Assistive Technology as a Predictor of Social Cohesion among Secondary School Students with Hearing Impairment: A Quantitative Study from Punjab, Pakistan

Abstract

Assistive technology (AT) is an important part of the solution to diminish communication barriers, which are essential to enhancing social participation for a student who has a hearing loss. As for secondary school, students who are hearing impaired (HI) may experience a variety of challenges in communication, peer interaction, group participation, acceptance and a sense of belonging in the classroom setting. These issues can impact their integration into the school community. In this study, the present practices of AT use among the HI students were examined, their social cohesion level was evaluated, weaker social cohesion aspects were identified, the reasons for the weaker social cohesion related to AT were explored, the relationship between AT use and social cohesion was evaluated and the impact of AT on social cohesion was investigated. The quantitative research method was employed and the survey design of descriptive research was adopted. The subjects were secondary school students with HI attending a school for hearing impaired students in Punjab, Pakistan.  Data reported in this study is based on responses selected using cluster sampling from the province of Punjab, Pakistan using two five point Likert scales namely; assistive technology usage related scale and social cohesion measurement scale. The assistive technology scale included sections about AT availability, classroom integration, teacher facilitation, student confidence and barriers. Social cohesion scale included sub sections related peer communication, participation in class, acceptance, belongingness, social support, confidence in interaction, and equal treatment.The data were analysed using descriptive statistics, reliability analysis, Pearson correlation, independent sample t-test, one way ANOVA and simple linear regression using SPSS software. Overall, it was found that the use of AT and social cohesion was high among HI students. The correlation between use of assistive technology and social cohesion was strong, positive and statistically significant. The results of the regression analysis pointed out that the use of assistive technology was a significant predictor of social cohesion. The study suggests that effective availability, regular use, teacher support, assistive technology technical facilitation and student's confidence in AT can make communication more accessible for students with hearing impairments, improve peer interaction, participation, inclusion and belongingness.