Healthy Needs and Problems of Primary School Students with Hearing Impairment

Abstract

Hearing impairment from birth or early infancy may have lifelong consequences for an individual’s social adjustment and mental well-being in terms of communication, education, identity and employment. A number of co-morbid conditions that often accompany this sensory impairment might contribute to the development of mental disorders encountered in deaf children. Specific environmental factors, including familial, social, cultural and educational influences, can be both the direct and the indirect basis for the development of the provision of education as a social welfare service serves as an effort to ensure that the hearing impaired do not feel limited in terms of privileges and opportunities to become productive, employable and have successful and independent future. Education is a tool to empower the hearing impaired to lead an independent life. Empowerment through education begins at the basic level where skills and essential knowledge are acquired through taught programs in aid of preparing students for a higher level of education. Progress from one level of education to another is dependent on the student’s academic performance. As a result, there is a greater need to emphasize the academic performance of all students, including SHIs (Elbeltagy et al., 2019).