Abstract
Purpose: This qualitative research looks into the nuanced educational experiences of students with hearing impairment within special education institutions across the nine divisions of Punjab. Design/Methodology/Approach: This research employed a qualitative study design with a focus on thematic analysis. The study population consisted of students with hearing impairment, and a purposive sample of 36 participants was selected for in-depth interviews.
 Findings: Through in-depth interviews with 36 participants, we unearthed prevailing circumstances revealing a landscape characterized by traditional teaching approaches, limited use of technology, and disparities between special education centers and schools. Elementary-level students encounter greater challenges, as secondary-level students prepare for board exams, driving heightened teacher scrutiny. Likewise students studying in special education centres face greater challenges than in schools.
 Implications/Originality/Value: These findings underscore the need for a more inclusive and technologically enriched educational framework, accompanied by personalized support services. By addressing these disparities and providing tailored education, we can empower students with hearing impairment to thrive academically and holistically.
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