challenges. The management of the school should see to it that SWHI receive proper writing instruction. Early exposure to Indian Sign Language should occur, and English language instructors should continually assess how well their remedial programs are working.

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