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The study covers 388 teachers from 34 Government Deaf & Defective Hearing Schools across four zones in Punjab province, selecting a sample of 68 teachers. A self-developed validated questionnaire (Cronbach Alpha: 0.92) gathered responses on teaching speech, speech reading, reading recognition, writing, and mathematics, plus parental involvement and evaluation. Data were analyzed using SPSS with independent t-tests and ANOVA across gender, position, qualification, number of children, and zones, revealing barriers such as overcrowded classrooms, insufficient staff, lack of hearing aids, and limited parental cooperation, followed by conclusions and recommendations to Pakistan’s Punjab Special Education Department.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/instructional-practices-used-by-special-education-teachers-in-classrooms-of-young-children-with-deafness/595875/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/instructional-practices-used-by-special-education-teachers-in-classrooms-of-young-children-with-deafness/595875.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What was the purpose of the quantitative investigation?","Question",{"text":113,"@type":114},"To identify instructional practices used by special education teachers in classrooms of young children with deafness.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the sample selected and what population was studied?",{"text":118,"@type":114},"The population included all 388 teachers in 34 Government Deaf & Defective Hearing Schools in Punjab, and a sample of 68 teachers was selected (two teachers from each school) teaching children in KG.I and KG.II.",{"name":120,"@type":111,"acceptedAnswer":121},"Which teaching areas and related factors did the questionnaire cover?",{"text":122,"@type":114},"It captured teachers’ responses on instructional practices for teaching speech, speech reading, reading recognition, writing, and mathematics, as well as parental involvement and evaluation.",{"name":124,"@type":111,"acceptedAnswer":125},"What major problems were reported in teaching young children with deafness?",{"text":126,"@type":114},"Teachers faced issues such as overcrowded classrooms, lack of teaching staff, unavailability of hearing aids, and insufficient parental cooperation.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},595875,1792166176,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":105,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":41,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Instructional Practices used by Special Education Teachers in Classrooms of Young Children with Deafness  \nGhulam Fatima*, Abid Hussain Ch** and Misbah Malik***  \nAbstract  \nThe purpose of this quantitative investigation was to identify instructional practices used by special education teachers in classrooms of young children with deafness. The population of study involved all 388 teachers serving in 34 Government Deaf & Defective Hearing Schools located in four zones ofthe Punjab province. A sample of 68 teachers (two teachers from each school) teaching to young children with deafness in class K.G.I and K.G.II was selected. A self developed and validated questionnaire (cronbach Alpha: 0.92) was used to elicit teachers’responses on instructional practices made by them in teaching speech, speech reading, reading recognition, writing and mathematics, on parental involvement and evaluation. Data were collected personally, through email, and registered post. Collected data were analyzed on SPSS. Independent sample t-test and ANOVA was run to see differences in instructional practices on the basis of teachers’ gender, position, qualification, number of children, and four zones of the Punjab. Major findings revealed that teachers were having problems in teaching to and working with young children with deafness due to overcrowded classrooms, lack of teaching staff, unavailability of hearing aids, lack of parental cooperation etc. conclusions were drawn and recommendations to Punjab Special Education Department of Pakistan were made.  \nKeywords: Instructional practices, young children with deafness, special education teachers, Punjab province  \n*Assistant Professor, Department of Special Education, University of the Punjab, Lahore-Pakistan [Email: missfatima_dse@yahoo.co.in](Email: missfatima_dse@yahoo.co.in)  \n** Prof of Education, Institute of Education & Research, University of the Punjab, Lahore-Pakistan  \nEmail: [chabidhussainier@yahoo.com](chabidhussainier@yahoo.com)  \n***Lecturer, University of Education, Township Campus, Lahore-Pakistan  \nIntroduction  \nFirst few years of a child’s life are of significant importance for shaping his subsequent life in the coming years. Bloom (1964) and Kirk (1958) asserted that external experiences and healthy environment determine the style of a child’s development. National Head Start program, in 1965, played a vital role in forming public focus on early childhood education highlighting ceaseless endeavours of US institutions (Hinitz, 2014) . The backbone importance of early childhood education in the whole education system was recognized soon after the creation of Pakistan. The Pakistan Educational Conference (1947) emphasized the education of children between three through six years in special schools. Report of the Commission on National Education (1959), and National Education Policy and Implementation Programme (1979) stressed the importance of education and rehabilitation of children with special needs. Additionally, the formulation of National Policy for Persons with Disabilities (2002), in the coming years, proved a breakthrough in throwing light on the equal rights, facilities, and opportunities for persons with disabilities with particular emphasis on early detection and intervention of children with special needs. National Education Policy (2009) noticeably accepted the foremost important position of early years by using the term Early Childhood Education (ECE), and recommending one year pre- primary education for young children and two year specialised training for their teachers.  \nA considerable research has highlighted a significant gap in academic achievement between students with and without deafness (Meadow-Orleans, 2001; Marschark, 2006) . The SAT-9 calculated the median reading comprehension score for 17 and 18 year old students with deafness and hard of hearing which was approximately equal to that of grade four students without deafness (Gallaudet Research Institute, 200","cbCailh1yHph71Em","https://ap.wps.com/l/cbCailh1yHph71Em","pdf",403132,"English","# Introduction\n## Early childhood education context\n## Research gap in deaf education outcomes\n## Program quality and classroom interaction\n## Need for age-specific instructional practices\n## Current performance challenges in key learning areas","[{\"question\":\"What was the purpose of the quantitative investigation?\",\"answer\":\"To identify instructional practices used by special education teachers in classrooms of young children with deafness.\"},{\"question\":\"How was the sample selected and what population was studied?\",\"answer\":\"The population included all 388 teachers in 34 Government Deaf \\u0026 Defective Hearing Schools in Punjab, and a sample of 68 teachers was selected (two teachers from each school) teaching children in KG.I and KG.II.\"},{\"question\":\"Which teaching areas and related factors did the questionnaire cover?\",\"answer\":\"It captured teachers’ responses on instructional practices for teaching speech, speech reading, reading recognition, writing, and mathematics, as well as parental involvement and evaluation.\"},{\"question\":\"What major problems were reported in teaching young children with deafness?\",\"answer\":\"Teachers faced issues such as overcrowded classrooms, lack of teaching staff, unavailability of hearing aids, and insufficient parental cooperation.\"}]","Instructional Practices used by Special Education Teachers in Classrooms of Young Children with Deafness | PDF",1792082027]