Background and Aim: About 1.5 percent of exceptional children suffer from impaired hearing and this factor affects the teaching and learning process. The aim of this study was to investigate the effect of frequency of knowledge of results (KR) on the learning of children with hearing impairment.

Methods: Twenty-four individuals with hearing impairment with the mean age of 10.56 with SD 2.53 years (range: 7-14 years) were divided into three homogenous groups according to their records after pre-test. They practiced for eight sessions according to mentioned ways (feedback of 0%, 50% and 100%). The acquisition, learning and translation tests were run. MANOVA with repeated measures and ANOVA were used to analyze the data from the acquisition, retention and transition tests.

Results: All groups progressed during training and at various stages (acquisition, retention and transition). However, the results of the comparison between means of the three training groups showed significant differences in the acquisition process (p=0.008), learning (p=0.001) and transition (p=0.035). This means that feedback training groups (100%) had better performance in acquisition process, and also in retention and transition (50%).

Conclusion: According to the results of this study, too much feedback interferes with learning of tasks in individuals with hearing impairment and feedback (50%) had better learning. This finding shows that rules regarding feedback also affect the people with hearing impairment.