Challenges Faced by Hearing-Impaired Children in Mathematics at the Primary Level: A Perspective from Primary School Teachers in District Gilgit

Abstract

This study explores the challenges encountered by hearing-impaired (HI) children in learning mathematics at the primary level in Gilgit District, Pakistan, drawing insights from 55 special education teachers. Using a quantitative research design and a purposive sampling technique, data were gathered through a structured Likert-scale questionnaire to assess teachers’ perceptions of the mathematical difficulties faced by HI students. The study identifies major barriers in performing basic calculations, understanding inequality symbols, and participating in classroom activities, primarily due to communication constraints and limited auditory input. The findings highlight four central dimensions of these challenges. First, mathematical calculations pose persistent difficulties, as HI students struggle with fundamental operations such as addition and subtraction, and require additional time and support for complex tasks like money calculations. Second, in understanding mathematical concepts, students often misinterpret symbols, particularly inequality signs (“<” and “>”) as a result of limited verbal instruction. Third, challenges in support and communication arise from teachers’ insufficient sign language proficiency and the absence of specialized mathematical support systems. Lastly, teachers identified effective instructional strategies, including the use of visual aids, hands-on learning, technology-based teaching, and individualized instruction tailored to diverse learner needs. The study emphasizes the need to strengthen teacher training in inclusive pedagogy, integrate assistive technologies, and promote collaborative partnerships among teachers, schools, and parents. These measures are essential to cultivating an inclusive and equitable learning environment that enhances the mathematical comprehension and classroom participation of hearing-impaired learners.