Parental Involvement in Social Emotional Development of Children with Hearing Impairment

Abstract

This study aimed to explore the relationship between families, their children's educational involvement, and the social-emotional development of their hearing-impaired children. The study employed a descriptive design based on surveys. We used convenience sampling to select 100 primary school pupils with hearing impairments from private schools in Lahore, and we questioned the teachers about their involvement in their education. We used a second, self-created assessment to gauge the level of parental involvement in the kids' social interaction evolution, and we analyzed parental involvement in education using Calderon's (2000) questionnaire. The conclusions showed that teachers saw greater parental participation in the gregarious and communicative behaviors of hearing-impaired kids but less parental involvement in resolving developmental deficiencies in such children. Additionally, all facets of the kid's social-emotional development showed a strong favourable link with their parents participating in their academic pursuits. The study suggests more in-depth investigation into the variables influencing parental participation.

Key words: Parental Participation, Deafness, additionally Social-Emotional Evolution are significant terms.