BREAKING BARRIERS: COGNITIVE INSIGHTS FROM DEAF AND HARD OF HEARING STUDENTS

Hearing and language play a vital role in children’s cognitive, social, and emotional growth. However, children who are deaf or hard of hearing (DHH) often encounter barriers to cognitive and linguistic development despite having normal intelligence. This cross-sectional comparative study aimed to assess the cognitive abilities of DHH school children and compare them with their normal-hearing peers using Bhatia’s Battery of Performance Tests. A total of 60 students (30 DHH and 30 normal-hearing), studying in grades 5 to 8, participated between 2022 and 2023. Data were analyzed using IBM SPSS version 21, with p < 0.05 considered statistically significant.

                Results revealed that DHH children demonstrated significantly higher mean scores in most subtests, including Koh’s Block Design, Alexander’s Pass-Along, and Pattern Drawing Tests (p < 0.05). The Intelligence Quotient (IQ) and Performance Quotient (PQ) were also significantly higher in the DHH group (IQ: 98.53 ± 6.73; PQ: 107.23 ± 7.57) compared to controls. These findings suggest enhanced visual-spatial cognitive skills among DHH children, possibly due to compensatory neural adaptations and extensive use of sign-based communication.

                The study highlights that deaf and hard of hearing children possess cognitive abilities comparable to, or even exceeding, those of hearing peers in specific domains. Promoting awareness of these strengths can help dispel social stigma, encourage inclusive educational practices, and empower DHH students to reach their full intellectual potential.