SPECIAL NEEDS: THE STRUGGLES OF STUDENTS

WITH HEARING IMPAIRMENT

A Research Paper Presented to the Faculty of

AGUSAN NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Butuan City

In Partial Fulfillment of the Requirements for the Subject Practical

Research 1 (Qualitative Research)

ATO, ELIZVET RACHELE C.

BRANZUELA, IGNACIO B.
CANOY, KENNETH D.
DIAMOS, JIANN G.
GEMENTIZA, KLYS R.
GOMONAY, CHRISTIAN M.
LAPERA, KIMBERLY C.
MERCADO, KRISTELL ANN G.
SIBAYAN, WILMART Q.
SIPECO, SCHALZI M.
YUTING, NATHANIEL N.

June 2023
 II
APPROVAL SHEET

This Practical Research 1- Qualitative Research study entitled: “SPECIAL NEEDS: THE
STRUGGLES OF STUDENTS WITH HEARING IMPAIRMENT” in partial fulfillment of
the requirements in Practical Research 1 subject, prepared and submitted by Elizvet Ato,
Branzuela Ignacio, Kenneth Canoy, Jiann Diamos, Klys Gementiza, Christian Gomonay,
Kimberly Lapera, Kristell Mercado, Schalzi Sipeco, Wilmart Sibayan, Nathaniel Yuting has
been examined, accepted and recommended for Oral Examination.

JENNY LYN TINDUGAN- NALUPA, PhD, EdD

Practical Research 1 Adviser

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners at the Oral Defense at Agusan National High
School- Senior High School, T. Sanchez Street, Butuan City with a grade of PASSED.

KEREN DAM D. MORDENO

Chairman

FEDERICO P. VILLADOLID
Member

JENNY LYN T. NALUPA, PhD, EdD

Practical Research Group Head

ELMER R. ANDEBOR
Academic Track Head- STEM/ ABM

GEWARESEL T. CARLOS, PhD

Principal II, Assistant Principal- SHS

DENNIS R. ROA, DPA

Principal IV, School Principal
 III
ACKNOWLEDGMENT

The researchers would like to extend their sincere thanks and gratitude to the following
persons who had made their research study possible and successful.

Almighty God, the source of everything, for giving the researcher’s knowledge and
wisdom, good health, and protection to survive and accomplished their research study.
Dr. Jenny Lyn T. Nalupa, ANHS- SHS Practical Research Group Head, for her expertise,
brilliant ideas and treasured suggestions for the completion and perfection of this research and
Practical Research 1 Adviser, for her proficiency, vivid ideas and precious propositions for the
accomplishment and success of this research.
Keren Dam D. Mordeno, the Chairman and Content Expert, for his expertise and
excellent ideas on the subject and unceasing guidance and suggestions all throughout the conduct
of the study.
Federico P. Villadolid, the Grammarian Expert, who give his exceptional expertise and
suggestions in the appropriateness and coherence flow of the presentation of ideas that motivate
the research to do their best and Technical Expert, for his valued technical assistance that
improved the research study with high standard.
The Participants of this study, the researchers would like to offer their heartfelt
appreciation to all of them who generously took part in this study and provided their unique
views. Their contributions were essential in developing the research paper's results and
conclusions. The researchers are grateful for their time, effort, and willingness to collaborate.

The Researchers
 IV
DEDICATION

This work of art is lovingly dedicated to our family Engr. Roy Ato, Elvie Ato, Iris Jane
Canoy, Ruffa Mae Canoy, Bonifacio Gementiza, Victoria Gementiza, Marife Mercado,
Angelito Mercado, Sherwin Sipeco, Edmundo Sipeco for their love, understanding, and full
support in our study and for believing in us that we can do everything.

The Researchers
 V
SPECIAL NEEDS: THE STRUGGLES OF STUDENTS WITH
HEARING IMPAIRMENT
Elizvet Rachele Ato, Ignacio Branzuela Jr., Kenneth Canoy, Jiann Diamos, Klys Gementiza, Christian Gomonay,
Kimberly Lapera, Kristel Mercado, Wilmart Sibayan, Schalzi Sipeco, Nathaniel Yuting
AGUSAN NATIONAL HIGH SCHOOL

ABSTRACT

This study aims to explore the struggles of hearing-impaired students in Agusan National High
School. The purpose of this research is to understand the factors that contribute to their daily living and
acedemic performance in school. The research site includes Junior High School and Senior High School
in Agusan National High School in Butuan City. The study population consists of hearing-impaired
students in the said schools. The sampling strategy used in the research is purposive sampling, wherein
participants are selected based on their willingness to participate and their availability. Data collection
methods used in this research include guide questionnaires, paper, and pen for the answering of
questions. The data collected were analyzed using thematic analysis to identify patterns and themes in
the students' struggles. The results of the study show that the situation of Hearing-Impaired students in
Agusan National High School need to be given attention for the struggles were determined that affects
their academic performances that usually hinders them to perform efficiently and effectively. The study
concludes that the majority of Hearing-Impaired students at Agusan National High School encountered
significant challenges to their academic performance. These difficulties were primarily attributed to the
disability that they have within them.

Keywords: Struggles, Hearing Impaired students, Academic performance

 TABLE OF CONTENTS

Page
TITLE PAGE I

APPROVAL SHEET II

ACKNOWLEDGEMENT III

DEDICATION IV

ABSTRACT V

TABLE OF CONTENTS VI

Chapter

1 INTRODUCTION 1

Introductory Paragraphs 1
Theoretical/Conceptual Framework 3
Statement of the Problem 8
Significance of the Study 8
Scope and Limitation of the Study 9
Definition of Terms 9

II LITERATURE REVIEW 10

III DESIGN AND METHODOLOGY 20

Overall Approach and Rationale 20

Site and Population Selection and Sampling Strategies 20
Access, Role, Reciprocity, Trust, Rapport 21
Ethical and Political Considerations 21
Data Collection Methods 22
Data Analysis Procedures 22
Procedures to Address Trustworthiness and Credibility 23

IV RESULTS 24

V DISCUSSION 27

Implication for Educational Practice 29

Summary of Findings 29
Conclusions 30
Recommendations 31
BIBLIOGRAPHY 32

APPENDICES 34
A Approval Letter of the Research Adviser 34

B Letter of Consent of the School Principal 36

C Letter of Consent of the Participant 38

D Inquiry Form: Questionnaire for Interview 40

E Transcriptions and Translations of the Participants’ Responses 42

F Factors, Common Responses and Theming 45

G Documentation 47

CURRICULUM VITAE 50
 Chapter I
INTRODUCTION

This chapter presents the introductory paragraphs, theoretical and conceptual framework,

statement of the problem, significance of the study, scope and limitation, and definition of terms

to narrate the importance and purpose of the present study.

Introductory Paragraphs

Hearing impairment has no impact on a person's intelligence or aptitude to learn. However,

hearing impairment can have an effect on a student's capacity to learn. In order for a child to acquire

an acceptable education, most pupils with hearing impairment (PHIs) need some kind of special

education services. The educational environment factor plays a significant role in affecting students'

performance, especially when considering how PHIs perform in typical classroom settings.

According to Powers (1996), only 20% of the educational results of PHIs who are mainstreamed

are influenced by these factors. He continues by stating that 80% of the variances in achievements

of PHIs remain unexplained for, and it is logical to draw the conclusion that a sizable portion of

the difference is attributable to instructional procedures.

The provision of education as a social welfare service serves as an effort to ensure

that the hearing impaired do not feel limited in terms of privileges and

opportunities to become productive, employable and have successful and independent

future (Cobbina, 2017). Kyere (2009) states that education is a tool to empower the hearing

impaired to lead an independent life. Empowerment through education starts at the basic level,

when students are taught skills and fundamental knowledge to help them get ready for higher

education (Oduro, 2000).

 2

Vernon (2005) asserted that in total, there are about 50 comparative researches on

the knowledge of PHIs Results from these researches show that the academic performance of PHIs

is below satisfactory levels (Qi & Mitchell, 2012). Studies in Western English-speaking countries

have shown poor academic performance of PHIs in subjects such as English and Mathematics

assessment tests (Trybus and Karchemer 1977 Powers, 2003; Qi & Mitchell, 2012). Also, most

SHIs in African countries such as Kenya, Tanzania, Zambia, Uganda, Malawi, Namibia and

Democratic Republic of Congo and Ghana leave school around the 10th grade

(EQUIP3 / Youth Trust, 2006: 2). Research carried out in Nigeria further indicate that, when

compared to their hearing peers, deaf or hard of hearing (D/HH) students perform poorly

academically, particularly in the English language. Poor performance in English Language is

likely to affect their performance in other core subject such as Science, Social Studies and

also Mathematics since these subjects are taught, written, and read in English.

The difficulties PHIs endure in their education can be accounted for their poor academic

performance. A number of studies have proven that without the consideration of language as test

base or the existence of multiple handicaps, there is no distinct dissimilarity between the

intelligence of PHIs and that of their hearing mates; yet PHIs perform poorer than their hearing

mates in assessment tests (Drever& Collins, 1926; Vernon, 2005).

The study thus aimed to learn how PHIs perceive learning in a typical classroom and

identifying the major challenges of D/HH students in Butuan City Special Education Center.

Through this study, we hoped to learn more about a PHIs communication skills, personal

characteristics, and self-esteem. ability, the teachers' attitudes and commitment, their

comprehension and acceptance of their peers' hearing status, interagency cooperation, and other

obstacles. Consequently, the overarching goal of our research is to determine the struggles of PHIs
 3

in the educational process in ordinary classrooms. The study might be a contribution to the

collected knowledge that instructors, special education teachers, educators, parents, students, and

anybody else who cares about these kids that they need deep understanding. Students with hearing

impairment (PHIs) which is used interchangeably with deaf or hard of hearing (D/HH) in this study

are described as students within an educational setting who have been diagnosed with hearing loss.

Theoretical/Conceptual Framework

Self-Determination Theory. In this theory Edward Deci and Richard Ryan suggests that

individuals have innate psychological needs for autonomy, competence, and relatedness, and that

fulfilling these needs leads to greater well-being and motivation. In the case of hearing impairment,

this theory suggests that students may feel a lack of autonomy and competence in their

communication abilities, leading to reduced motivation and engagement in academic and social

activities. Providing opportunities for students to make choices and have control over their

learning, as well as promoting their sense of competence through academic and social successes,

can help to fulfill these psychological needs and promote positive outcomes.

Social Learning Theory. Albert Bandura's social learning theory suggests that learning

occurs through observation, modeling, and reinforcement. In the case of hearing impairment, this

theory suggests that students may learn communication and social skills through observing their

peers and receiving positive reinforcement for their attempts to communicate. Conversely, students

with hearing impairment may also learn negative behaviors, such as withdrawing from social

situations, if they perceive negative attitudes or lack of support from others.

Place theory. Also known as the Resonance Theory, this theory was proposed by

Helmholtz in 1857. But it is worthy to note that crude forms of the Place Theory had been created

as early as 1605. Helmholtz' modern theory of hearing states that incoming sounds from the
 4

environment are in a spectral representative form, extracted by the inner ear. The inner serves as a

tuned resonator that passes the spectral representation to the brainstem, and then to the auditory

cortex via the auditory nerve. The basilar membrane of the ear resonates the sound with a

corresponding characteristic frequency or CF. For instance, if a sound stimulus has a tone of 300

Hz, the part of the basilar membrane that has a CF of 300 Hz would be stimulated. This process is

also called frequency place-mapping. Critics of the Place Theory of hearing argued that most often

than not, characteristic frequencies are hard to determine below 120 Hz. Perception of sound

stimuli accounting for low frequencies are associated with the frequency theory.

Frequency Theory. Rinne (1865) and Rutherford (1880) proposed the early forms of the

Frequency theoryof hearing. Their theories were known as telephone theories due to the similarity

between the waveform of speech sound in a telephone line and the incoming sound signal to the

human brain. The theory gives an assumption that the firing rate of the auditory nerve has a wide

range of 20 to 20,000 times per second. This assumption is important in relation to the theory's

suggestion that the incoming sound waveform has a time domain representation that is associated

with the manner or rate at which the auditory nerve fires. The said time domain representation, as

well as the frequency analysis, is theorized to be processed in the brain, rather than in the inner

ear. The studies done in the late 20th century have proven the Frequency Theory incorrrect in its

assumption of the firing rate of the auditory nerve. Today, it is widely accepted that individual

nerve fibers, including that of the auditory nerve, can only fire at a range of 300 to 500 times per

second. Neural groups can only fire with frequencies up to 5000 Hz. Most psychologists agree that

hearing sound stimuli at low frequencies is accounted to the frequency theory, whereas those at

high frequencies are attributed to the place principle. Sound stimuli in mid frequencies are believed

to be rightfully accounted to both hearing theories.

 5

Hearing Impairment

Struggles

Students in Agusan
National High School

Figure 1. Conceptual Framework of the Study

Hearing impairment can have a significant impact on a person’s life, particularly in the areas of

communication, social interaction, and education. Students with special needs who suffer hearing

impairment may experience delays in speech and language development, difficulty understanding

instructions or conversations, and may struggle with social interactions and academic performance.

The advantage of having students with hearing impairments is that their hearing loss may lead to

heightened visual awareness due to their reliance on visual cues to communicate with others. This can

improve their ability to detect nonverbal communication, such as facial expressions and body

language, and can help them pick up on social cues that others might miss. On the other hand, the

disadvantage of a student with hearing impairment is that it may be difficult to communicate with

others, particularly in noisy environments or when multiple people are talking at once.
 6

Researchers Research Teacher Research Group Head

Research Title Approved RT Approved

Statement of the Problem Approved SOP Monitor & Supervised

Interview Questions Guide Approved IQ

Chapter 1, 2, & 3

Proposal Oral Defense Approved POD

Revise the Paper

Conduct Actual Interview Approved Approved

Transmittal of Participants
Respondents

Categorize Responses for Theming

Chapter 4

Chapter 5

Complete the Research Paper

Final Oral Defense

Revise the Paper for Finalization

PR1 Manuscript Hard Bound Accepted Accepted

Submit the Hard Bound

Figure 2. Research Flow

 7
The researchers started the study by formulating the research title. Afterwards, the researchers

create a Statement of the Problem that outlines the problem addressed by the study tobe followed by

the crafting of Guided Interview questions. These then is approved by our ResearchTeacher and our

Research Group Head. The researchers now then begin to Chapter 1 Introductionwith Introductory

Paragraphs, Theoretical/Conceptual Framework, Statement of the Problem, Significance of the Study,

Scope and Limitation of the Study, and Definition of Terms respectively. Subsequently, the researchers

then started the Chapter 2 which is the Literature Review. Next, the formulation of Chapter 3 Design

and Methodology with Overall Approach and Rationale, Site and Population Selection and Sampling

Strategies, Access, Role, Reciprocity, Trust Rapport, Ethical and Political Considerations, Data

Collection Methods, Data Analysis Procedures, and Procedures to Address Trustworthiness and

Credibility respectively.

Finally, our paper is ready for the Proposal Oral Defense and to be approved by our Research

Teacher. After the successful defense, the researcher will revise the paper per suggestions by the

panelist. Before long, the researchers will now conduct the actual interview with the approval of the

Research Teacher and Research Group Head, and to be followed by the transmittal and translations of

participants responses. Now that the data is complete the researchers will move forward to Chapter 4

Results and Chapter 5 Discussion that is Implication for Educational Practice, Summary of Findings,

Conclusions, and Recommendation respectively. Now that the paper is complete, the researcher will

now defend the study for the Final Oral Defense. Afterwards, revision for finalization that will be ready

for PR1 Manuscript hard bound to be submitted and accepted by the Research Teacher and Research

Group Head.
 8
Statement of the Problem

The purpose of this study is to identify the struggles that hearing impairment bring for pupils with

special needs.

Specifically, it aims to answer the following questions:

1. What are the struggles experienced by pupils with hearing impairment?

2. What are the attitudes of the pupils with hearing impairment?

3. How does learners with hearing impairment cope with these struggles?

The findings of this study will serve as an insight of the lives of learners with hearing

impairment in Agusan National High School through identifying their struggles in the educational

process in ordinary classrooms every day.

Significance of the Study

The following can surely benefit in this present study.

ANHS Administrators. Design an intervention program to help hearing impaired students

in Agusan National High School lessen their struggles in doing their various tasks every day.

ANHS Hearing Impaired Pupils. Prepare themselves what to do in order to surmount the

possible risks and struggles to be experienced as hearing-impaired pupil.

The Researchers. Helps them realize the significance and worth of a hearing-impaired

pupil as there is more to a person than whether or not they can hear.

Future Researchers. Enhance the present study to widen the scope and limitation and at

the same time serve as their reference in their study.

 9
Scope and Limitation of the Study

This research study covers only 5 hearing-impaired students in Agusan National High

School, located in A.D. Curato Street, Diego Silang, Butuan City, Mindanao, Philippines.

Definition of Terms

For a better understanding of this study, the following terms are defined conceptually in

the context of this research.

Academic performance. It is a measurement of student achievement across various

academic subjects.

Hearing Impairment. It is an impairment in hearing, whether permanent or fluctuating,

that adversely affects a child's educational performance.

Hearing Impaired Students. It is when a student who have varying degrees of hearing

loss, ranging from mild to profound.

Impact on Communication. It is when a child has difficulty hearing, the areas of the

brain used for communication may not develop appropriately.

Impairment. The state of being diminished, weakened, or damaged, especially

mentallyor physically.

Special Needs. the individual requirements (as for education) of a person with a

disadvantaged background or a mental, emotional, or physical disability or a high risk of

developing one.

Struggles. It refers to which people experience a hardship in their lives.

 10
Chapter II
LITERATURE REVIEW

This chapter presents the local and international related literature and studies that is

relevant to the present study to make it more valid and reliable. It is presented in thematic way.

According to Aljedaani, W., Krasniqi, R., Aljedaani, S. et al. (2022) deaf education has

been facing a unique set of challenges during Corona Virus Disease-19 (COVID-19). To start with,

distance learning platforms were quickly adopted mainly for non-disabled students, since they

represent the mainstream. Despite their absolute right to access information, deaf students were

initially left out of distance learning under the justification of them constituting a hard to manage

population, requiring more specialized educational approaches. In general, the social distancing

measures have led to the exclusion and isolation of deaf students, from instructors who could not

promptly respond to their educational needs. In addition, deaf students have experienced

significant difficulties with information sharing. These issues include inadequate access to sign

interpreters, loss of visual cues, auditory signal issues arising from the use of face masks, lack of

transcripts or captions to lectures, etc.

Furthermore, while existing literature has focused on improving accessibility for disabled

students in higher education, the pandemic has exposed critical weaknesses of e-learning systems

for students with special needs that may need to be addressed. One way to strengthen virtual

education is to identify challenges and barriers that appeared during the COVID-19 pandemic. One

of the major concerns that students with disabilities had to cope with was adjusting to a completely

new format of remote learning and instructions. With the strict regulations that all students had to
 11

comply with, students with disabilities, in general, and deaf students, in particular, were the most

to suffer from them.

Khomera, Fayiah, Gwayi (2020) stated in their study, student with hearing impairment at

the Embangweni primary school for the deaf are faced with multiple challenges in the center.

These challenges include; shortage of hearing aids, careless handling of hearing aids by learners,

communication barrier with the surrounding community, negative attitudes by the community,

water supply problem, inadequate funding, abandonment of pupils by parents and relatives,

shortage of teachers as well as transportation problem. The geographical location of the school

also serves as a barrier in executing special needs education programs for the disable. The

economic situation of Malawi has direct and indirect impacts on the welfare and management of

the Embangweni primary school for the deaf. Going forward, a conducive environment has to be

created for hearing impairment learners to.

Mlay, Mabagala, Ndabi (2022) assert in their study, interviews with pupils with hearing

impairment and physical education teachers revealed communication barriers and stigmatization

of pupils with hearing impairment during physical activities. The two specific barriers can be

explored as follows; sign language is used during the physical activity, and sign language is the

communication barrier. Findings from an interview with one of the pupils with hearing impairment

revealed that there was sign language barrier between pupils with hearing impairment and other

pupils and teachers without disabilities. The finding implies that during participation in physical

activity there was communication break down due to lack of sign language skills. The findings

suggest that without sign language skills amongst hearing pupils, the inclusion of pupils with

hearing impairment could be difficult due to communication barriers. In the same vein, parents of

the pupils with hearing impairment revealed that they were unable to communicate with pupils

with hearing impairment because they had no knowledge of sign language to support their children.
 12

The finding indicated that parents of pupils with hearing impairment depended on the use of sign

language interpreters to communicate with children with hearing impairment. Furthermore, the

finding implies that communication barriers hindered the parents of pupils with hearing

impairment to support the pupils with hearing impairment to participate in physical activities.

Osatuyi et al. (2023) stated that hearing sounds and words helps children learn to talk and

understand. A child with hearing loss misses out on these sounds. This can cause problems with

speaking, reading, school success, and social skills. Speech and language complications are

perceived as risk factors for academic performance. Speech disorders are persistent difficulties

linked to the attainment and usage of the language e across modalities (signed, verbal, or printed.)

due to discrepancies in intellectual capacity or creation.

In health crises such as COVID-19, students with disabilities are receiving less help and

inadequatelytrained teachers (Alea et. al., 2020). Furthermore, students with disabilities face

difficulty participating actively due to equipment, internet access, and especially designed

materials and support. These are the problems facing students with disabilities and without

disability, and this learning is producing more cost (bin Nordin et. al., 2021). Undoubtedly, the

COVID-19 pandemicdoubled the hurdles of children with disabilities because of lacking access to

essential services from SpEd teachers and inaccessible assistive technologies such as audiobooks,

print materials inBraille, and audio provision or graphics specialized for Person with Disability’s

(PWD) (Chung et. al., 2020). Furthermore, the pandemic also resulted in more struggles of

PWDs' parents or caregivers because they acted as teachers without formal training in teaching

students with disabilities (Alqraini & Alasim 2021). Farhan & Razmak (2020) corroborated that

accessing the learning management system, course materials, and communication were the barriers

found amongthe students with disabilities during distance learning.

 13

lqraini & Alasim (2021) identified that distracted and lack of focus during lessons on the

platform; the platform does not meet their children’s needs due to the lack of sign language and

subtitles in online videos; and the high cost of purchasing electronic devices, as well as

communication difficulties between teachers and students were the challenges encountered by

/Deaf and Hard of Hearing Students during the COVID-19 Pandemic in Saudi Arabia.

A study revealed that lack of access to fast and reliable internet connection hinders the

fluidity and smoothness of online classes, particularly from those far-flung areas (Adnan & Anwar,

2020). For this recent study, it was noted that the respondents have encountered participation-

related problems which hampered their full engagement in the online sessions every time the

internet connection lags. While this condition is a parallel concern among the regular students,

however, the more challenging it was for Students with Special Needs (SNN) particularly those

with auditory and visual difficulties. This is true in other developing countries, where the poor

infrastructures had derailed the delivery of intended instruction and eventually affects the learning

process of students (Onyema et al., 2020). Albeit the connectivity-related issues were attended by

the concerned service provider in this country, somehow, the same had remained partially

resolved. Consequently, such circumstance contributed to a lesser reception of pertinent

information from scheduled lessons which eventually affect the learning and skills acquisition of

the concerned SNN. Thus, the usage of educational technologies to dispense the lessons has been

a flexible and an alternative approach to instigate learners to participate and learn (Onyema &

Deboarah, 2019). With the learning taking place at home during the pandemic, the implementation

of In-person classes has to shift towards a more appropriate modality that demands usage of the

internet in both synchronous and asynchronous sessions. Since the Department of Education

(DepEd) provided three different delivery modes of learning, some learners and parents from

public schools already knew what to do if there is a connectivity issue (Malipot, 2020).
 14

Perhaps, the need for a teaching approach that shall proactively respond to such instructional demands

under the new normal, wherein parents and teachers work together, is imperative in effectively

deliveringthe curriculum contents to these SSNs who are deaf and hard of hearing to likewise achieve

at leastthe most essential competencies.

Langga et al., (2021) asserted that hearing-impaired students’ mother tongue, the hearing

condition of their parents or guardians, the resources available at school, and their grade level

affect their knowledge about the different approaches to English language learning. The teacher’s

communication approaches as well contribute to the learning of the student. The students’ hearing

loss also essentially affected their learning level. This explains the many difficulties they encounter

such as slow comprehension, apprehensive behavior during class evaluations, and problematic

retention. These difficulties manifest the challenges of the teacher herself in teaching the English

language. Furthermore, the late language development and slow learning of the participants are

evident in the study. However, they believe that these can be attributed to the less interaction

opportunities using the target language at home and the scarcity of resources in school. It was

noticed that students were merged in a multi-grade classroom, which may mean that the unique

needs of each student in terms of learning could not be properly addressed all the time. They

recommend and argue that more than any other educational sector, Special Education Program

should be given more emphasis. This is because children with hearing impairment and with other

disabilities are not only concentrated in one part of the country but in every area of the Philippines.

Moreover, SPED English teachers may enhance the use of communicative strategies in teaching

sign language and English in the classroom to develop interaction and production of the hearing-

impaired students’ language learning.

 15

They may also improve classroom evaluation to monitor and provide appropriate measures of the

hearing-impaired students’ performance to maximize theteaching and learning process; and attend

training and seminars regarding English language teaching to hearing-impaired students to allow

innovations and to widen their perspective in special education.

World Tourism Organization and Department of Tourism proposition is to create a barrier-

free tourism that is supported by the Manga Carta Law for PWD of the Philippines. In line with

this, the Angeles City, Pampanga established the very first hearing-impaired tour guides in the

Philippines. After thorough review of the results of the gathered related literature, in-depth

interview, and focus group discussion. Mercado et. al., (2020) made the following conclusion: The

hearing-impaired tour guides have an operative way of communication. The hearing- impaired tour

guides use the English international sign language that they have learned during their primary,

secondary, and tertiary education. The Local Government Unit, the Santo Tomas Graduate School

Center for. Conservation of Cultural Property and Environment Director, the trainer of the hearing-

impaired tour guides and the researchers had observed that the hearing-impaired tour guides and

the interpreter has a good connection and understanding from one another, and this connection is

applicable to any hearing-impaired who is knowledgeable of English sign language. And even if

the hearing-impaired tour guides are to communicate with non-sign-language user, they are patient

and creative to be understood. The hearing-impaired tour guiding training is proven effective since

all fourteen (14) hearing- impaired tour guides passed the accreditation of DOT and certification

of Technical Education And Skills Development Authority even if the certification does not have

any special treatment for the PWD community. Angeles City has a government will and com-

munity involvement that makes project implementation easier.

 16

It is proven by the various Association of Tourism Officers of the Philippines - DOT Pearl

Awards that the city has merited.In the case of the hearing-impaired tour guides, the training program

is conducted by both DOT Region III Director, and local tourism office of Angeles City, and even

after the training, they support and guide the hearing-impaired tour guides. It is supported by the

statement of the DeputyTourism Officer that “the doors of Angeles City will always be open for the

hearing-impaired tour guides”. The training for the hearing-impaired be- came easy since the

interpreters are very dedicated to the hearing-impaired community. The hearing-impaired tour guide

was a success since all the participants who finished the training passed the certification of TESDA

and accreditation of DOT. Unfortunately, the hearing-impaired tour guides were not able to be

accepted by the community since none of them were employed or were able to use it for a living.

The establishment should learn from the research that the ability of the hearing-impaired is greater

than their disability. The hearing-impaired makes use of the tagline “trust us, we can do it" because

they really can if only people will start accepting them to the community.

As stated by Holman et. al (2022), hearing impairment has been shown in previous

literature to be linked to increased levels of fatigue. Directly through reference to fatigue, and

indirectly through reference to concomitant emotions and behaviors. However, fatigue is an issue

experienced by many, but not all, people with a hearing impairment. There is widespread

utilization of coping strategies by individuals to mitigate the impact of hearing impairment. Some

strategies are undertaken automatically with limited insight into how they impact on fatigue and

listening effort. The different levels of impact that hearing impairment has on fatigue may be

partially explained by the diversity of lifestyles (i.e., different levels of work and social activity)

and differing utilization of coping strategies. Future research is needed to investigate the fatigue

associated with specific listening activities, and how hearing-related fatigue is impacted by an

individual’s motivation to engage in given situations.

 17

Additionally, given that the extent of fatigue attributable to hearing impairment varies

widely amongst people, more research is needed to investigate the impact hearing aid fitting has

on fatigue. Abubakar (2018) asserted that the first finding of his study pointed out that the pupils’

problem-solving profile was below average at the pre-test stage but, it improved above average at

the post test stage. This suggested that intervention in the form of cognitive modelling training is

inevitably necessary to be employed in order to highly enhance their problem-solving profile. The

second finding of his study showed that at the pre-test stage, the pupils’ self- efficacy profile was

low, but it improved averagely at the post test stage. This implied that the self-efficacy of the pupils

with hearing impairment was poor before the administration of the treatment. In effect, there is an

urgent and a serious need to improve their self-efficacy profile in the form of exposing them to

cognitive modelling training. A contributing factor to enhanced learning activity is the individual’s

level of self-efficacy. Hence, evidence from this finding has indicated that Government has not

done the needful enough to enhance the education of the pupils with hearing impairment because

of this inherent low self-efficacy in them. Just like their counterparts with the normal hearing,

hardly there is anything they do or achieve which pupils with hearing impairment would not do or

achieve educationally if a required and adequate resource is put in place like cognitive modelling

training.

Therefore, pupils’ high self-efficacy enhances their learning activities, in other words,

pupils who feel able to successfully take on learning tasks, are the ones who manifest less worry,

greater persistence in the learning activity, and a better response to frustration in the case of

difficulties. This in turn leads to successful task execution.

 18

Muscato (2018) asserted that the kind of reaction that a person has will depend on how he

interprets the meaning of the events around him. Every person behaves based on what they believe

but not on what is objectively true. The way people react to situations during interactions form the

bond between the individuals involved if positive reactions are expressed by individuals. On the

contrary, uncomfortable situations among individuals hinder them from establishing relationships

among themselves. Deaf/Hard-of-Hearing students who have less social interaction at home are

the results of their feelings of being neglected or given less attention. They feel that they are less

important that is why they create their own world. Once their world is disturbed by the family

members, they react defensively in order to maintain what they in their own circle. Crossman

(2018) in the other hand, stated that, in situations like these, conflicts may arise because this could

result to misunderstanding among the people communicating. Further, the deaf are often victims

of stereotype because their disability is not seen evident on their physical appearance. Knowing a

person is deaf will make a normal person avoid engagement because he finds it difficult to deal

with deaf people.

Victory (2020) explored that the social interaction of the D/HH students with their teachers

does not affect their performance. It is more interesting when teachers are able to help improve

students’ performance by their interaction with the students. Teachers are in the best position to

help the students with hearing impairment in their classroom by empowering them with knowledge

on how to understand information they receive. This can be done by assessing the students’

capabilities to process information and measuring their comprehension level.

De Vera et. al., (2021) concluded that the D/HH students had high social interaction with

people who knows sign language like their teachers and their peers however their interaction with

these people do not affect their academic performance. On the other hand, their interaction with

their family and the hearing students can positively affect their academic performance. The family
 19

of the D/HH students plays a significant role in improving their performance in school. Thus,

enhancing the interaction among the family members with the D/HH students would be beneficial

on their scholastic performance because the D/HH can freely share their emotions, feelings, and

problems on school-related matters to any member of the family when members of the family are

proficient in communicating with the D/HH so they can assist them in their schoolwork and

assignments. Interestingly, the hearing students can reinforce the D/HH students in their

schoolwork and assignments when they are able to communicate well with the D/HH students.

Hence, increasing their interaction with these students can possibly help in improving the D/HH

students’ academic performance in school.

 20
Chapter III
DESIGN AND METHODOLOGY

This chapter presents the overall approach and rationale of the present study, site and

population selection and sampling strategies, access, role, reciprocity, trust, rapport, ethical and

political considerations, data collection methods, data analysis procedures, procedures to address

trustworthiness and credibility.

Overall Approach and Rationale

The approach used in this study is a phenomenological approach as it is focus on unraveling

the struggles faced by the high school students who has hearing impairment everyday especially

during long and extended hours spend in school. This study will show what are the ways and

techniques of high school students withhearing impairment in order to overcome the various

struggles that they experience and encounter.

Site and Population Selection and Sampling Strategies

The study will be conducted in Agusan National High School at A.D Curato Street, Diego

Silang, Butuan City. Ten students’ will be the subject of the study using a non-probability sampling

which is the purposive sampling. Purposive sampling is a technique that choose participants

intentionally due to qualities they possess. It is also called judgmental sampling, because it relies

on the judgment of the researcher to select the units. The participants will be interviewed by the

researchers to which the researchers have easy access to the students who will volunteered to be

questioned or interviewed in a focused group discussion and to be recorded for reliability of the

answers which to be kept for anonymity and confidentiality.

 21
Access, Role, Reciprocity, Trust, Rapport

For easy access of the students, the researchers purposively and conventionally choose their

participants students.

Researcher’s role is to ask their identified participants students their willingness to

participate in the present research study.

Reciprocity could be done with an agreement between the researchers and participants that

the participant’s identity should be kept confidential.

The researchers will be gathering at the campus of Agusan National High School Junior

High School Department and outside of the campus to seek out for those students who experience

the topic of the research. The researchers will introduce their self before interviewing the

participants.

To gain the trust and good rapport of the participants, an approval letter from the research

adviser and letter of consent from the school principal will be secured noted by the Practical

Research Group Head. The letter for the participant will be prepared by the researchers with the

consent and approval of the research adviser and Practical Research Group Head with assurance

and confidentiality that gave comfort to the participants on the whole duration of the conduct of

study.

Ethical and Political Considerations

The participants will not be subjected to harm in many ways and respect for the dignity

was prioritized. The researchers will obtain full consent from the participants prior to the conduct

of the study and protection privacy of the participants were ensured. Any type of communication

in relation to the research to be done with honesty and transparency as well as representation of

primary data findings in a biased will be avoided. The researchers will respect and honor the

participant’s perspective.
 22
Data Collection Methods

The researchers will conduct a face-to-face interview with the identified participants with

prepared research questions as researchers guide. The prepared questions will focus on the

struggles of hearing-impaired students in Agusan National High School that are currently facing,

experience and encounter and how they manage to overcome it. An interview will be scheduled

that depends on the convenient time of the students during their vacant hours either before or after

their class schedules. The materials to be used during the interview will be a prepared questionnaire

for the participants that contain specific questions, a pen for the participants for the writing of

answers in the prepared questionnaire, and a cellphone camera for documentation purposes for

researchers monitoring of the interviewed participants that will not be exposed.

After the interview, a snack and simple token will be given to the participants as a sign of

gratitude.

Data Analysis Procedures

After gathering the important information from the participants, the researchers will review

the answers of the participants through revisiting and rereading what they have taken note then

listening to the voice recording and will compare its validity and consistency.

The data will then be transcribed for transcriptions and translations purposes. The

participant’s answers in vernacular language will be translated into English language. The

researcher will then consolidate and summarize the data and encode and review it again.
 23

The researchers will then get the factors from the main idea of the questions and the

common responses from the participant’s bases for a theme formulation. The formulated theme

will then be analyzed for results and discussion presentations to complete the study.

Procedures to Address Trustworthiness and Credibility

The researchers upon the approval of the research adviser will ask permission from the

school principal of Agusan National High School to conduct the study to make their research

studyauthentic following the standard legal procedures and authorization. The researchers will

assure that the participants will be protected in any form of discrimination and any risk during

and after the study. Thus, the participants has the right to withdraw from the study at any stage

if they wishto do so and will not be penalized. Participants participations in the study are with

participants consent for them to decide to get into or not prior to the conduct of the interview

for transparencyand full awareness of the main objective of the study.

The principle of inform consent will involve researchers to provide sufficient

informationand assurance about taking part to allow participants to understand the implications

of participationand to reach a fully inform, considered and freely given decision with voluntary

act whether to door not to do so without the exercise of any pressure or coercion. The research

study will be done with honesty and transparency.

 24
Chapter IV
RESULTS

This chapter presents the results of the study that are presented in the form of themes that

were composed through analyzing and organizing the responses of the participants. The said

themes are supported by the verbatim answers of the participants.

Theme No. 1. Rejected and yelled. Everyone will eventually have to deal with this harsh

fact, regardless of accomplishment. And even while nothing can make you forget how hurtful it

feels when someone dismisses you and all your qualities, it doesn't have to make you feel out of

sorts. In this study, Participants 1, 2, 4, and 5 signify from their responses that they have

experienced being rejected and yelled at because they are hearing impaired. While Participant 3

experienced being yelled at because other people thought they could not hear.

Theme No. 2. Challenging to stay up with the class. In the classroom, disabled students

frequently have a disadvantage. It can be challenging for them to get along with their peers when

their needs are not always met, whether they are feeling overloaded, overstimulated, or just

completely lost. In this paper, Participants 1, 3, 4, and 5 signify from their responses that it is

challenging for them to stay up with the class having hearing impairment. While Participant 2 did

not face any challenges in a classroom setting.

Theme No. 3. Bullying. Young individuals who are bullied experience extreme insecurity.

Being bullied can cause you to feel uneasy and on guard all the time. Even if you aren't currently

the target of bullying, you know it could happen at any time. It has a significant negative

psychological and emotional effect; you feel rejected, alone, irate, and withdrawn. You're

constantly considering how to do better and avoid being noticed by a bully. In addition, you may
 25

miss out on opportunities to forge certain friendships or take certain risks that could have advanced

your development due to the ongoing conflict. In this study, Participants 1, 2, 4, and 5 convey in

their responses that they have not experienced bullying. However, Participant 3 have experienced

bullying because people do not understand the disability that Participant 3 has.

Theme No. 4. Want to do something but cannot. Each student is unique, so it is essential

to work closely with the student, their families, and a team of professionals to find appropriate

solutions and provide the necessary support to help them overcome barriers and participate fully

in their desired activities. In this paper, Participants 1, 2, and 3 signify in their responses that there

is anything they want to do but cannot due to hearing impairment. While Participant 4 and 5 did

not want anything to do that they cannot do.

Theme No. 5. Felt depression. Depression is distinct from typical mood swings and

everyday feelings. It can have an impact on all facets of life, including interactions with friends,

family, and the local community. Issues at school and at work may be the outcome of or a cause

of it. In this study, Participants 2, 4, and 5 convey in their responses that they feel depressed

because they are hearing impaired. While Participant 3 felt sad due to its disability yet still happy

because the participant can still communicate through sign language. On the other hand,

Participant 1 did not ever feel depressed.

Theme No. 6. Treated differently than hearing people. It can be really disheartening to

feel as though you are being treated differently from other people. Additionally, you can feel

confused, uncertain about the reality of what you believe to be happening, or concerned about what

you can do to stop it. Everyone deserves to feel safe and included at work or school, and nobody

should be treated unfavorably compared to others. In this paper, Participants 1 and 4 signify in

their responses that they experienced getting treated differently than hearing people. While,
 26

Participant 2 were rejected from hearing people to interact. On the other hand, Participant 3 were

treated well by the hearing people. Yet, Participant 5 have not experienced being treated differently

than hearing people.

Theme No. 7. Seek help. Asking for help enables us to surround ourselves with people

who can enhance our wellbeing and promote growth. These individuals instill confidence and hope

in our ability to handle difficult circumstances, which strengthens our resilience. Participants 4 and

5 convey in their responses that their coping mechanism is seeking help to other people. While

Participants 1 and 2 remain calm when faced with problems. On the other hand, Participant 3 face

problems by being positive.

Theme No. 8. Have interpreter. Interpreters work to ensure effective communication

between individuals with who use sign language and those who don't. They work in a variety of

settings such as, but not limited to legal, medical, mental health, rehabilitation, education, social

services, businesses, industries, government and performing arts. All 5 Participants signify in their

responses that they have interpreters.

Theme No. 9. Struggling with interpreter. Struggling with interpreter are very common

because eventually not all the time the interpreter can understand what you try to convey. In this

study, all the 5 Participants signify in their responses that they encounter struggles with their

interpreter.

Theme No. 10. Pressure with interpreter. Even for the most experienced interpreter,

confusion and frustration are familiar feelings. Thus, over some time in Hearing Impaired

students they would feel pressure when the misunderstandings came. In this study, Participants

1, 2, 4, and 5 felt pressure while dealing with their interpreter. While Participant 3 were happy

with its interpreter.

 27
Chapter V
DISCUSSION

This chapter present the discussions based on the data analysis results of the study

supported with relevant studies based on the results presentations. The implications for educational

practice, summary of findings, conclusions and recommendations are hereby presented.

The data gathered showed that the struggles of public school senior high school teachers

in Agusan National High School are the: Theme 1. Rejected and yelled at, it is unfortunate that

some hearing-impaired students may face rejection and be yelled at due to their condition. Such

experiences can have a negative impact on their well-being, academic performance, and social

integration; Theme 2. Challenging to stay up with the class, Hearing-impaired students may

experience difficulties in understanding spoken language, especially in situations multiple

speakers, or fast-paced discussions. This can make it challenging for them to follow classroom

lectures, group discussions, or verbal instructions. They may also miss out on important

information or instructions provided verbally. This can lead to gaps in their understanding of the

subject matter, assignments, or classroom activities; Theme 3. Have not experienced bullying,

bullying experiences can vary from person to person and may not be universal for all individuals

with hearing impairments. While some hearing-impaired students may face bullying or

mistreatment due to their condition, others may not encounter such experiences; Theme 4. Want

to do something but cannot, it can be frustrating for hearing-impaired students when they desire to

participate in certain activities but feel limited due to their disability. The specific activities they

may struggle with can vary depending on individual circumstances and personal interests; Theme

5. Felt depression, hearing loss can have a significant impact on one's emotional well-being and

overall quality of life; Theme 6. Treated differently than hearing people, hearing-impaired students
 28

may sometimes be treated differently than their hearing peers. This differential treatment can stem

from misunderstandings, stereotypes, or lack of awareness about hearing impairments; Theme 7.

Seek help, seeking help as coping mechanism can be beneficial for hearing-impaired individuals

who may face challenges related to their condition; Theme 8. Having interpreter, having an

interpreter can be a valuable support for hearing-impaired students, as it facilitates effective

communication and access to information; Theme 9. Struggles with interpreter, while having an

interpreter can be beneficial for hearing-impaired students, it is important to acknowledge that

there can also be challenges or struggles associated with this support. Theme 10. Pressure with

interpreter, students may feel pressure to perform or communicate effectively through the

interpreter, especially in academic or professional settings. They may worry about being

understood clearly or fear making mistakes.

The work conducted by Adigun (2017) stated that hearing loss is a silent disability that

reduces the hearing acuity of an individual and makes it difficult to perceive or interpret auditory

signals. Persons with hearing loss are a heterogeneous group comprising of diverse and complex

psychosocial characteristics of individuals who does not readily enjoy the empathy/sympathy

received by other forms of disabilities that is readily visible. Hearing loss usually predisposes

sufferers to resentment, hostility, rejection, and subtle denial resulting to a cascading effect on

socio-emotional development and could ultimately lead to depression. There is a great tendency

for depression among the Deaf and/or hard of hearing which may as well instigate suicidal

thoughts. His study observed a dearth of studies on depression and its associated symptoms among

the Deaf and/or hard of hearing in Nigeria and the Sub-Sahara Africa. Therefore, psychologist and

other mental health workers should not take for granted any depressive symptoms among persons

with hearing loss.

 29

In a study conducted by Getnet (2019) states that students with hearing impairment faced

challenges in EFL inclusive classroom. Moderate and severe Hearing-Impaired students faced the

challenges of paying attention throughout the class, coping with the speakers speed and connecting

meaning across sentence in learning listening (lip reading) skills. In learning speaking, hearing

impaired students faced challenges when they made voice and pronounce words.

Implication for Educational Practice

The results of this study showed that the situation of Hearing-Impaired students in Agusan

National High School need to be given attention for the struggles were determined that affects

their academic performances that usually hinders them to perform efficiently and effectively. The

struggles experienced and encountered must be addressed by the ANHS Administrator.

With that being said, the situation of the Hearing-Impaired students could be improved

with the implications learned from this study such as more effective inclusive classroom settings,

giving full understanding on their disability, treating them equally with hearing people, respecting

their feelings as they are also humans.

Summary of Findings

Based on the data analysis and results presented the following are the salient findings of

the study.

The researchers discovered that the participants in the interview were quite serious while

responding to the survey questions and when explaining their responses. Every time they do not

understand the question, they are never afraid to ask.

 30

In terms of the findings from the data analysis, the study revealed that a majority of the

Hearing-Impaired students at Agusan National High School encountered significant challenges in

their academic performance. These difficulties were primarily attributed to the disability that they

have within them. The students experienced difficulties getting the tools and resources they needed

for their studies, which negatively affected their overall educational experience. These findings

highlight the urgent need for addressing the inclusive classroom setting and ensuring equal access

to education to support the academic success of these students.

Conclusions

Based on the summary of findings the researchers concluded that the majority of Hearing-

Impaired students at Agusan National High School encountered significant challenges to their

academic performance. These difficulties were primarily attributed to the disability that they have

within them. The students faced difficulties in obtaining sufficient resources and instruments for

their studies, which had a negative influence on their overall educational experience. These

findings underline the critical importance of addressing the inclusive classroom setting and

guaranteeing equal access to education in order to promote these students' academic performance.

Thus, the Department of Education must take an action to give priorities in providing more learning

materials that will help students with hearing impairment have effective educational system. The

Department of Education must also recognize the difficulties that hearing impaired students have

in adjusting to the inclusive classroom setting.

 31

Recommendations

Based on the conclusion presented, to address the challenges faced by Hearing Impaired

students on inclusive classroom setting, several recommendations emerge from the findings of

"Special Need: The struggles of students with Hearing Impairment." Firstly, it is vital to ensure

access to communication, provide appropriate accommodations and support for communication.

This may include using sign language interpreters, captioning videos, using assistive listening

devices, or implementing FM systems to amplify sound for students with hearing aids or cochlear

implants. It is crucial to ensure that students have equal access to information and can actively

participate in classroom discussions. Secondly, educate peers and teachers, raise awareness among

peers and teachers about hearing loss and its impact. Promote understanding and empathy towards

hearing-impaired students, fostering an inclusive and supportive classroom culture. Provide

information about communication strategies, such as speaking clearly, facing the student when

talking, and using visual aids to supplement verbal instructions. Third, visual support and assistive

technology, utilize visual aids, such as written instructions, visual schedules, and diagrams, to

supplement verbal information. Incorporate assistive technology tools, such as tablets or

computers with real-time captioning or transcription services, to enhance communication and

access to information for hearing-impaired students. Lasty, foster a supportive environment, create

an inclusive and supportive classroom environment where students feel comfortable asking for

help, seeking clarification, or expressing their needs. Encourage open communication, respect for

diversity, and a sense of belonging among all students.

 32
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