TEACHER`S OPINION ABOUT CAPACITY BUILDING IN MODIFICATION AND ADAPTATION OF ENGLISH FOR HEARING IMPAIRED STUDENTS AT SECONDARY LEVEL

Abstract

This research focuses on the opinions of secondary-level teachers regarding the modification and adaptation of English instruction for hearing-impaired students. Recognizing the critical role teachers play in shaping educational strategies, the study explores the challenges and opportunities involved in creating inclusive practices that enhance learning outcomes for this diverse student population. The primary objective of this study is to assess the current state of curriculum adaptation for hearing-impaired students, evaluate teachers’ perspectives on capacity building, and investigate how these adaptations affect student engagement and academic performance in secondary-level English classes. A mixed-methods approach was employed, integrating quantitative and qualitative research. Data were collected through structured questionnaires distributed to 68 teachers and 138 students in secondary public schools for the hearing impaired in Multan. The data were analyzed using descriptive statistics, t-tests, and ANOVA​. The analysis revealed that while most teachers are knowledgeable about modifying and adapting English instruction for hearing-impaired students, gaps remain in training and resources. Teachers acknowledged the benefits of instructional changes, particularly in student engagement. However, time constraints and inadequate resources posed significant challenges. The overall impact on student performance was positive but varied. The study concludes that effective curriculum modification and adaptation require enhanced professional development, better collaboration with special education professionals, and improved resource availability. While teachers are generally positive about their ability to modify instruction, addressing the identified gaps is crucial to fully support hearing-impaired students in achieving academic success.