Case Study Draft 1

BATAAN PENINSULA STATE UNIVERSITY
DINALUPIHAN CAMPUS
San Ramon Dinalupihan
2110 PHILIPPINES
Website: www.bpsu.edu.ph
E-mail: dean_dc@bpsu.edu.ph
SNAPSHOT
Voice
Amidst
Silence
Amira Kris Renee
Quito
“A hero is an ordinary
individual who finds the
strength to persevere and
endure in spite of
overwhelming obstacles”
- Christopher Reeve
Amira Quito as a speaker in a seminar held

for people with impaired hearing.
Bataeños Provincial Association of the Deaf
Your willingness to share others the differences you have without

feeling ashamed brings out how beautiful of a person you are.
Amira and her mother as they share their stories to the researchers; Reg’l Jusmelle Cabico,
Glydel Quisaiang, Mary Anne Manguil, and Crissalyn Viray. January 23, 2023.
Our Mission
Our Vision
To develop competitive graduates and empowered community members by providing
A leading university in the Philippines recognized for its
relevant, innovative and transformative knowledge, research, extension and production
proactive contribution to Sustainable Development through
programs and services through progressive enhancement of its human resources
equitable and inclusive programs and services by 2030.
capabilities and institutional mechanism.
DINALUPIHAN CAMPUS
2110 PHILIPPINES
INTRODUCTION
This study is about Amira Kris Renee Quito who lives in Luacan, Dinalupihan,
Bataan and is 22 years old. Her mother is Revelia Quito Layon and her teacher is Melinda
Medina Gigante. She only has one brother. As per her mother, Amira was born deaf in her
both ears with no sounds to hear at all. She first learned sign language when she was 7-year-
old and it continued to develop in school. She finished her primary education in San Ramon
Elementary School where she received the first honourable mention in the class. Hermosa
National High School is where she enrolled secondary education and consistently received
high marks. She wants to be a teacher but no schools are available that can accommodate her.
Amira actively advocates for those who have hearing loss. She also volunteers for
the deaf community and works as a teacher at her former school. She has so many
certifications and awards that are obtained from programs and seminars which explains why
she is so passionate about what she does. She is a member of Bataeños Provincial Association
of the Deaf where she often organizes events that acknowledges the existence of the deaf
community across the province. She represents Dinalupihan at all government of Bataan-
sponsored events, programs and also at the gatherings of the deaf community. Even if her
schedule seemed always full, she prioritizes taking care of her body. She is in good health
given her average height and weight. According to her, she is not dealing with or
experiencing any other medical conditions.
Aside from signs communication, she is more visually oriented so we conducted

a written interview with her using paper and a pen. She finds the word or question "like"
easier to understand because it is simpler than "want," which seems to be a general with
difficult concept. Amira is a bubbly young woman who is friendly and easy to get along with.
She enjoys social media browsing because it allows her to express her feelings. She posts
videos of herself dancing on social media, which is another passion of hers.
Our Mission
Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
She claims that her disability has no bearing on how she interacts with others,
does not really bother her, does not even make it difficult for her to do things she enjoys. She
likes people to understand her so they will also be aware of the many things she is capable of.
In spite of her differences, she never gave up in expressing her self the best way possible. She
still faces the world with fierce and passion that keeps others inspired.
Our Mission
Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
PROBLEMS, CONSEQUENCES, HESITATIONS
Amira is deaf and mute as a result of her hearing loss. According to World Health
Organization (2021) Hearing loss is the inability to hear as well as someone with normal
hearing, which is defined as hearing thresholds of 20 dB or better in both ears. Hearing loss
can range from mild, severe, to profound. Amira was born with this impairment, which
causes 0% frequency in both of her ears, which falls under the severe level of hearing loss.
When we spoke to Amira's mother, Ms. Revelia, about her, she revealed that she had measles
while pregnant with Amira. As a result, Amira was born very small and low in birth weight,
which is unusual or not normal for a newborn, and she also had some heart complications,
such as tiny holes in her heart, which make it difficult for her to breathe. As mentioned by the
World Health Organization (2021) one cause that an individual may develop hearing loss is
low-birth weight. The doctor assured them that Amira's heart would be okay as she grew, and
it did. Amira is currently in excellent health and doesn't appear to be experiencing any cardiac
problems. Unless you speak to her, and she responds in sign language, you wouldn't know
that she has a disability.
In addition, it's not just the disability that hinders Amira, it is also the way she
could communicate with others. Based on A. J. Rony et al. (2018), sign language is one of the
finest communication tools for deaf and mute people who are unable to speak or hear other
people. They also stated that it is frequently difficult for the family members of Deaf and
Mute people to communicate with them and voice their opinions. In Amira’s case, she was
able to learn about sign language as early as seven (7) years old. Amira’s mother was also
taught how to use sign language to be able to communicate with Amira, it was when they
enrolled in a special school in Olongapo, before transferring in San Ramon Elementary
School once they had heard about the availability of special program being offered. Amira
can use sign language for communication, but it would be hard for her to communicate if
people who are hearing doesn’t know how to use sign language, and it hinders her
opportunity to communicate and socialize as well.
Our Mission
Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
However, being deaf and mute does not prevent Amira from being an excellent
student. She completed her elementary education at San Ramon Elementary School, earning
the class's first honorable mention, and subsequently graduated with honors from Hermosa
National High School. Amira would even serve as the organization for disabled people's
representative and direct the seminars' schedule. Nevertheless, despite Amira's
accomplishments, there is still something preventing her from eventually pursuing her dream
of becoming a teacher. She was unable to locate a college that could accommodate her
special needs. Amira can't attend a college that can accommodate her needs, such as hiring
teachers who can communicate with her using sign language and teach people with
disabilities like her.
Our Mission
Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
SOLUTION
Our Mission
Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
CONCLUSION
Our Mission
Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
RECOMMENDATION
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Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
REVIEW OF RELATED LITERATURE
Hearing Loss and Communication
The ways by which the child and family receive and express language is referred
to as a communication option, mode, modality, or method. A key concern throughout infancy
is selecting a communication method that promotes language development and enables a
child who is deaf or hard of hearing to easily engage in communication exchanges with
family and caregivers. [Carney and Moeller, 1998 cited by Gravel, 2003]
If individuals with this kind of disability is not able to acquire the certain skills or
available education for them to learn how to communicate, it could affect their development
such as cognitive, social, and emotional. The students' hearing impairment also significantly
impacted their ability to learn [Langga P.M et. al 2021]. This explains why they have so
many problems, like slow comprehension, nervous behavior during assessments, and poor
retention. People who are hearing should also try to make the communication with
individuals with hearing loss and impairment easy or accessible.
In the article from University of California San Francisco-Health (2002-2023)

titled Communicating with People with Hearing Loss, they provided a list of tips for
communicating with them, including providing pertinent information in writing, such as
directions, schedules, and work assignments, and making an effort to remember if the
hearing-impaired listener hears better in one ear than the other. They also advised speaking
clearly, slowly, distinctly, but naturally, without shouting or exaggerating mouth movements.
Our Mission
Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
I. BILINGUAL EXPERIENCES OF CHILDREN WITH IMPAIRED HEARING
I.I DEFINITION OF IMPAIRED HEARING
Based on World Health Organization, if a person is not able to hear as well as

someone with normal hearing, specifically below of 20dB in one or both ears, he is
considered hearing impaired. Hearing impairment can be mild, moderate, moderately severe,
severe of profound, which can affect one or both ears. One of the major causes of hearing
loss is congenital or early onset childhood.
The National Association of Deaf said that the term “hearing impaired” usually
pertains to people with any degree of hearing loss may it be from mild to profound, even
those who just have a hard time hearing and those who are completely deaf. People who are
deaf or having a hard time hearing prefers the term “deaf” and “hard of hearing” since for
them, those give a more positive outlook than the term “hearing impaired” as per the latter
negatively implies that they are disabled persons in terms that they are not capable of doing
most of the things that normal people do.
I.II DEFINITION OF BILINGUAL HEARING IMPAIRED
Judy Williams (1968) defined Bilingual Hearing Impaired as a person that can
communicate effectively using either Sign Language or their mother tongue which in her
son’s case is English. She emphasized that children who were born deaf or hard on hearing
can excel in both Sign Language and English as she observed her son, Todd, express himself
more on sign language at home and more on English speaking in school.
II. EARLY SIGNS OF HEARING LOSS IN INFANTS
Judy Williams (1968) as stated in her case study about his son, said that she noticed
since Todd was born, he does not respond to the sounds around him and his eyes are showed
alertness across his surroundings. Since Judy and her husband are both deaf, they expected
their child to be like them too. Her son started doing sign language as early as a nine-month-
old. Baby Todd would throw a spoon on the floor and will yell at her to pick it up.
Our Mission
Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
III. INTRODUCTION OF SIGN LANGUAGE
At an early age, baby Todd showed interest in photo cards and drawings. Some of
the books that Judy used to familiarize Todd with objects are “Pictionary” and “First
Objects.” She would show him a certain picture and then demo the sign language for that
word. As he reaches 1 year old, he was able identify fifteen different things.
Another method Judy taught her son is Fingerspelling. She needed Todd to learn the
alphabet through fingerspelling by the time he was potty trained. She made sure to present
each word on the flash card and translate it to Todd using manual alphabet soon enough to
associate it with the written alphabet.
At twenty-five months was when Todd learned Lipreading. Her mother would read
her books that he eventually learned reading himself later on. His vocabulary widened up to
five hundred English words. His speech improved as well as his sign language through his
liking of reciting nursery rhymes.
IV. EARLY EDUCATION
Judy enrolled Todd to Gallaudet preschool when he was 30 months old. There he
was given proper auditory training and speech classes. His first hearing aid helped him a lot
in improving his speech as he became very eager to learn how to properly pronounce each
word. His speed in learning and progress is how normal hearing children do except that he is
less vocal. He spoke English impressively for a four-year-old. He can participate in exercise,
routines, monologues and even in socializing with his schoolmates.
Todd’s bilingual experience is that he has a more general knowledge in Sign

Language since that’s what they use at home and has very specific knowledge in English
which he uses more often in school. Once when they were assigned to speak English with one
of his deaf schoolmates, Todd would shorten his statements and often add sign language in
between where he can express more complex ideas and words.
V. REVIEW OF THE PREVIOUS STUDY
Our Mission
Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
The study above is reviewed to avoid plagiarism. Its intention is to show that deaf
children have bilingual experiences in which some of them excel like Todd. The study used
in this paper was a Case Study written by Judy Williams entitled, “Bilingual Experiences of
a Deaf Child” where she emphasized that, “For young deaf children the most important
contribution of sign language is to the child's expression of his needs, questions, and
responses. With it he can also develop other channels of language and expression.”
(Williams, 1968.)
Judy witnessed how her son, Todd, became very comfortable in expressing his needs
through sign language which is what they use at home. When he started going to school, he
will always ask Judy to translate a certain English word into its sign language. She concluded
that having signs as a “base” language to every deaf child will help them learn how to speak
in English effectively than just teaching them plain English at all.
Her study revealed that hearing children helped their deaf parents in terms of making
phone calls and replying to conversation that they translate from one to another. Their
knowledge in signs and English speaking is what they use in telling their deaf parents the
important things and this cause the children to have more mature understanding in
conversations than other children.
At the end of her case study, Judy Williams pointed out that, “Sign language is not
incompatible with English. In fact, with some care about its order and by spelling
English function words it can be made into a visual equivalent of English utterance.”
Our Mission
Our Vision
DINALUPIHAN CAMPUS
2110 PHILIPPINES
REFERENCES
Francisco, U. o. (2002-2023). Communicating with People with Hearing Loss. UCSF-Health.
Gravel, J. S. (2003). Communication Options for Children with Hearing Loss. New York:
Wiley-Liss Inc.
Langga, P. M., et. al (2021). Communication Approaches of Hearing-Impaired Students in an

English Language Learning Classroom: The Case of a Public Elementary School.
Marawi City, Philippines: International Journal of English Language Studies (IJELS).
World Health Organization (2021) Deafness and Hearing Loss,

https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss
A.J. Rony, K. H. Saikat, M. Tanzeem and F. M. Rahat Hasan Robi, "An Effective Approach to
Communicate with the Deaf and Mute People by Recognizing Characters of One-hand Bangla Sign
Language Using Convolutional Neural-Network," 2018 4th International Conference on Electrical
Engineering and Information & Communication Technology (iCEEiCT), Dhaka, Bangladesh, 2018, pp.
74-79, doi: 10.1109/CEEICT.2018.8628158.
Williams, J. (1968, November). Bilingual Experiences of a Deaf Child. Retrieved February

2023, from https://files.eric.ed.gov/fulltext/ED030092
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BATAAN PENINSULA STATE UNIVERSITY

Amira Quito as a speaker in a seminar held

Your willingness to share others the differences you have without

Aside from signs communication, she is more visually oriented so we conducted

PROBLEMS, CONSEQUENCES, HESITATIONS

REVIEW OF RELATED LITERATURE

Hearing Loss and Communication

In the article from University of California San Francisco-Health (2002-2023)

I. BILINGUAL EXPERIENCES OF CHILDREN WITH IMPAIRED HEARING

I.I DEFINITION OF IMPAIRED HEARING

Based on World Health Organization, if a person is not able to hear as well as

I.II DEFINITION OF BILINGUAL HEARING IMPAIRED

II. EARLY SIGNS OF HEARING LOSS IN INFANTS

III. INTRODUCTION OF SIGN LANGUAGE

IV. EARLY EDUCATION

Todd’s bilingual experience is that he has a more general knowledge in Sign

V. REVIEW OF THE PREVIOUS STUDY

Francisco, U. o. (2002-2023). Communicating with People with Hearing Loss. UCSF-Health.

Langga, P. M., et. al (2021). Communication Approaches of Hearing-Impaired Students in an

World Health Organization (2021) Deafness and Hearing Loss,

Williams, J. (1968, November). Bilingual Experiences of a Deaf Child. Retrieved February

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