ATTITUDE TOWARDS SELF-LEARNING PACKAGE AMONG HEARING IMPAIRED SCHOOL TEACHERS'

Abstract

This article investigates the attitudes of hearing-impaired school teachers towards self-learning packages as a means of professional development. The hearing-impaired community faces unique challenges in accessing educational resources, which makes self-learning packages a potentially valuable tool for their continued growth as educators. Through a mixed-methods research approach, we examine the perceptions, preferences, and challenges faced by hearing-impaired teachers in utilizing self-learning packages.The study reveals a generally positive attitude towards self-learning packages, with teachers appreciating the flexibility, accessibility, and autonomy they offer. However, the research also identifies barriers related to technological access and communication, indicating the need for inclusive design and support systems. The findings of this study provide insights for educational institutions and policymakers aiming to empower hearing-impaired teachers through self-learning opportunities, thus contributing to their professional development and ultimately improving the quality of education for hearing-impaired students.