DESIGNING AN INCLUSIVE ENGLISH LANGUAGE CURRICULUM FOR INDIAN HEARING-IMPAIRED STUDENTS: A COMPREHENSIVE APPROACH
Keywords:
Hearing-impaired education, Indian Sign Language, visual pedagogy, inclusive curriculum, English language acquisition, multi-sensory learning, bilingual education, educational policyAbstract
In India, hearing-impaired students face profound challenges in acquiring English due to auditory-centric teaching methods and a lack of inclusive educational materials. This study aims to design and assess a specialized English curriculum that integrates Indian Sign Language (ISL), visual pedagogy, and multi-sensory strategies to support language acquisition. Through a mixed-methods research framework, the curriculum was piloted in special schools in Tamil Nadu. Quantitative assessments and qualitative interviews demonstrate significant gains in vocabulary, comprehension, and learner engagement. This article proposes a practical, replicable curriculum model and recommends policy reforms to institutionalize inclusive English instruction nationwide.
