Parent Enablers of Education Support for Young People with Hearing Impairment in Pakistan

Tehmina Hammad

doi:10.3390/educsci11090480

Abstract

This article examines the support received by young people with hearing impairment from parent enablers of education in Pakistan. In this ethically designed research, the society’s learning pathways of strong and weak knowledge and education centralised the voice of young people with hearing impairment as a methodology to evaluate society’s influence on parent enablers support, including from for-profit and not-for-profit education. The semi-structured interviews were conducted with 20 young people with hearing impairment, 10 each from for-profit and not-for-profit education. The case-by-case analysis of young peoples’ voice showed that in strong pathway, the binding together of family support in education with society formed young peoples’ equal but different identity that shaped an imbalance in gender and social choice of impairment over poverty with restricted translation of for-profit education in employment outside the family. In weak pathway, the family support in education disconnected from society formed young peoples’ same but unequal identity that shaped conflict in gender and social choice of poverty over impairment with limited conversion of not-for-profit education in local employment. In conclusion, alignment of society and parent enablers of education with reference to gender is required for young peoples’ entry in outside and local employment for sustainable development in Pakistan.

Highlights

Parent enablers represent a sum of practice or total support received by young people with hearing impairment from family, and others, including from different types of education
The findings are presented in society’s learning pathways of strong and weak knowledge and education in which the voice of young people with hearing impairment is centralised to evaluate parent enablers support in terms of family, and others, including from different types of education in Pakistan, as shown
In the pathway of strong knowledge, the binding together of family support in education with society closed the voice of young people with hearing impairment

Summary

Introduction

Parent enablers represent a sum of practice or total support received by young people with hearing impairment from family, and others, including from different types of education. Creates variation in parental involvement in their children’s education [2,3] and which requires new ways of approaching family support in education [4]. In this respect, the current focus in educational research on literacy of children and young people with hearing impairment seldom overcomes their linguistic difficulties and challenges that they face in accessing written forms of assessments under standard examination conditions [5]. Society’s interventions and approaches often seek to develop these young people through access to learning in terms of provision of accessible instructions or learning to access that reinforces the importance of gaining independent skills such as checking whether their audiology equipment is working. While the interrelations in access to learning and learning to access is recognised, its application remains limited with an overemphasis on explicit instruction that reduces the development of independent skills [7]

Results

Discussion

Conclusion