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Effective communication is essential for hearing-impaired students to ensure academic achievement, foster peer relationships, and prevent social isolation. It facilitates access to curriculum, develops complex linguistic skills, and supports emotional well-being by allowing them to engage confidently with teachers and peers. This study examines the impact of communication barriers on the social performance of students with hearing impairment in inclusive schools of Delhi. Social performance in this context includes participation in classroom activities, interaction with peers, confidence, and sense of belonging. The study uses a descriptive research approach and collects data through questionnaires, interviews and classroom observations involving students and teachers.

The findings reveal that communication barriers such as lack of sign language support, limited use of visual teaching methods, insufficient teacher training, and low peer awareness significantly affect student’s ability to interact and participate. Many students experience difficulty in making friends, hesitate to engage in group activities, and show low confidence levels. However, the study also finds that the use of visual aids, assistive technologies and supportive peer environments can improve communication and social participation.

The study concludes that effective communication is essential for true inclusion. It recommends providing trained teachers, sign language interpreters, and inclusive teaching strategies to reduce communication barriers. The research is useful for educators, policymakers and school administrators working to improve inclusive education practices.

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