Classroom Dynamics in Government Special Education Institutions for Students with Hearing Impairment in Punjab-Pakistan

Abstract

This qualitative study examined classroom dynamics in government special education institutions for hearing-impaired students in Punjab. The focus was on the CIPP evaluation model's process indicators, including the classroom environment, instructional practices, classroom management, student engagement, and assessment procedures. Simple random sampling selected eight institutions for non-participant observations in primary-level classes. Thematic analysis revealed substandard practices related to congestion, inadequate furniture, cleanliness, outdated instructional methods, limited planning, low student engagement, inconsistent sign language use, and unsatisfactory assessment procedures. Urgent improvements are needed, including addressing overcrowding, providing teacher training, implementing diverse assessments, and improving management practices.