ANALYSIS OF SOCIAL INTERACTION OF HEARING-IMPAIRED CHILDREN IN PRIMARY SCHOOLS OF SOLAPUR DISTRICT

This research explores the social interaction experiences of hearing-impaired children in primary schools within the Solapur district, Maharashtra, India. Drawing on a mixed methods approach, the study investigates the challenges and facilitators of social integration, factors influencing social interaction, and perspectives of hearing-impaired children, peers, and teachers. A sample of 74 students aged 10 to 12 years old was selected from primary schools in Solapur City. Data was collected through interviews, observations, and surveys, and analyzed using thematic coding and statistical analysis. The findings reveal that communication methods, peer attitudes, and teacher support significantly impact social interaction experiences among hearing-impaired children. Positive peer relationships and inclusive classroom environments are crucial for fostering social integration and well-being. However, hearing-impaired children often face communication barriers and stigma, hindering their participation in social activities. The study underscores the importance of promoting inclusive practices, raising awareness about hearing impairment, and providing support to enhance social integration outcomes. Practical implications include implementing peer buddy programs, enhancing teacher training, and improving access to assistive technologies. By addressing the social interaction needs of hearing-impaired children, we can create more inclusive and equitable educational environments. Future research should focus on longitudinal studies, cross-cultural comparisons, and the perspectives of hearing-impaired children themselves.