Abstract
In special education, upbringing is viewed as a deliberately planned process of educational support for human socialization, sociocultural inclusion, and social adaption. Vital functions are disabled. Education takes place in various historical, sociocultural, and temporal circumstances, and it is prone to change in line with the shifting norms and realities of social life. Educational institutions and systems, which are reliant on societal conditions and requirements, decide its goals and objectives, techniques, and tools. This article offers input and feedback on the methodologies used to prepare hearing-impaired youngsters at specialist boarding schools for higher education.
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