Documenting Teachers’ Stance Regarding Financial Literacy of Hearing-Impaired Students: A Qualitative Investigation

Abstract

Education of hearing-impaired students is essential for their empowerment and enlightenment. The study aimed at unfolding the stance of teachers of hearing-impaired students about financial literacy while determining the appropriate level financial literacy that should be taught to hearing impaired students and suggesting the strategies to inculcate financial literacy amongst hearing impaired students. The study is a qualitative probe based on content and thematic analysis. Special education teachers of hearing-impaired students enrolled in public sector special education centers across eleven divisions of Punjab constitute the population for the study at hand. As many as sixteen special education teachers, including Junior Special Education Teachers as well as Senior Special Education Teachers, teaching in sixteen special education centers in Sargodha division forms the sample for the study. Sargodha division (comprising four districts, each having four special education centers) was chosen through convenient sampling technique. Researchers collected data from the participants (N=16) through semi-structured interviews. The study revealed that special education teachers of hearing-impaired students consider financial literacy as financial education which tends to make hearing impaired students’ financial actors, makes hearing impaired individuals financially independent and aims at financial inclusion thereof in long run. The study further revealed that financial literacy is the need of the hour for hearing impaired students at elementary level in special education centers across Punjab. The study suggested the curricular adaptations as well use of social and electronic media, apprenticeships, workshops, exhibitions and vocational training courses as viable options to ensure an inclusive and financially sustainable community of hearing-impaired individuals. Special education department’s curriculum wing is suggested to integrate the concepts of financial literacy at elementary level curricula of hearing-impaired students to enable hearing impaired students to be financially literate, independent, empowered and included.