DeWitt etal. (2015)stated that hearing impaired learners have learning and communicationchallenges which is magnified during their attendance on tertiary institutions.
This may explains below par performance of hearingimpaired learners in school performance more apparent in language and socialstudies subject. The communication gapand comprehension show the biggest hurdle in their learning process. Moreover the use of technology namelyinformation communication technology (ICT) can facilitate teaching andlearning. Elshaiekh et al. (2013) stated that deafstudents in schools use traditional ways that is not attractive and don’timprove child’s intelligence and there’s no specialist teachers to teach thiskind of children and multimedia system project will provide modern ways toteach and improve child’s intelligence by using computerized games and to bemore attractive by using multimedia like images, videos, animations etc. It is challenging and stimulating work thatinitiates and gives teachers the chance to develop innovative patterns ofclassroom practice. Rye & Skjørten (2014) discussed thatconceiving of how young children learn about the world, especially taking intoaccount the theories of cognitive development of Jean Piaget, it becomesevident that how to make ‘active learning’ become a reality toseverelyhandicapped children is the crucial question. Nowadays ‘active learning’ and’child initiated learning’ are known as barometer of an academic technique thatplacepupil’s self-activity in the middle of the teaching process.
This shows that effective teaching strategyincludes multimedia and other learning materials for wide interaction. Recent research and developmental theorieshave served to clarify and extend the scientific basis for the importance ofearly experience. Active learning’ refers to young children’sneeds for concrete or ‘hands-on’ experiences with people and things aroundthem. Children’s learning begins with experiencing real objects, equipment,tools and the use of things through actingupon them.Bartlett etal.
(2105) said that the caveat is that many students do not perform as well aswe would anticipate, and they will continue to need a comprehensive evaluationin order to develop specific, appropriate academic goals that are unique toeach student. Perhaps an additional concern, such as a specific learningdisability or emotional challenges, interferes with the child’s learning. Ifnot zero-in to the learners as holistic, and academic, process decisions maydependentirely on a learners hearing assessment and communication skills.Parents and stakeholders,professionals must consider the learners cognition capacity, reasoning skills, preferenceof communication, learning habit, and academic potentialif making a decisions.Thelearner’ssocial and cultural background must also be looked upon.
Severalfactors must be considered to raise the level for academic success, and for learnersto achieve their full potential. Kazu (2009) talked, that it is veryimportanttoeach person to actively join in the teaching-learning process;starting from the early childhood, the awareness will raise the efficiency ofthe learning process in honing the academic success and thus the potentialachievement.The teaching styles have to be determined. Academic matters should be given by lookingon these differences andconsideration in the teaching-learning processes.Togive best educational experience to an individual, academic process must be identifiedbeforehand by looking the differences in perception, personality, intelligence andability.