Digital Strategies for Mathematics Intervention: Addressing Learning Difficulties in Students with Hearing Impairment

Authors

  • Dr. Muhammad Javed Aftab Assistant Professor (Special Education), Department of Special Education Division of Education (DoE), University of Education, Township, Lahore, Punjab, Pakistan
  • Dr. Zahid Majeed Associate Professor, Director Academic Planning and Course Production Allama Iqbal Open University, Islamabad, Pakistan
  • Dr. Rukhsana Bashir Assistant Professor, Institute of Special Education, University of the Punjab, Lahore Pakistan
  • Dr. Abdul Basit Senior Special Educationist, Department of Special Education, Govt. of the Punjab, Lahore. Punjab, Pakistan
  • Dr. Muhammad Nazir Lecturer (Special Education), Department of Special Education University of Education, Lahore (Faisalabad Campus), Punjab, Pakistan
  • Navid Ur Rehman SSET(HI) BPS-17, Govt. Secondary School of Special Education, Khanewal Department of Special Education, Government of the Punjab

DOI:

https://doi.org/10.1234/qr.v24.i1.08

Keywords:

Digital Strategies, Mathematics, Learning Difficulties, Hearing Impairment

Abstract

This research explores the effectiveness of digital strategies in addressing learning difficulties in mathematics for students with hearing impairment. Findings from 237 special education teachers reveal positive perceptions regarding the impact of interactive manipulatives, multimedia resources, gamified apps, assistive technologies, and adaptive learning platforms. While acknowledging the benefits, reservations exist, particularly regarding adaptive platforms. Variances in opinions based on demographic factors highlight the nuanced nature of teacher perspectives. The study recommends targeted training for teachers and ongoing support to enhance accessibility. This research contributes valuable insights to the discourse on inclusive education for students with hearing impairment, emphasizing the need for well-rounded digital strategies in mathematics intervention.

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Published

2024-01-12

Issue

Vol. 24 No. 1 (2024)

Section

Articles