CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
Over the decades deaf students have variously been taught in regular classrooms in
Special needs units within mainstream schools and in specialized schools for the deaf.
Including deaf students in the regular classroom can be beneficial in terms of
educational and social experiences. Many deaf students who will be integrated into a
regular classroom have some residual hearing and also some language and speech
capabilities. To make use of these skills the classroom set up should be designed
favourably for deaf students learn to lip read and subsequently respond to what is said
with speech or sign language. In the regular classroom, students who lip read typically
benefit from sitting closer to the teacher. As a teacher you can help students to lip read
by looking directly at the class when you speak. Speak naturally clearly slowly do not
shout or exaggerate. Deaf students have greater difficulty learning vocabulary grammar
and other aspects of language. Deaf is the most prevalent sensory ability and a problem
that is increasing globally. More than a million of people are reported to have moderate
to profound hearing loss, these problems can cause lifelong occasionally life
threatening difficulties they may have profound effect on the ability of individuals to
communicate with others, on their education, on their ability to obtain and keep
employment and on social relationships, the impact of integrating deaf students in
normal students to taking of Special Education is advance of learning like through a sign
language it is easy to learn and communicate with other child with having this kind of
disability. A major challenge for many deaf people and for their families is the general
lack of awareness about issues relating to deaf in all parts of society.
 BACKGROUND OF THE STUDY
The objective of this study is to understand the experiences of deaf students who attended
regular class and identify with the deaf culture. Deaf students that wish to follow their
dream of achieving a college degree find themselves in a tough situation, not only by
the demands of college life, but also because of the lack of help they receive from these
facilities. Deaf students that pursue higher education should have easier access to
higher educational opportunities, allowing them to obtain better control over their
futures. Many disciplines could help explain the cause for so many deaf students not
reaching college graduation. Biology could explain setbacks deaf children face, such as,
were they born deaf or did them lose their hearing at an early age that causes these
children difficulties in development. History could be looked at for how deaf people were
treated in the past, and see if the stereotypes and stigmas that were present back then
still existence today.

Psychology should be used to help understand the deaf students and their goals for
their life. Sociology looks at how deaf people are treated in the society they live in.
Education could help explain if deaf student graduate high school with the knowledge
they should have learned throughout their primary education years or if the student fell
behind and still continued on to high school graduation. Education, sociology, and
psychology will have more of an impact on the planning that will help more deaf
students achieve their goal of reaching college graduation.
Many deaf people do not see themselves as broken or that they need to be fixed. The
opposite is closer to the truth. Deaf students receive the same high school diploma that
hearing students do, so why does the deaf population have higher rate of dropouts than
the hearing population? The typical eighteen year old deaf student reads below a fourth-
grade reading level. These students are being taught to read lips and with cued speech
(hand movements around the mouth to indicate the sound of the word being spoken)
and not in American Sign Language (ASL). Another setback maybe how society views
the deaf individual. The sad truth is that many people today believe that this is true, and
will hold on to this stereotype simply because they do not know any deaf people. There
is a long history of remarkable deaf people that are not recognized by many hearing
people.
Then the college/universities must be examined to insure that the deaf student rights
and needs are being met. Society also plays a key role into the education of deaf
students; thus the stereotypes they hold need to be broken down to guarantee that the
deaf students can succeed in today’s educational system. If these steps are taking the
deaf student should be better able to seize their goal of graduating college. This
problem needs not only to be looked at by many disciplines but with much different point
of views.

Statement of the Problem

The study sought to investigate the impact of the inclusion of deaf children into regular
schools.

This study is anchored on the ensuing research questions.

1. If the deaf students are combined with normal students, do you think that it has an
advantage for the normal students taking a Special Education Students?

2. Do you believe that even they are deaf students they can perform well as with the
normal student’s?

3. Do you think deaf students and the regular students have the same capacity to learn
when it comes to academic studies?

4. Do you think there are disadvantage in having deaf students in the class?

5. If the deaf students were integrated in the normal class does it increase their self-
confidence will increase?
 Research Hypothesis
The study aims to understand the teaching and learning process of deaf students in an
ordinary vocational education setting.

Hypothesis 1:

There is no significant relationship between availability of supportive staffs and effective

inclusion of deaf students.

Hypothesis 2:

There is no significant relationship between the use of assistive technology devices and
effective inclusion of deaf students.

Hypothesis 3:

Teachers expected that every individual deaf student are cooperating all the activities.
 Scope and Delimitation of the Study
The researchers delimited the investigation to establishing challenges faced by and
limitations by deaf students in regular schools. Challenges faced by children with other
disabilities are outside the purview of this study.

Significance of the Study

The importance of this study stemmed from the fact that it attempted to identify and
establish the actual experiences of children with hearing impairment as they learn within
an inclusive environment. It is hoped that the study will contribute in the improved
teaching and learning of both the hearing impaired and normal children in a non-
discriminatory environment. Inclusive education supports the principle that every child
has a fundamental right to education and should be given the opportunity to achieve
and maintain an acceptable level of learning and that education systems should
accommodate the diverse needs of learners. It was also hoped that the findings would
help heads of schools, educational planners, policy makers and educational
administrators realise the impact of existing conditions in ordinary classrooms regarding
the deaf children so as to devise programmes that will enhance the promotion of quality
learning of deaf children in inclusive situations.
 Definition of Term
Terms here are conceptually and operationally defined for better understanding of the
readers.

Sought – is a person or thing has been looked for or requested.

Foster – used to describe a situation in which for a period of a time a child lives with
and is cared for by people who are not the child parents.

Argues – to give reasons for or against something; to say or write things in order to
change someone’s opinion about what is true, what should be done.

Inclusive – can be used to describe something that broad or extensive, such as

through. Or it described a group that’s particularly welcoming to all kinds of people.

Stipulate – to make an express demand or arrangement as a condition of agreement.

Assumption – something that you assume to be the case even without proof.

Restrictive – is an adjective that describes something that keeps people with in certain.

Adequate – as much or as good as necessary for some requirements or purpose, fully

sufficient, suitable or fit.

Expertise – basic of credibility a person who is perceived to be knowledgeable in an

area or topic due to his or her study, training or experience in the subject matter.
 METHODOLOGY
The study adopted a qualitative methodology and made use of a case study design.
The methodology and the design were selected because they afforded the teachers the
opportunity to relive their experiences in their daily interactions with children of deaf
students. The inquiry explored teachers’ accounts on their experiences regarding the
inclusion of deaf children in ordinary school.

ABSTRACT
Children with hearing impairment have experienced discrimination from regular
education. In the past, such children were institutionalised in separate classes or
schools, most schools have been failing students with disabilities by denying them
access to appropriate facilities. Children with hearing impairment have the right to be
included in a least restrictive environment. Foster argues that to deny any child the
opportunity to learn with their age-mates and peers on grounds of an impairment is
tantamount to jeopardising their later opportunity of living fully in a multi-cultural society.
The Education Act stipulates that children with disabilities should be accommodated in
ordinary schools for the purposes of learning. However, most teachers’ schools did not
receive training on the teaching of deaf students. It is on account of this that this present
study attempts to gain insights into how children with deaf students benefit from learning
in an inclusive environment with children whose deaf has no challenges. The study
revealed that there are various problems met by deaf students in ordinary schools. The
findings affirmed the assumption that most regular teachers lacked the necessary
expertise and did not have adequate resources to handle the deaf children.
 ACKNOWLEGDEMENT
Foremost, we would like to express our sincere gratitude to our adviser Mrs. Shirley
Eguia for the continuous support, for her patience, motivation, enthusiasm, and
immense knowledge. Her guidance helped me in all the time of research of this thesis.
We could not have imagined having a better adviser and mentor.

Besides to our adviser, we would like to thank our Dean of College of Teacher
Education, Mr. Aquilino Arellano for his encouragement and guide.

We thank our fellow classmates for their cooperation’s and help us to carry out this
thesis successfully.

We would like to thank our family our parents for supporting us in making our thesis.

Last but not the least, to our Lord God, who gave us strength and guide us in good way.

Amongkaya, Ramiel Al Rahman A.

Alcantara, Ellen Loudette L.

Magpantay, April T.

Soriano, Jennylyn M.

Tapay, Princess Diane M.

 Conceptual Framework
The major concept of this study is focused on determining the impact of integrating deaf
students in 2nd year and 3rd year students taking in Special Education.

Figure 1

INPUTS PROCESS OUTPUT

Student Related Survey

Factor Analysis of Student
Data Gathering
Related Factors
 Interest
Data Analysis
 Study habits

A conceptual shows the impact of integrating deaf students the skills and interest.