Effectiveness of Assistive Technology in Teaching Mathematics to the Students with Hearing Impairment at Primary Level

The primary purpose of this research was to examine how well assistive technology can help elementary school students with deafness learn mathematics. This research employed a quasi-experimental design (Pre-test - Post-test). We restricted our analysis to the Government Special Education Centre in Bosan Town, Multan. Twenty-five hearing-impaired pupils (eleven female and fourteen male) from the Government Special Education Centre Bosan Town in Multan made up the study's experimental group. The kids that participated in the study came from a wide range of socioeconomic backgrounds. All of the participating third-grade pupils have been identified as having a hearing impairment for the 2020-21 schools’year. The academic achievement of pupils was assessed from the very beginning of this study with a pretest (personally structured and certified by professionals). Both the researcher and the instructor's aide were responsible for its execution. An end-of-course posttest (individually organized and expert-validated) was administered to test how well the use of AT aided mathematics instruction for students with hearing loss. Students with hearing loss were given a mathematics assessment before and after receiving instruction using the study's intervention, an assistive technology. Percentage and the one-sample t. test were used for statistical analysis. The findings showed that pupils benefited from the use of assistive technology when learning mathematical topics