•  
  •  
 

Abstract

This study aims to evaluate the effectiveness of learning adaptation strategies implemented by students with hearing impairments in the context of inclusive higher education. The study employs a qualitative approach using an open-ended survey design involving 15 students with hearing impairments who are currently enrolled in or have previously attended higher education institutions. Data were analyzed using a reflexive thematic analysis approach to identify thematic patterns related to perceptions of the effectiveness of the adaptation strategies employed. The findings indicate that the majority of respondents perceived the adaptation strategies they used as “fairly effective,” although not yet fully optimal. The dominant strategies included sitting in the front rows, lip-reading, utilizing written materials and presentation slides, using transcription tools or digital devices, and engaging in discussions with peers after lectures. The findings also indicate a reliance on informal peer support and a high individual adaptation burden borne by the students. This suggests an implementation gap between inclusive education policies and pedagogical practices in the classroom. The study emphasizes that the effectiveness of student adaptation cannot be used as the sole indicator of inclusion success; rather, it must be accompanied by institutional responsibility in providing learning environments that are accessible and responsive to the needs of students with hearing impairments. This study contributes to strengthening a comprehensive analysis of the quality of inclusive pedagogy in higher education

First Page

173

Last Page

182

Additional Files
Manuscript_Revised.docx (331 kB)
Revision
Download

Share

COinS