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| Past Studies Studies show that the three components cognitive, affective and behaviourial represents the emotional portion of an attitude, whereas beliefs, ideas and opinions refer to the cognitive component. A person’s willingness to interact with the subject at hand including the manner in which the do so best describes the behaviourial component. Attitudes consist of three mechanisms emotional, cognitive, and behavioural (Olson & Zanna, 1993). The emotional represents the affective part of an attitude, whereas the cognitive refers to thoughts, thinking, and views (Antonak & Livneh, 1988). The behavioural describes a persons keenness to interrelate with the matter which they do so (Cook, 1992). In research relating to disability, the importance of understanding issues around the disabled is often underappreciated. Considerable expertise is needed to address its issue and to help perhaps people understand more towards the disabled. As long as there is a negative attitude towards the disabled, people still cannot accept their presence, and the integration of disabled people in society will be closed (Yusmarhaini Yusof, Cheong, Azlin Hilma Hillaluddin, Fatimah Zailly Ahmad Ramli & Zarina Mat Saad, 2019). Factors that can change negative attitudes towards disabled people are informed about the group and direct contact with them. More information about disabled people known to the community, the less negative stereotypes about the disabled and the more positive their attitude towards disabled people (Mathers, 2003) and similarly, direct contacts with disabled people improve their attitude towards disabled people. Students with hearing loss can find the classroom a challenging environment and this can lead to social isolation. Not being able to interact with other students may affect the learning process. They are not motivated to take part in tutorials. If they cannot follow the progress of the lecturer, they might not learn effectively. As Doyle (2002) remarks that the importance of hearing is often underestimated mainly because, for the most part, it is an invisible disability. The lack of understanding of hearing loss is further compounded by the tendency to classify the ability to hear into two categories hearing and deaf. There is a diversity of definitions of hearing impairment. Thus, comparison among studies is difficult. We use WHO classification that classified hearing impairment according to the pure tone average in the better hearing ear. Categories of hearing impairment range from no impairment to profound impairment according to the threshold level (Mathers, 2003). Based on the findings of Mohd. Sharani Ahmad (2004), a total of 24 of 141 students in four schools in the Klang Valley, Selangor was now wearing hearing aids. The examination results also found that 38.5% of hearing aid batteries are weak and produce a sound that is not clear. 35.9% of the students found mould their ear hearing aids are dirty and clogged. Pupils are very severe hearing loss can hardly detect the sounds of the spoken speech but with the help of hearing aids. Attention and teaching methods on children's hearing is different from students with special needs and the other due to the difference in their problems and needs. Only 39 hearing aids used by the 24 students who participated in this study. Hearing aids do notwork well when there are some problems such as the sounds are not clear the battery is low, dirty and clogged ear mould and soon. The lack of knowledge by teachers and parents about hearing aids because they cannot repair the device in the event of damage. Not all types of damage to hearing aid to be sent to a specialist (Mohd. Sharani Ahmad, 2004). Based on the discussed literature reviews, it has been found that there are still lack of studies conducted on the challenges of hearing impaired students during Covid-19 pandemic. Malaysian Journal of Social Sciences and Humanities (MJSSH), Volume 5, Issue 8, (page 106 - 116), 2020 Download 340.52 Kb. Share with your friends:
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