International Research Journal of Education and Technology

Competent and skilled teachers are essential for ensuring quality education for children with hearing impairment (HI). In India, especially in Haryana, inclusive education reforms under NEP-2020 and RCI emphasize teacher readiness for supporting children with hearing loss in mainstream and special schools. The present study assesses professional competencies of 80 teachers (40 special educators & 40 general teachers) working with HI learners in Haryana. A structured competency assessment tool covering domains such as sign language communication, audiological device handling, instructional strategies, IEP development, classroom management, and inclusive practices was used. Descriptive statistics, mean, SD, and independent sample t-test were applied for analysis. Results reveal that special educators possess significantly higher competencies than general teachers, especially in sign language, auditory-verbal techniques, cochlear implant/hearing aid handling, and IEP-based teaching. Findings highlight the urgent need for capacity-building programs, ISL training, audiology-based skill development, and inclusive practice workshops for general educators in Haryana. Recommendations align with NEP-2020 and RCI quality standards.

Keywords: Hearing Impairment, Teacher Competency, Inclusive Education, Sign Language, Cochlear Implant, NEP-2020, Haryana Schools