ABSTRACT
This study explored the adaptive strategies of receiving teachers in handling mainstreamed deaf learners in selected public schools in Legazpi City. With the increasing implementation of inclusive education, particularly the mainstreaming of learners with special educational needs (LSENs), it becomes imperative to examine how teachers adjust their instructional approaches to accommodate deaf students. Employing a mixed-method design that integrated quantitative survey data with qualitative narrative interviews, the research provided a comprehensive understanding of teaching adaptations. Findings revealed that teachers “often” employed adaptive strategies across four core domains—lesson delivery, providing instructions, facilitating breakout groups, and conducting formative and summative assessments—with the highest level of adaptation observed in assessment strategies. The study also highlighted key challenges, including communication barriers, lack of training in sign language, and limited instructional resources. In response, teachers implemented differentiated instruction, peer tutoring, visual aids, simplified assessments, and collaborative learning structures to support deaf learners. Opportunities for improved mainstreaming were seen in professional development, enhanced resource support, and stronger collaboration with school administrators and the community. These findings contribute to the growing body of literature on inclusive education, support UNESCO’s global advocacy for mainstreaming, and align with national and regional SPED policies. The study recommends sustained teacher training, robust SPED support mechanisms, and policy-driven interventions to reinforce inclusive practices at the grassroots level.
Keywords: mainstreaming, deaf learners, adaptive strategies, inclusive education, formative and summative assessments
INTRODUCTION
In recent years, inclusive education has become a key focus in global education reform, emphasizing the need to accommodate the diverse needs of all learners, including those with disabilities. According to the International Bureau of Education at UNESCO, mainstreaming refers to the integration of learners with special educational needs (LSENs) into regular education settings. This approach promotes academic and social inclusion by enabling all students to learn, interact, and grow together in shared environments. Inclusive mainstream classrooms should not only welcome diversity but also actively support it through barrier-free infrastructure, responsive pedagogy, and accessible learning materials. UNESCO further reinforces that inclusive education contributes to equity, social cohesion, and the development of inclusive societies—objectives enshrined in Sustainable Development Goal (SDG) 4, which calls for inclusive and equitable quality education and lifelong learning opportunities for all.
In the Philippine context, inclusive education is recognized through various policies and programs. Among all disability types, hearing impairment remains one of the most prevalent. The Department of Health reports it as the most common disability in the country. A 2020 study by Fuentes-Santamaria et al. and data from the University of Santo Tomas Faculty of Medicine and Surgery suggest that up to 15% of the Philippine population may suffer from moderate to severe hearing loss. The World Health Organization estimates that approximately 430 million people worldwide require rehabilitation for hearing loss. These figures reveal the urgent need for inclusive strategies that address the unique needs of deaf and hard-of-hearing (DHH) learners within general education environments. If left unaddressed, these learners may face academic struggles, social isolation, and long-term disadvantage.
The successful mainstreaming of deaf learners depends significantly on the teachers who receive them in general classrooms. Alasim (2018) highlighted the pivotal role that teacher attitudes, awareness, and preparation play a vital role in promoting the engagement and interaction of DHH learners. One of the most cited challenges is the presence of language and communication barriers, especially in classrooms where teachers lack proficiency in Filipino Sign Language (FSL). DHH students are often expected to multitask—watch the teacher, follow the interpreter, and perform classwork simultaneously, which can result in delays in comprehension and learning fatigue. Alshutwi et al. (2020) also found that inclusive settings positively impact the academic performance, self-esteem, and social interaction of DHH learners, if schools actively create supportive environments through proper training and resources. In line with the School Improvement Plan, resources for learners with disabilities have been incorporated, including the provision of hearing aids.
In response to such needs, the Department of Education issued DepEd Order No. 44, s. 2021, titled “Policy Guidelines on Providing Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program.” Based on the DepEd order, the learners with disabilities shall refer to those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others (Sec. 4 (o) of RA 1 I 5 l0). Hence, the order mandates inclusive education by ensuring access to appropriate administration, infrastructure, and training. It outlines the delivery of individualized programs, establishes protocols for curriculum modification, and calls for the active participation of all school personnel in implementing inclusive practices. However, the effective implementation of this policy remains inconsistent across regions. Many schools lack the necessary training, manpower, and facilities to support DHH learners. Moreover, mainstream teachers often report being unprepared and under-resourced, which hinders their ability to deliver equitable instruction.
A recent study by Cruz (2023) on inclusive practices in the Bicol Region found that hearing impairment was the third most common disability among 358 mainstreamed learners. While schools had integrated mainstreaming objectives into their School Improvement Plans (SIPs), most did not have enough trained personnel or clearly defined strategies to support DHH students. This determines a gap between policy and practice, underscoring the importance of understanding the specific difficulties and coping mechanisms of receiving teachers. Although the study acknowledged the presence of DHH learners in the region, it did not comprehensively examine the instructional adjustments and challenges faced by mainstream teachers. The enhancement of trainings and seminars for receiving teachers, as reflected in the School Improvement Plan, represents a positive institutional response. However, for such initiatives to be effective, they must go beyond one-time seminars and instead provide sustained professional development focused on practical competencies—such as basic Filipino Sign Language (FSL) skills, inclusive instructional design, classroom communication strategies, and culturally responsive practices for the Deaf community. Ongoing mentoring, peer collaboration, and monitoring mechanisms are also necessary to ensure that training translates into improved classroom practice.
Thus, this study was conceived to explore the lived experiences and adaptive strategies of receiving teachers of mainstreamed deaf learners in selected public schools in Legazpi City. The research aimed to investigate how teachers navigate instructional delivery, communication, peer collaboration, and assessment when working with DHH students. Using a mixed-method design, the study combined quantitative data from structured questionnaires with qualitative insights from narrative interviews. The goal was to capture both the frequency and nature of teaching adaptations and the subjective experiences of the educators involved.
The findings revealed that teachers “often” employ adaptive strategies in four primary domains: lesson delivery, providing instructions, facilitating group work, and conducting assessments. Assessment practices showed the highest level of adaptation, including the use of simplified formats, extended time, and alternative outputs. However, teachers also reported significant difficulties, particularly in communicating with deaf learners due to the lack of sign language skills, as well as limited access to interpreters, visual aids, and training. In response, many developed coping strategies such as peer tutoring, differentiated instruction, visual presentations, and collaborative learning.
Despite the challenges, receiving teachers identified key opportunities for strengthening inclusive education. These include professional development programs in sign language and inclusive pedagogy, increased SPED support, access to instructional resources, and better coordination among teachers, school administrators, parents, and community stakeholders. Teachers emphasized the need for school-wide and system-level changes that prioritize the needs of learners with disabilities, especially through sustained policy implementation and resource allocation.
Ultimately, this study contributes to the growing body of literature on inclusive education by documenting the on-the-ground realities of teachers tasked with implementing mainstreaming. It supports the goals of DepEd Order No. 44, as well as UNESCO’s global advocacy for equity and inclusion. The findings also reinforce the principles of Republic Act 10533 (Enhanced Basic Education Act of 2013) and Republic Act 11650 (Inclusive Education Act of 2022), both of which mandate equal access to quality education for all Filipino learners, regardless of ability.
The implications of this study extend to several stakeholder groups. Receiving teachers can gain practical insights and validated strategies for accommodating DHH learners. School administrators may use the data to improve training programs, allocate resources, and create supportive school climates. SPED coordinators and educational researchers can utilize the findings to identify gaps and design context-specific interventions. Policymakers may find the study useful for refining policies and tracking the impact of inclusive education initiatives. By highlighting both challenges and promising practices, this research paves the way for a more equitable and inclusive educational system in the Philippines—one that values diversity and empowers all learners to reach their full potential.
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