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BACKGROUND: Communication strategies that currently teachers of special education are using in classroom includes: babbling method, the acoustic method, visible speech, the TVA (tactile verbal auditory) procedure, direct instruction, total communication and cued speech. It is yet to find out that which strategy is more common and helpful among all of them.

OBJECTIVES: To investigate the common communication strategies used by teachers for hearing impaired children in classroom settings.

METHODS: This was a cross-sectional survey conducted over six months in the government sector. The study utilized a well-structured questionnaire, designed based on expert opinion and literature review, which was administered to 268 teachers of hearing-impaired children. The questionnaire's reliability and validity were confirmed with a Cronbach’s alpha of 0.78. Teachers were selected using a convenient sampling technique based on predefined eligibility criteria. Data collected via the questionnaire was analyzed using SPSS 21 software, applying descriptive analysis including mean, standard deviation, frequency, and percentages. The cross-tabulation method was used for data examination, and End Note software was utilized for referencing.

RESULTS: The survey was administered to 268 teachers with a mean age of 35.26 and a standard deviation of 7.386. The majority of the respondents, 208 (77.6%), held a Master's degree, while 59 (22.0%) held an M. Phil degree and only one (0.4%) had a PhD. Regarding the work settings, 210 (78.4%) of the teachers worked in schools and 58 (21.6%) in centers. Experience varied with 46 (17.2%) having …