CHAPTER V- FINDINGS, RECOMMENDATION AND CONCLUSION

This chapter deals with the summary of the study, major findings, recommendations,

educational implications, suggestions for further research and conclusions.

5.1 Brief Introduction

Communication for a person with partial or total hearing inability is a challenge.

Hearing-impaired people do not develop speech and language and suffer isolation
from the speaking world (Bowman-Smart et al., 2019) Hearing Impairment is a
invisible disability ,that is why people do not notice its occurrence on time. Hearing
Impairment is different from deafness, hearing loss greater than 90 decibel is
generally categorised as deafness, but any hindrance to hearing in any sense, like
temporary, permanent or fluctuating, make deep impact on child social emotional.
Academic experience, literacy skills and speech and language ability. According to
WHO, a ‘deaf’ person suffers complete hearing loss and those who suffer severe or
partial hearing loss are referred to as ‘hearing impaired’. Over 5%, that is, 430 million
people worldwide, require rehabilitation to assist their hearing loss. Around 700
million people or one in every ten people will have hearing loss by 2050. The data
from the 2011 Indian Census reveals that the population of ‘hearing impaired’ people
in India was approximately 1.3 million, while India’s National Association of the
Deaf estimated 18 million people in India with hearing loss (Kulkarni, 2018). Also
revealed by 2011 Census, hearing loss is the second most common disability.
Although it is observed that families hide their children’s hearing loss as many see it
as embarrassment, it indicates that the population of hearing–speech impaired could
be more than the estimated numbers. According to the National Health Mission, India
and WHO, updated data, 63 million people suffer from severe auditory problems in
India. Also, many of these 63 million are between the ages of 0–14 years old. The
National Programme for the Prevention and Control of Deafness (NPCCD) was
launched in India to control and detect hearing loss. A vast population in India is
hearing impaired, but still, this population is grossly neglected. They face. Multi-
layered challenges in pursuing their education, and society has failed in understanding
the dreams and aspirations of the deaf students (Kulkarni, 2018).
5.2 Objective of the study-

1. To study about educational program available to CWHI in NPEs in

India.

2. To study about the concession and facilities available to CWHI

3. To study about the instructional methods available for CWHI in NEPs

in India.

4. To study about curriculum adaptation available to CWHI in NPEs in

India.

5. To study about educational reservations available to CWHI in NPEs in

India.

6. To study about employment program available to CWHI in NPEs in

India.

5.3 Summary of Review Studies

The NEP 2020is held responsible for the reforms in both school and higher education.

What is a major motivational factor for the next generation to thrive and compete in

the new digital age. This new education policy has replaced. Previous national policy

on education, 1986 and forms a most confined and balanced framework to transform
both elementary and higher education in Indiaby 2020. Since the countries

Independence in 1947, the Indian government has started the various programs to

elaborate and spread education in both rural and urban India. Government established

the University Education Commission, 1948-1949, the Secondary Education

Commission, 1952-1953. University grand commission and the Kothari Commission

1964-66 to develop India’s education system to advanced level.(Albert

Einstein )firmly believed that insanity is doing the same thing over and over again and

expecting different results. This is the apt description for our education system. We

have been following the exact same policy that was brought into effect almost 34

years ago. Yet we expect the policy to comply with the needs of the 21st century. We

live in the century of evolution. Everything around us evolves and changes constantly

and that is what needs to happen with the Education policy of this country. The results

and discussions of the findings with relevance to earlier studies provided a clear idea

of the overall research work. This chapter summarizes the major findings of the

present study entitled “ the comparative study of national education policies in India.

5.4 Research Questions of the study

It become easy to move further in the study with the help of research questions.They

are like the guide for upcoming work and also give the direction for the right move.

Here researcher has stated the research questions related to the study “Comparative

study of National Education Policies with reference to Children with hearing

Impairment”.

1. Are the educational program available to CWHI in NPEs in India.

 2.How about the concession and facilities available to CWHI in NPEs in

India.

3. Are the instructional methods available for CWHI in NEPs in India.

4. Are curriculum adaptation available to CWHI in NPEs in India.

5. Do research studies speaks about educational reservations available to

CWHI in NPEs in India.

6. Are there any employment program available to CWHI in NPEs in

India.

5.5 Brief Methodology of the study

This chapter ,is to discuss about the methodological framework constructed

and deployed by the researcher .It gives relevant information about the

research design, research population, sample size, sampling methods, data

source, data collection techniques, and data analysis techniques. Research

design of this chapter is giving important information in relevance to the

national education policies and there suggested outcomes related to the study

objectives which are set in the beginning of the study .The information which

were required for this descriptive type comparative study ,is through the

online articles, online and offline journals, books ,newspapers,

magazines ,Dissertation studies, M.Phil. studies and Ph.D. theses. After

getting into the selection of the title ,the researcher ,followed the steps to

proceed towards collecting information ,making best use of available

resources, selecting the relevant data ,which where more relevant,

appropriate and justifiable .Most importantly the researcher have to compile

the data and analyse as per mentioned in syllabus for the Dissertation course

work,in the last semester. For the research procedure in this descriptive

method of analysis, researcher had searched various materials, policy and

media reports, blogs, surveys, and study reports, reviewed research reports

and papers, journals, and news articles published before and after the

approval of NEP 2020 based on the secondary data collection process. The

Study variables are education based , employment based, instructional aids

based, curriculum adaptation based,facilities and concession based and

reservation based.To conduct the study and find out the relevant information

which can answer the research questions was done through secondary data in

form of articles ,journals ,through online materials which were further

compiled in a format under the four different sections ,namely 1.Studies

related to NEP 1968 with respect to education ,employment, reservation,

curriculum adaptation and use of technology.2. Studies related to NEP 1986

with respect to education ,employment, reservation, curriculum adaptation

and use of technology.3. Studies related to NEP 2020 with respect to

education ,employment, reservation, curriculum adaptation and use of

technology.After gathering sufficient information from various resources the

researcher made a thorough study of the existing collected written

documents.A master data analysis sheet was prepared by the researcher and

logically analysed the content.

5.6 Summary of data Analysis

5.7 Major findings of the study

The analysis and interpretation of collected data revealed that the comparative study
between the three education policies with reference to the children with hearing
impairment .It highlights the extent of implementation of the clause added in the
NEPs in terms of programe,facilities and concessions in various educational level.The
results also throw the light on various challenges in implementing the policy .In
addition , the result also explored the possible measures for the existing challenges
The major findings of the present study under each research question are described
below.

5.8 Educational Implication of the study

In case of stakeholders

1.National Institutions-National Institutions are time to time making needful alteration

in there programs and also make best possible use of resources .

2.NGOs-NGOs are sufficiently developing ,and also have a great impact in the

educational arenas of our country.

3.Governing Bodies-Normally all governing bodies are responsible for,new and

required changes in the educational trends .

In case of Special Educators

1.Academically-This study brings the information which is relevant for the special

educators ,to enhance there knowledge and progress academically.

2.personally-It is also a chance to take personal interest in the study and groom self

learning by the special educators in regard to acquire knowledge.

3. socially-To socialise it is beneficial that all special educators consist some basic

informationabout the national education policies of India and there major

consequences in the field of special education and children with special needs.

5.9 Limitations of the study

1. This study is conducted as a part of dissertation work to understand the

NEPs with reference to Children with Hearing Impairment .

2. It is subject to certain limitations as the research is based on the secondary

data.

3. The results are highlighted through literature review and recommendations

have been made.

4. This study can act as a base for future research and this research can be taken

as base for further study on different aspect of NEPs.

5. Time was limited which act as a limitation in conducting this research work.

6. Financially this study was expensive ,as many relevant books and materials

are to be collected.
5.10 Suggestions for the future research

1.Future study can also be done related to NEPs in India with reference to other

disabilities.

2. Study can be done taking this title further ,by extending the research objectives to

the next level.

3. Future study can be done ,with different application of data collection method.

5.11 Challenges faced by the researcher

Time management has been a challenge for the researcher in this study
A quantity of literature was a big challenge ,as it was not easy to take out the relevant

items in limited time period

Implementing quality of writing within the literature review is the challenge for the

researcher in study as it took time to understand and execute it appropriately.

Insufficient data ,related to the topic is also a big challenge ,which was faced by

researcher during the study.

Lack of confidence,becomes a big challenge as it is difficult to find out ways to

proceed the study through learning by doing.

5.12 Conclusion

This study is suppose to find out the information available in the context of

facilities,programmes,concessions,curriculum adaptation and instructional methods

which are relevant for the children with hearing Impairment in the National Education

Policies of India. In national policy 1968 ,majorly term ‘education for all’ was the

major highlighted point ,and national education policy 1986,major impact was given

to the differently able children and adequate facilities are being provided to follow ‘no
child left behind’ philosophy .It makes the picture clear that policy makers have felt

the importance of establishment of special schools which are equipped with assistive

devices and other resources.NEP 2020,is a recent one ,which is yet to come under

implementation ,but still it has got the various mixed opinions from the various walk

of life.

REFERENCE-CHAPTER-V

Varshney S. Deafness in India. Indian J Otol [serial online] 2016 [cited 2022 May

25];22:73-6. Available from: https://www.indianjotol.org/text.asp?

2016/22/2/73/182281
https://engage-education.com/blog/how-to-support-a-child-with-a-hearing-

impairment-in-school/

https://vikaspedia.in/education/parents-corner/educational-services-on-hearing-

impairment-rehabilitation/educational-programmes-available-for-the-hearing-

impaired-childern/

Challenges and Opportunities in Online Learning Amid COVID-19: A Study on

Hearing–Speech Impaired Students of Jammu and Kashmir

Renu Kotwal, Gajendra Singh Chauhan, Swagata Ghosh

First Published March 29, 2022 Research Article

https://doi.org/10.1177/09760911221086356