Purpose: The goal of this research was to investigate the difficulties that deaf parents have when it comes to the academic performance of their hearing children. Methodology: Case studies based on qualitative paradigms were used for this study. Participants in the research were parents who were deaf themselves but whose children had normal hearing. The sample comprises of 14 deaf couples from two divisions of Punjab—Lahore and Gujranwala. The data collection method consisted of a self-developed interview schedule with open-ended questions. Thematic analysis, a qualitative method, was used to analyze the data. Findings: Deaf parents have to deal with a number of obstacles, the most significant of which are communication barriers, attitudes they confront, and misunderstandings held by the community as a whole, all of which limit their capacity to participate in their children's academic lives who have normal hearing. Implications: It was suggested to the various stakeholders that they should be required to play their respective contributing roles in the process of reducing the constraints that restrict the engagement of parents in the academics of their children on a consistent basis, beginning with the most fundamental level.
Purpose: The students with hearing impairment have the facility to use Facebook, Instagram, WhatsApp, YouTube, Snapchat, TikTok, LinkedIn, and Twitter for their interaction with mainstream society. This study investigated the social media practices of students with hearing impairment studying at the college and university levels for their social inclusion in mainstream society. Design/Methodology/Approach A cross-section survey design was followed to gather data. The population of the research was hearing-impaired students enrolled in graduation in Lahore city. A sample of 85 students with hearing impairment was selected through a non-probability sampling technique. A structured questionnaire was developed and got validated by establishing validity with the help of relevant experts. Reliably was .81 estimated through Cronbach alpha. Findings: The inferential statistical analysis shows no difference in the social media practices on the basis of gender and level/degree of hearing loss, social media has added great value in integrating SWHI within mainstream society, but students are still unaware of using this platform for their broader social networking and academic inclusion globally. Implications/Originality/Value: The study will add in the existing body of the knowledge and will guide the students to use social media for inclusion in all segments of mainstream society in a better way.
<span lang="EN-US">This study was conducted to examine students’ perceptions regarding reading habits and to explore gender-wise, sector-wise, and grade-wise differences in secondary school students’ reading habits. The students (N=538) who participated in this cross-sectional survey were selected through a non-proportional stratified random sampling technique from district Lahore. The researchers developed a questionnaire comprised of four subscales (perceptions, purpose, preferences, and problems in reading) to measure students reading habits. They ensured the validity of the instrument from experts and calculated the reliability that was Cronbach’s alpha=0.802. Data were analyzed by using different statistical techniques (mean, standard deviation, and independent samples t-tests). The results of descriptive statistics indicated that students gave more preferences to reading than perceptions about reading, the purpose of reading, and problems in reading. However, the least contributing factor was problems in reading. Whereas the findings of independent samples t-tests showed a significant difference in students’ perceptions about reading habits based on gender and class. However, an insignificant difference was found in students’ perception of reading habits based on sector-wise (public and private) schools. Books of students’ interests may be provided in libraries to encourage them to read. Moreover, teachers may also arrange more reading activities to enhance students’ reading skills.</span>
Education has become a necessary investment in future employment and life satisfaction and motivation for students with disabilities. Most, however, cannot afford to make this investment without some outside monetary assistance. The study was aimed to identify the effect of financial assistance being provided to students with disabilities enrolled in public and private sector universities in the province of Punjab on their motivation and satisfaction. The population of study comprised all students with disabilities (hearing impaired, visually impaired and physically handicapped) who were receiving higher education in public and private sector universities in Punjab. A sample of 56 students with disabilities including hearing impairment, visual impairment, and physical handicap was conveniently taken from three public and three private sector universities located in the Punjab. Data were collected through a self-developed questionnaire containing twenty-three statements measuring the effect of financial assistance on the motivation and satisfaction of university students. Reliability index of the instrument was (Cronbach alpha α= .95). Descriptive statistics, independent sample t-test, Analysis of variance (ANOVA) was applied to analyze the data. Major findings revealed that financial assistance was having a significant positive effect on the motivation and satisfaction of students with disabilities. Conclusions were drawn and recommendations were made to the Government of the Punjab for making the process of providing financial support to the students with disabilities more transparent and fast.
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