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Education Policies And Its Impact On Performance Of Learners With Hearing Impairement: A Case Of Ministry Of Education And Sports (issue 4)

This research investigates the profound impact of education policies on the academic performance of learners with
hearing impairment, with a specific focus on the Ministry of Education and Sports. Grounded in a historical
perspective at the global, continental, regional, and national levels, the study employs a theoretical framework,
drawing on the works of prominent researchers in the field. The conceptual and contextual perspectives provide a
robust foundation for understanding the intricate dynamics surrounding education policies. The study employs a
mixed-methods approach, integrating surveys and interviews to gather insights from diverse stakeholders, including
educators, policymakers, and learners with hearing impairment. A significant number of respondents (28 respondents,
52.8%) agreed that modified assessments with additional support or time are effective. This positive response aligns
with the broader understanding that accommodations contribute to fair evaluations and 9 participants (17%) strongly
agreed, contributing to a strong consensus on the effectiveness of modified assessments. Through a comprehensive
analysis of demographic characteristics, the study captures the varied perspectives of participants, ensuring a nuanced
exploration of the research questions. Key findings underscore the positive impact of provisions for inclusive
education, effective teacher training programs, and curriculum adaptations on the academic outcomes of learners with
hearing impairment.

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