Quality of Academic Environment in Relation to Availability and Usage of Technology, Teachers’ Awareness and Leadership of Principals in Schools for Hearing Impaired

Abstract

The study looked at the use of assistive technology in special schools for children with hearing impairments, as well as its usefulness, teachers' attitudes toward technology, and the differences between public and private schools. A poll of instructors was undertaken, with an overall response rate of 88%. The study included tools with clear instructions and explanations, such as the Assistive Technology Availability Checklist and the Assistive Technology Use Scale for Teachers in Deaf Schools. The findings advocated for the use of assistive technology in deaf education, highlighting the necessity of specific talents such as core pedagogy, topic comprehension, expanded curriculum, and communication. Teachers must also be knowledgeable about Deaf culture, assistive technology, and inclusive education. Technology can transform society by increasing differentiation, diminishing isolation, and providing new opportunities. Finally, the research confirms the rising usage of assistive technology in deaf education and shows differences in technology utilization by instructors in various roles. Training and professional development are required for targeted assistance.