Academic Enablers to Success of Students with Hearing Impairment at the Undergraduate Level

Abstract

This research examined the academic enablers that help undergraduate students with hearing impairment (SWHI) succeed in higher education, addressing their unique obstacles. SWHI students have unique academic challenges that need tailored interventions and support services to improve their education. Promoting diversity and academic success in higher education requires understanding these obstacles and supports. A census sample of 30 SWHI undergraduates from a private institution was used for a quantitative study. Surveys in sign language were analyzed using SPSS. Descriptive and inferential statistics were used to analyze academic engagement, interpersonal skills, academic motivation, and study abilities. Academic Engagement demonstrated significant engagement with 56.1% asking test questions and 68.3% participating in classroom discussions. Interpersonal Skills showed active listening (78.0%) and good group work (75.6%). Academic motivation emphasized self-improvement (78.0%) and intrinsic curiosity (73.2%). 73.2% attended class without doing homework, indicating study skills issues. Future studies should examine academic diversity and accessibility initiatives.