Abstract
The goal of inclusive education is to provide a learning environment where all students, regardless of their individual strengths and weaknesses, can thrive. This qualitative systematic review set out to investigate what characteristics help or hurt D/HH pupils' ability to participate in mainstream secondary school settings. The major goal was to determine successful approaches and barriers to their full participation in regular classrooms. With an emphasis on secondary school inclusion for D/HH children, a thorough literature analysis was undertaken covering the years 2010 through 2023. Several boosters were found after conducting the analysis; these were team-based instruction, individualized assistance, cooperative learning, and motivational techniques. On the other side, it brought to light obstacles like restricted access to educational opportunities, policy implementation hurdles, regulatory gaps, decreased participation in general education classes, and peer interaction problems. Supportive learning settings, healthy peer relationships, and inclusive classroom methods were all emphasized in the study as a means to improve the inclusion experience for D/HH children. The evidence-based recommendations covered a wide range of topics, including better teacher training, specialized support, improved social ties, increased co-teaching, revised policies, and post-secondary aid. Further exploration of the cultural settings and constraints faced by D/HH students was emphasized in this study, with an eye toward improving secondary education for all students.
Masood Ahmad Khan, Muhammad Bilal Tahir, Dr Muhammad Arif, Dr Sahib Khan. (2023) INCLUSION OF DEAF AND HARD OF HEARING STUDENTS AT THE SECONDARY LEVEL: A SYSTEMATIC REVIEW, PAKISTAN ISLAMICUS (An International Journal of Islamic & Social Sciences), PAKISTAN ISLAMICUS: July -September; Vol-03 Issue- 02, Issue 2.
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