This sample is a Guide for writing a

qualitative research. The content of the

study is credit to the real owner. Text
written in red are guides and special
reminders needed to consider by the
students/researchers.
Text written in blue are introductory
paragraph of each chapters. They were
highlighted for the students/researchers’
guide of the chapter’s content. Make it
black once you are done on the chapters.

Plagiarism is not allowed. Always keep in

mind the Ethical Standard of Research
writing.

This will be very useful in starting your

research paper.
TITLE TITLE TITLE TITLE TITLE TITLE TITLE TITLE TITLE TITLE
TITLE TITLE TITLE TITLE TITLE TITLE TITLE

_________________________

A Thesis
Presented to the
Faculty of the Secondary School
Clarin National High School
Clarin, Misamis Occidental

_________________________

In Partial Fulfillment of the Requirement for the (Track)

(Strand)
________________________

by:

JUAN DELA CRUZ

JOHN LUIS

March 2017

Note: for groupings, arrange it in alphabetical order of your surnames.

 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

(1-2 pages introduction)

(From General to specific view of the topic. Talk about your topic)

Education provides us with knowledge about the world. It is the key device for

development and a way of achieving social well-being, sustainable development and good

governance. It paves the way for a good career and lays the foundation of a stronger nation.

(Support with previous studies conducted. At least 3 citations from different authours)

In addition, UNESCO reaffirms a humanistic and holistic vision of education as a

fundamental human right and UNESCO recommends to its member states: “Ensure equitable

quality education and lifelong learning for all by 2030” as a possible overarching education goal,

aiming to achieve just, inclusive, peaceful and sustainable societies. Furthermore, one of the

imperatives of education for the post-2015-2030 agenda by UNESCO states that, a focus on

equity is paramount and particular attention should be given to marginalized groups. Therefore,

basic education should be provided to all without discrimination based on gender, ethnicity,

disability, language or location. Education should cater to all even those children with

exceptionalities to be educated and be able to socialize with typical students for the reason that

they are entitled to enjoy vital necessities of life which includes love and affection, food and

shelter, and health care. Specifically, in the Philippines, there were 162,858 students with special

needs at the elementary level, 51% or 83,231 of whom are in the gifted program. The remaining

49 % were students with various disabilities such as hearing impairment, visual impairment,

learning disability, mental retardation, behavior problem, autism, and cerebral palsy, as of school

year 2006-2007 (Yap & Adorio, 2008).

 Having various disabilities do not mean that a student can’t learn. It implies that some

children benefit less than others from traditional teaching methods. Those children who benefit

less may require specific instructional aids or different teaching strategies even with average to

above-average intelligence. It can be extremely challenging and often discouraging, particularly

children with hearing impairment for educators to develop their literacy. One of the most

significant challenges for educators is how to approach literacy instruction for children who are

deaf and hard of hearing since it is well documented that the majority of people with hearing loss

demonstrate severely lower reading abilities than their hearing counterparts, with many

graduating high school with the reading level compared to that of a hearing fourth grader

(American Speech-Language-Hearing Association, n.d.; Easterbrooks & Beal-Alvarez, 2013;

Miller et al., 2012; Traxler, 2000).

A hearing disorder can also be described by a classification system within the World

Health Organization called the International Classification of Functioning, Disability, and Health

(WHO, 2001).Some of the common characteristics of deafness commonly found in classrooms

include the following: Difficulty following verbal directions, Difficulty with oral expression,

Some difficulties with social/emotional or interpersonal skills, Will often have a degree of

language delay, Often follows and rarely leads, Will usually exhibit some form of articulation

difficulty, Can become easily frustrated if their needs are not met — which may lead to some

behavioral difficulties, Sometimes the use of hearing aids leads to embarrassment and fear of

rejection from peers.

(what motivated you to conduct the study/ your research?) /The reason. Write here the research

gap)

However, funds are inadequate for the solution of needs such as: a) greater support to

training of teachers and other personnel; b) preparation of instructional materials, c)

establishment of more special schools to work hand in hand with the mainstreaming program, d)

establishment of diagnostic centers in at least the regional centers, e) creation of field positions

of supervisor in special education. (Pascual & Gregorio, 1988).

 It would benefit both students and teacher if teaching modifications became the primary

objective of the school and remain an ongoing process throughout the school year. The

challenges of teaching the child with hearing impaired can be mastered by modifying the way in

which information is presented. When teaching special education, care should be taken to

include rewards for effort as well as achievement. A practitioner can systematically guide these

students in building their literacy foundation and confidence to develop their potential, to

become productive members of the society and to live meaningful and fulfilling lives.

(Last paragraph is the purpose of your study)

It is reported that some individuals who are deaf and hard of hearing are able to master

the ability to read (Easterbrooks & Beal-Alvarez, 2013).It is further desired that the result of this

study could be a course for better special education as an instrument to enhance the reading and

writing skills of students who are hearing impaired leading them to communicate and interact to

the society.

Statement of the Problem (list the problems in your research based on your title’s

variables)

The general problem of the study is the experiences of the SPED teachers in

teaching language education to differently abled students.

Specifically, the study seeks answers to the following questions:

1. How may the experiences of the SPED teachers in developing literacy to hearing

impaired students be described?

2. How may the insights of the narratives be described in the study?

3. What symbolic representation can be formulated from the findings?

4. What are the implications of the study in teaching language education?

 (Write at least 5 beneficiaries (people who will benefit to your studies) state the

importance of your studies to those group of people)

Significance of the Study

This study is an embodiment of the profound desire to unveil the experiences of

the Special Education teachers in select public schools hopefully anticipates the

following benefits to the following:

Department of Education. This study may provide a more vivid view of the current

status of the SPED teachers and its effect to the SPED students’ performance and competence.

Thus, this may encourage them to provide more training and appropriate aid for the SPED

children. Briefly, it may be used as a pattern in the creation of policies in the development of

teaching materials and providing intervention programs and language enhancement for SPED

students.

Faculty-SPED Teachers. It hopes to provide insights for them to further equip

themselves with the knowledge, skills, and attitudes and be willing to accept innovations or

changes that may help in the development of the SPED children to the maximum. This may add

knowledge for them to be more sensitive and effective in preparing specific feature of their

teaching strategies. Another, this may make them realize the importance of understanding

multiple intelligence and consideration of developing various materials specifically for the needs

of their students.

SPED Students. This study may help in the development of the competency of SPED

students in communication skills which are necessary for the effective use of language in

understanding others gearing them to integrate to the mainstream society.

Parents. With the results, parents may be more aware of the needs of their children and

coordinate with the teachers as regards the development of their children. Moreover, they may

serve as motivators for other parents to view their SPED children as important individuals of the
society in spite of their disabilities. This may encourage them to enroll their SPED children in

school.

Community. The contact of this study may help the people in the community to have

knowledge and at the same time concern toward SPED Children. Moreover, this may encourage

them to have a positive perspective or impression about SPED. Also, this may drive them to find

ways to include SPED in the community activities to give them chance to showcase their

potentials and play a role or part in the community.

Future Researchers. The yield of this study may serve as a reference for other

researchers who would like to deal with SPED. This may provide them a comprehensible

understanding of the nature of the different exceptional or disabilities. Moreover, this study may

inspire them to explore other aspects of the SPED program for it to have continuous

improvement.

Scope and Delimitation of the Study

(Write first the objective/goal of your research)

This study aims to determine the experiences of SPED teachers in teaching language

education to deaf students in select public schools in the first district of Bataan.

(write what research design, research instrument, …you will use to your research paper)

This is a qualitative research which will use a phenomenological research design.

Utilizing a phenomenological design, data will be collected using survey questionnaires, focus

groups and individual interviews. Understanding the experiences of the SPED teachers will

provide valuable information for deaf education teacher preparation programs.

(In a sentence, enumerate the major variable and sub-variables of your research)

The variables comprise in the study are teachers of SPED profile like age, sex, highest

educational attainment, number of years in teaching language education, and seminar and

training on SPED attended.

 (State the locale of your study, the location, population/numbers of respondents of

your research)

The locale of the study is limited to two (2) secondary public schools in Misamis

Occidental of Clarin namely; Clarin National High School (CNHS) and Tudela National

Comprehensive High School. The respondents for the questionnaire are ten (10) SPED teachers,

eight (8) from Clarin National High School and two (2) from Tudela National Comprehensive

High School.

(Apply the APA style of writing references you have used throughout your chapter 1)

Notes in Chapter 1
Bokova, Irina. UNESCO Education Strategy 2014–2021.http://unesdoc.unesco.org/images/0023/
002312/231288e.pdf

Pascual and Gregorio. A Case Study on Special Education in the Philippines. http://eric.ed.gov/?
id=ED327031

Yap and Adorio. School–Based Management: Promoting Special Education Programs in Local
Schools. http://journals.upd.edu.ph/index.php/edq/article/view/1564
 CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literature and studies, conceptual

framework, hypothesis and definition of various relevant terms used in the study.

Relevant Theories
(Short introduction the three (3) Theories applicable to your study)

The present study was conceptualized from the theories advocated by Vygotsky’s (1978)

Zone of Proximal Development and Dynamic Assessment, Richard Mayer’s (2005) Cognitive

Theory of Multimedia Learning, and Chomsky and Halle’s (1968) Theory of Phonology.

(Discuss Theory 1)

According to Vygotsky (1978), the sociocultural environment presents the child with a

variety of tasks and demands, and engages the child in his world through the tools. In the early

stages, Vygotsky claims that the child is completely dependent on other people, usually the

parents, who initiate the child‟s actions by instructing him/her as to what to do, how to do it, as

well as what not to do. Parents, as representatives of the culture and the conduit through which

the culture passes into the child, actualize these instructions primarily through language. On the

question of how do children then appropriate these cultural and social heritages, Vygotsky

(1978) states that the child acquires knowledge through contacts and interactions with people as

the first step (interpsychological plane), then later assimilates and internalizes this knowledge

adding his personal value to it (intrapsychological plane). This transition from social to personal

property according to Vygotsky is not a mere copy, but a transformation of what had been learnt

through interaction, into personal values.

Vygotsky claims that this is what also happens in schools. Students do not merely copy

teachers‟ capabilities; rather they transform what teachers offer them during the processes of

appropriation.Vygotsky (1978) argues that the field of psychology has deprived itself of crucial

information to the understanding of complex aspects of human behaviour by refusing to study

consciousness. This refusal, according to him, has restricted the role of psychology to just the

explanation of the most elementary connections between a living being and the world.

(The Theory 1 is relevant to the present study…. WHY?)

The zone of proximal development emphasized that with the proper assistance from an

adult or a more advanced peer, a child is capable of much more learning than on his / her own. It

occurs when a person is assisted by a teacher or peer with a skill set higher than that of the

subject. The teacher then helps the student a scaffolding via focused questions and positive

interactions which will lead to the greatest learning gains. In order for scaffolding to work and

have an effect, one must start at the child's level of knowledge and build from there.

Similarly, the role of education is to give children experiences that are within their zones

of proximal development, thereby advancing their individual learning and creating a positive

differential approach that can fully develop a handicapped child's higher psychological functions

and overall personality.

(Discuss Theory 2)

Another theory that has bearing on the present study is Mayer’s (2005) Cognitive Theory

of Multimedia Learning which centers on the idea that learners attempt to build meaningful

connections between words and pictures and that they learn more deeply than they could have

with words or pictures alone which is referred to as the multimedia principle.

Multimedia researchers generally define multimedia as the combination of text and

pictures; and suggest that multimedia learning occurs when words and pictures build mental

representations from presented materials. The words can be spoken or written, and the pictures

can be any form of graphical imagery including illustrations, photos, animation, or video. The

learner’s job is to make sense of the presented material as an active participant, ultimately

constructing new knowledge.

According to Mayer and Moreno (1998) and Mayer (2003), CTML is based on three

assumptions: the dual-channel assumption, the limited capacity assumption, and the active

processing assumption. The dual-channel assumption is that working memory has auditory and
visual channels based on Baddeley’s (1986) theory of working memory and Paivio’s (1986;

Clark and Paivio, 1991) dual coding theory. Second, the limited capacity assumption is based on

cognitive load theory (Sweller, 1988,1994) and states that each subsystem of working memory

has a limited capacity. The third assumption is the active processing assumption which suggests

that people construct knowledge in meaningful ways when they pay attention to the relevant

material, organize it into a coherent mental Cognitive Theory of Multimedia Learning.

(The Theory 2 is relevant to the present study…. WHY?)

It follows that presenting information in alternative ways—pictures, diagrams, animated

diagrams, video clips, and audio recordings—is far more effective in conveying information and

experiences, and hence supporting comprehension and retention of information. Multimedia thus

becomes an accessibility solution, an assistive technology. Teachers are encouraged to use

multimedia wherever possible to enhance the accessibility of the traditional learning

environment, but at the same time to make best efforts to ensure the multimedia resource—or

more specifically the intended learning outcome of the resource—is as accessible as possible to

the target audience.

(Discuss Theory 3)

The Sound Pattern of English (frequently referred to as SPE) is a 1968 work on phonology

(a branch of linguistics) by Noam Chomsky and Morris Halle. It presents a view of the phonology of

English, and has been very influential in both the field of phonology and in the analysis of the

English language. Chomsky and Halle present a view of phonology as a linguistic subsystem,

separate from other components of the grammar, that transforms an underlying phonemic

sequence according to rules and produces as its output the phonetic form that is uttered by a

speaker. The theory fits with the rest of Chomsky's early theories of language in the sense that it

is transformational; as such it serves as a landmark in Chomsky's theories by adding a clearly

articulated theory of phonology to his previous work which focused on syntax.

Samples of a group of deaf children’s spontaneous speech were used to derive

phonological rules. The predictive value of some of the rules was assessed by asking another

group of deaf children to lip-read and read nonsense words. The results indicated that the
phonological systems of profoundly deaf children are partially rule-governed. There was also

some evidence which suggested that lipreading was a major input to the deaf children’s

phonological systems.

Overall, researchers agree that phonological sensitivity is a significant component in

literacy acquisition for children who are deaf and hard of hearing, and therefore these children

must pass the same developmental milestones as hearing children. It is thus evident that signing

and nonsigning deaf students use phonic knowledge both to distinguish possible letter

combinations from implausible ones and to recognize words. Phonological abilities enhance the

working memory capacity of deaf sttidents (LaSasso & Metzger, 1998). Other researchers in

deaf ecducation (e.g., Conrad, 1970), 1973; Hanson, 1986; Hanson et al., 1984; J. L.ocke & V.

Locke, 1971) have found that working memory capacity is a strong predictor of reading

achievement for deaf readers, even stronger than degree of hearing loss.

(The Theory 3 is relevant to the present study…. WHY?)

This theory is relevant to the present study because there are various evidence-based

theories in the literature as to why children who are deaf and hard of hearing often manifest

impaired reading abilities compared to children with normal hearing, and how they may acquire

literacy skills differently. Since the present research focuses on developing literacy on hearing

impaired students specifically on how they developed their reading and writing skills. The

hearing impaired students can associate phonological awareness and reading development with

visual and tactile channels like cued speech or when the SPED teacher compliments lip gestures

of speech with sign language. Research supporting this theory consists of evidence documenting

the positive association between phonological awareness and reading development with visual

and tactile channels such as Cued Speech and Visual Phonics. Cued Speech involves the speaker

complimenting the lip gestures of speech with manual cues (Colin, Leybaert, Ecalle, & Magnan,

2013; Colin et al., 2007; Wang et al., 2008). It is assumed that these children can use alternative

routes to access phonological information such as through visual, tactile, and kinesthetic sensory

pathways.
 (Summary of the three (3) theories…are relevant to the study…. WHY?)

Accordingly, the three theories: Lev Vygotsky’s Zone of Proximal Development and

Dynamic Assessment, Richard Mayer’s Cognitive Theory of Multimedia Learning, and

Chomsky and Halle’s Theory of Phonology are the foundation of the current study for they laid

the pattern in order to develop the language skills of the hearing-impaired students. These

theories will guide the SPED teachers to create a learning environment which would supply

hearing impaired students with alternative means of communication and development. SPED

Teachers can provide just enough assistance so that students learn to complete the tasks

independently and then provide an environment that enables students to do harder tasks than

would otherwise be possible.

Multimedia can offer the potential to significantly improve the accessibility of the

learning environment and, indeed, extending the learning environment to otherwise inaccessible

places for disabled students; for example, using video to enhance the accessibility of field-trip

environments to students with physical disabilities.

These theories allow students in Special Education to improve their literacy skills as they

translate signs and words to communicate and experience the same program as their peers

learned the second language. These also improve their awareness of movement as the angle and

height of a sign can change the meaning. They become aware of the space around them as well

as the hand shapes required in the signs they use.

Related Literature

(This section presents the literature reviewed from different reading materials. Define all

your variables listed on your statement of the problem page.) (at least 3 sources for each

variables, latest publications if possible)

Age. As a psychologist with an expanded opportunity to work with children, teenagers, parents,

and adults, I have the unique experience of hearing the commonalities that trouble individuals no
matter what their ag.e In furtherance, Alegado, claimed that the key to understand the

phenomenon of age-related changes from one kind of work to another is that different kinds of

work have different age profiles of productivity. In connection, a particular job opportunity

requires a specific age bracket for the reason that the age of an individual highly affects his level

of performance and competence with regard to the work he is assigned to.

Also, Loreman (2002) stated that younger teachers hold more positive attitudes towards

the inclusion of special needs students in their classroom compared with their older colleagues.

In addition, Hoy et al (2000) posited that beginning teachers, who have a high sense of

self efficacy, approach challenges and new experiences with a positive attitude. They also

possess high levels of confidence which enable them to better assimilate to new environments

and expectations. Beginning teachers are immediately immersed in school cultures and practices,

and are expected to follow state standards and requirements.

In contrast, Polit and Beck (2004) argued that as age increases, organizational

commitment increases. It is certain that as people aged, his responses towards responsibility

gradually swell to a higher level. This can be attributed to the old philosophical explanation that

age is wisdom. The older the person becomes; the more development occurs. Moreover, as the

age increases, responsibility soars higher, age implies increase in investments to the working

institutions the better contribution and service can give to the nation.

Sex. Alegado (2010) refered sex as specifically to sex of a person. This variable is given as an

intrinsic worth in choosing the right person to perform a particular task or job. Moreover, the

roles of sex, in a sense society does not only demand conformity to point out that man and

woman often behave in groups in ways consistent with societal stereotypes about sex-related

behaviors its basic values and more, it also assigns specific sex roles to each of its members and

it expects them to certain established behavioral patterns.

Hansmann (2007) reported that the sex gap index out of one hundred twenty-eight (128)

countries, Philippines ranked 6th place of having female teachers. In short, most of the employees

in the education system are monopolized by women and only few are men.
 Further, Spencer (2008) exposed that despite government efforts to attract men into

teaching, still the latest figures show that the sex gap is widening. Thus, males made a less than a

quarter of all teaching qualifications obtained from higher education institutions.

Highest Educational Attainment. As cited by Marquez (2008) it is necessary for our country to

develop effective teachers who possess fine intellect, intense commitment, personal and

professional excellence, self-dedication and deep love of mankind. The country needs teachers

who are ready to give the best of their talents and efforts towards the development of spiritual

and moral values of young Filipinos and developing their fullest potential so that eventually they

will be instruments in building a strong nation with the manifold tasks expected of teachers to

perform specially in this age when age commitment is essential in all fields of endeavor and even

to survival, none but the best should teach.

In conjunction, Lamira (2006) stated that complete professional maturity, confidence and

intellectual satisfaction can be derived only from scholarly knowledge in academic field. In

furtherance, experience is not the main basis of the quality of teaching, rather the level of

education achieved by a person states it. Teachers are perceived as a life-long learner. And so the

need to attend higher level of education is an essential key to make them gain higher

achievements and performances.

In furtherance, Dominado (2011) declared that education provides basis for intellectual

development of a person, the higher the education required, the greater confidence one has in

dealing with his superiors. In the case of teachers, they face people for different walks of life in

their everyday lives. Expectedly, they should have the ability of handling conversation and

situations with confidence and dignity. Consequently, teachers must be used in conversing to

different kinds of people and be faced to various situations to polish it. Another, a teacher whose

education level is high may gain greater self-esteem and may work more efficiently and actively.

Length of Service. Poppleton & Risborough (1991) as cited by ABD-EL-FATTAH (2010)

stressed that there is evidence to suggest that those with less than five years of service are the

most satisfied while those who have been teaching for between 15 and 20 years are the least

satisfied. In line with the findings of Poppleton and Riseborough, Crossman and Harris

(2006) reported a curvilinear relationship between teachers’ job satisfaction and length of service
with least satisfaction being reported by the 11-20 years of service group. In contrast, the studies

by Dabo (1998) and Michaelowa (2002) showed no relationship between length of service and

teachers’ job satisfaction. One possible explanation for this finding is that young teachers could

not adapt to new working conditions or develop effective cope strategies for work-related issues

whereas older teachers have accepted their positions in their schools and see limited career

prospects.

Similarly, Borg (2006) rested on the assumption that teacher learning and cognition is

conceptually and contextually conditioned, what they believe at the initial stages of teaching

career undergoes changes during the years of teaching experience. Even the existing beliefs have

different manifestations as teachers become more experienced. Thus, longitudinal case studies

and ethnographic researches are suggested to shed more light on effects of experience and

education on individual teachers' perceptions about DA.

Mager (1981) said that the number of years a teacher has taught a particular subject,

including all the responsibilities and trainings in teacher’s encounters also contributes to pupil’s

performance. He further mentioned that the longer an individual stays in an organization, the

clearer and more comprehensive are his sights, thus the better he gets adjusted to the

organization. It is indeed that one needs experience to take the risk to exercise decisions and

judgements to see the accomplishments of institutional goals, and to define ones responsibility.

Kohlberg (1973) as cited by Richter (1998) proposed that stages incorporate changes in

quality, competence, and form as a person moves from one stage to another. Stages of

development can be directly applied to the experiences and concerns of all teachers as they learn

to teach. Entry-year teachers may be first-year teachers who enter in one of the early stages of

development or they may have come into the district with multiple years of teaching and quickly

move to one of the advanced stages of development. Experienced teachers in trouble are

probably in one of the early stages of development, but with assistance, may move quickly to

later stages. It is important to understand the stages of development in order to provide adequate

assistance for teachers as they strive to be more effective in their classroom setting.
 Garberoglio (2012) found that deaf education teachers with more than 10 years of

teaching experience had significantly higher efficacy beliefs when compared with teachers who

had more than 1 to 5 years of experience. This result aligns with previous work done in Spain (de

la Torre Cruz & Arias, 2007), Singapore (Yeo et al., 2008), America, and Scotland (Campbell,

1996) revealing that more experienced teachers report higher levels of efficacy. Other studies

show teachers’ efficacy beliefs to hold stable through time, however (Chaco´n, 2005; T. Guskey,

1984; Pajares, 1992). Deaf education teachers’ efficacy beliefs did not significantly differ among

first year teachers or teachers with 6 or more years of experience, though, which leads to

consider that the specific period of years two to five of teaching may find teachers’ efficacy

beliefs fluctuating. The first 5 years of teaching have been said to be critical periods of

determining whether or not teachers will continue in the profession, and this appears to be a

period of flux in our sample of teachers. National statistics show that 33% of teachers leave the

profession within the first 3 years of teaching and 50% drop out within 5 years of teaching

(Alliance for Excellent Education, 2004). As self-efficacy beliefs are related with persistence,

decision-making, and goal commitment, there could be a relationship between teacher

commitment and efficacy beliefs. Researchers who have examined the relationship of teacher

commitment with teachers’ efficacy beliefs find that those who leave teaching report lower

efficacy beliefs than those who stay in the field (Glickman & Tamashiro, 1982).

Seminars and Training. In addition to learning about their students, teachers need to learn

much more about their subject matter. Shulman (1986, 1987) proposed that teachers possess a

particular kind of subject-matter knowledge—pedagogical content knowledge—that allowed

them to understand how to represent knowledge to their students. Pedagogical content

knowledge is born of practice. Although one can learn some things about powerful instructional

representations outside of teaching, most teachers acquire this form of professional knowledge

through teaching. Such learning continues over a lifetime (Feiman-Nemser 2001).

Kelly (2015) stated that to provide new teachers with the greatest chance of success, they

need to have completed a teacher preparation program that provides them with knowledge,
experience, and guidance. When this does not happen, not only teachers will be at risk in leaving

the profession quickly, but more importantly the education of entire classes of students.

While all teachers experiment with new lessons and techniques from time to time,

teachers without proper training will often try things that education might have taught them

would not work. This experimenting comes at a cost in terms of student learning. As most

teachers know, it is very easy to lose your students at the beginning of a term. If you do exhibit

competence, fairness, and consistency from the beginning, you risk losing respect and interest.

The ultimate cost of this failure is in what the student will not achieve in the classroom.

Wilner (2015) emphasized that technology is changing the way classrooms operate and

students learn at an incredible rate. The benefits of educational technology are clear. Technology

can provide students with individualized learning platforms and instant feedback and assessment.

It also allows teachers to more easily identify and address particular student needs. However, in

order for technology to achieve its maximum potential, it must be harnessed and implemented

properly. This requires that the facilitator, the teacher, possess a certain set of knowledge and

skills to understand how and when various tools best support their curricula.

Culatta (2014) as cited by Wilner (2015) “Technology can help improve learning and

educational outcomes for students only when teachers are well supported with appropriate

resources and have an opportunity to integrate technology with high quality instruction,”

Technology, like any tool, is not a solution unless it is used properly. Having the potential to

improve student learning experiences is very different from actually improving them.

Downing and MacFarland (2008) believed that to ensure that students with severe

disabilities reach their full potential and receive the instruction they deserve, highly qualified

teachers are needed. This is mandated in the United States under the Individuals with Disabilities

Education Improvement Act (2004). Teachers require training in a number of practices proven to

have a positive impact on the educational attainment of students with severe disabilities.

Teachers need to develop specific skills and knowledge for each of these recommended practices

in order to implement them in various school settings. The lack of highly qualified and trained
teachers can only have a negative impact on the potential achievements of students with severe

disabilities.

Treder et al (2000) indicate that educating special and general classroom teachers is not

only effective in helping them improve their teaching strategies but also leads to the development

of more positive attitudes towards exceptional children and the concept of inclusion. In

particular, these researchers found that teachers who participated in training programs that

looked at a general overview of the philosophy of inclusion, information on teaching skills, and

strategies for classroom management, time management, and assessment techniques had

significantly more positive attitudes towards inclusion at the completion of the program. Several

authors also emphasize training programs can only be successful when the outcomes being

fostered are relevant to teachers’ needs. As such, if meaningful changes are to occur, training

programs have to focus on areas where teachers need improvement (Bull et al., 2000; Brownell

& Pajares, 1999; Peterson & Beloin, 1998; Villa & Thousand, 1995; O'Neil, 1995; Bradley &

West, 1994; and Rogers, 1994).

(This section presents all related studies/ researches/ theses/ dissertations reviewed from

different places. Separate the Foreign from Local researches. Find all your variables listed

on your statement of the problem page.) (at least 20 sources just make sure to discuss the

stated variables on your SOP) Tell why those studies are relevant to your problem.

Related Studies

This study considered the foreign and local researches on the experiences of the SPED

teachers in teaching language education to differently-abled students.

Musyoka (2015) conducted a research to investigate experiences of K-12 classroom

teachers of deaf students with additional disabilities. The researchers of this qualitative study

employed a phenomenological research design to identify and study a phenomenon or experience

from the perspective of how it is perceived by the participants in a situation. For this study the

criterion sampling strategy was used. Data was collected from three teachers in two schools for

the deaf and one teacher in a deaf education program within a regular school in the United States.
The data collection process involved classroom observations, individual interviews and teacher

survey questionnaires.

Overall, no matter the teaching experience of the teacher or the teacher preparation

program attended, every teacher reported they were not sufficiently prepared to teach deaf

students with additional disabilities. This was evident in their sharing of experiences when they

avoided mentioning the effect of their teacher preparation or any ideas introduced into their

experiences from their previous teacher preparation programs. Only one teacher reported taking

a course on multiple disabilities, but remarked that it was not sufficient in providing skills to

manage the classroom. All four teachers expressed the need for training related to curriculum

implementation and assessment, alternative communication systems with their students and how

to appropriately collaborate with parents.

Al-shammari (2014) conducted a research study of deaf student's perceptions using a

multidimensional self-report instrument to measure their overall social-emotional adjustment in

private educational establishments, especially between the ages of 15-21. A cross sectional study

of 40 university SDHH females and 30 high school SDHH females with impaired hearing levels

from a university and high school in Hail, Saudi Arabia were interviewed and surveyed by the

participating student researchers. Demographic information on the students was collected

through a form emailed to each student’s teacher of SDHH who collected the data from the

student’s files, completed the form, and returned it to the researchers. The demographic data

were used only to provide information on student characteristics.

A selected number of items from the Life Difficulties section of the 16PF-Adolescent

Personality Questionnaire (APQ) were selected and used for this study. The questionnaire, which

covers many areas known to be problematic to adolescents, was developed for hearing and non-

hearing students who range from ages 15 to 21 years. One of the reasons this instrument was

chosen is that the language level of the Life Difficulties section is free of compound sentences

and uses few idioms. The Life Difficulties section of the 16PF-APQ consisted of the following

11 scales: discouragement, worry, poor body image, overall discomfort, problems with authority,

anger or aggression, overall trouble, home, school, Social acceptance and coping. Two groups of
female SDHH from a high school, age range (15-18) and university, age range (18-21) were

analyzed with questions in the survey to understand about social-emotive perceptions in Hail,

KSA. Comparisons were also made with age matched group of hearing female students from the

same university.

All of the female SDHH from the university and high school felt embarrassed when

communicating with someone that did not understand them. In comparison to the normal hearing

group, most of the female SDHH from the university did not like dealing with strangers. A

majority of the female SDHH from the university and the high school were satisfied with their

situation and felt it was possible to achieve their goals and do the impossible.

In this study all of the female SDHH surveyed felt they have problems with

communicating. Most of the university and high school SDHH in this study wanted to

communicate with normal hearing students. Most of the university students also communicated

by sign language and speech together compared to the high school students. The high school

students on the other hand tended to communicate with the aid of a hearing aid. This difference

may be attributed to the age of the students. Those in the high school may feel less confident to

deal with expression in sign language compared to the university students as they may not have

had much exposure in this type of communication. All of the SDHH in this study did not use any

English at home or in their institution. They mainly used Arabic, words and sign on a daily basis.

In this study the students reported higher levels of stress compared to the national norms related

to a lack of confidence and the persistent perception of barriers (despite the availability of

support services). The communication difficulties perceived among SDHH may be related to

their isolation from the rest of their peers at home.

Perspectives of the SDHH have been an invaluable tool in this study for assessing their

social emotive performance. For this group of SDHH, communication remains a barrier to them

compared to normal hearing peers. The SDHH in this study had positive attitudes towards

achieving their goals, making friends and their wellbeing and this could be encouraged in the

future by teachers and parents.

Crume (2013) used a qualitative approach to examine teacher beliefs and practices of

ASL PA (Phonological Awareness) in deaf education from teacher self-reports. A group of early
childhood educators was interviewed to understand how they promoted sign language PA with

their students, with a particular focus on how they may have promoted the difference between

non-alphabetic and alphabetic handshapes. The aim of the study was to develop a theoretical

framework of ASL PA that could be tested in subsequent studies.

The study was conducted at an ASL/English bilingual school for deaf children located in

the United States. The school emphasized ASL as the primary language and written English as

the second language. According to the school’s website, the emphasis on ASL stemmed from the

belief that, for most deaf students, ASL is the accessible and dominant language for

communication and thinking.

The participants in this study included nine teachers and one ASL specialist. Seven

participants were deaf (six teachers and the ASL specialist) and three participants were hearing.

The years of instructional experience varied. Some participants taught for less than 5 years,

whereas others taught for more than a decade. The teachers also stressed English because they

felt that it was vital to the students’ academic success and their future job prospects. However, in

order to learn English effectively, the teachers felt that students needed intense exposure to ASL

to build a strong primary language. With a strong primary language intact, the students could

acquire English as a second language more effectively. The teachers believed that ASL served as

the native and primary language for students and provided students with a foundation that

promoted their social, emotional, and language development. The teachers felt that developing

awareness of language structure helped highlight consistencies in sign language that made

language learning more concrete. The teachers stressed that promoting knowledge of ASL

structure also helped students make connections between words in language and provided them

with roots to grow and develop.

The goal of this study was to understand how teachers of the deaf in an ASL/English

bilingual school conceived of and promoted PA of sign language to develop students’ language

and literacy abilities. Overall, the findings suggest that the teachers at the school did use

activities to promote PA of sign language as a means to facilitate their students’ language and

literacy abilities. The teachers used a variety of approaches to build their students’ understanding

of native ASL structure and promote students’ awareness of the manual alphabet.
The teachers felt that promoting knowledge of sign language structure helped students build a

stronger understanding of their native language. The teachers also felt that it provided a strong

foundation that would serve as a “pre-guide to an advanced understanding.”

Many deaf children seem to become successful readers without spoken language PA, potentially

suggesting that they could have benefitted from sign language PA. Although there seems to be

little documented evidence of sign language PA, this study found that teachers promoted a broad

range of sign language PA activities to build their deaf students’ knowledge of sign structure in

lexical signs and fingerspelling forms. There is a strong belief among educators, researchers, and

policy makers that spoken language PA is necessary for children to become successful at

reading.

Ting and Gilmore (2012), This study explored preservice teacher attitudes towards

teaching a deaf student who uses Australian Sign Language (Auslan) compared to a student who

is new to Australia and speaks Polish. The participants were 200 preservice teachers who were

studying their third or fourth year of education at a large university in Brisbane, the capital city

of the Australian state of Queensland. Approximately 80% of the sample was female and 20%

male, a gender distribution that reflects the greater proportion of females entering the teaching

profession. Participants were grouped into five age brackets: 18-22 years (55.68%); 23-28 years

(29.73%); 29-35 years (7.03%); 36-45 years (6.49%) and 46 and over (1.08%). More than 86%

of the sample described themselves as Anglo-Australian or Caucasian. Regarding teaching areas,

8.51% were studying early childhood education, 45.74% were enrolled in primary education,

2.13% were focusing on middle years, and 43.62% were studying secondary education.

A questionnaire was created to measure attitudes, and participants were also asked to list

teaching strategies they would use with the two students. A factor analysis yielded two

subscales: Teacher Expectations and Teacher Confidence. Results showed that teachers had

higher expectations of the Auslan student than the Polish student, and were more confident about

teaching the Auslan student. Differences between the two conditions were also found for

suggested teaching strategies.

The results of this study suggest that preservice teachers have higher expectations of deaf

students than of ESL students, and that they feel more confident about teaching students who are
deaf than those who have English as a second language. These differences are interesting, given

that both groups of students use a different language from the teacher and have limited ability to

understand English. The groups are not similar in every respect, however. Because deaf students

are unable to hear, they are likely to have extra difficulties that ESL students do not face. They

may continue to experience significant language barriers, whereas Polish students will probably

acquire oral English language skills more quickly.

Of concern, however, is the finding that teachers have lower expectations of ESL

students than deaf students, and less confidence in teaching ESL students. Research suggests that

training can improve teachers’ attitudes towards ESL students, which in turn is likely to lead to

better student outcomes (Cho & DeCastro-Ambrosetti, 2005).

Garberoglio (2012), aimed to capture a broad picture of teachers’ perceptions of their

teaching efficacy when working with deaf students. This study took an explorative approach to

investigating teachers’ sense of efficacy in deaf education. A conceptualization and measure of

teachers’ sense of efficacy was used that allows for a closer look at the three dimensions of

efficacy and how those may be manifested in the deaf education teacher’s perceptions: student

engagement, instructional practice, and classroom management. A scale of collective efficacy

measured teachers’ beliefs about the school setting as a contextual variable of interest.

Regression analyses allowed for an investigation into what individual and contextual variables

predicted teachers’ sense of efficacy in deaf education settings.

Research on teachers’ efficacy beliefs has been conducted within an extensive range of

teaching settings and populations from English language learners in Venezuela, low-achieving

students in Singapore, urban schools in the United States, and English language learners with

disabilities in the United States. This is the first study that uses teachers’ sense of efficacy as a

conceptual framework for examining teacher attitudes and beliefs in deaf education

This project was a quantitative analysis of participant responses using an online survey

instrument. The results of this study found that the teachers reported the highest efficacy beliefs

with English using students, then the non-English using students, and finally the nonstandard

English using students. In special education settings where teachers work with students with

disabilities, teachers reported feeling least efficacious when working with those students who
were culturally and linguistically diverse (Carlson, Brauen, Klein, Schroll, & Willig, 2002).

From these findings, it can be seen that the variation in students’ language backgrounds plays a

role in teacher beliefs of whether or not their teaching makes a difference in student learning.

In a study of efficacy beliefs in teachers working with English language learners with

disabilities, Paneque and Barbetta (2006) found that the most statistically significant predictor of

efficacy beliefs was the teacher’sproficiency in the native language of the students. Other studies

in English language learning settings where the teachers are not native users of English have

found that as the teacher’s English language proficiency increases, the teachers’ perceived

efficacy for motivating students and designing instruction increases (Chaco´n, 2005). These

studies show that the teachers’ proficiency in the language used by their students and the

language being taught interact with teachers’ efficacy beliefs. Despite the paucity of studies

about the efficacy beliefs of teachers who work with deaf students and the influence of language

in those settings, it can be inferred from the literature on how language interacts with teachers’

efficacy beliefs in varying educational settings that language does matter. Despite significant

relationships between teacher experience and teachers’ sense of efficacy, results show that the

contextual variable of teachers’ perceived collective efficacy of the educational setting may be

the best predictor of teachers’ efficacy beliefs, above and beyond any individual characteristics

of the teachers.

The findings from this study found that teachers reported the highest efficacy beliefs in

the dimensions of student engagement and instructional strategies and the lowest efficacy beliefs

in classroom management. Putting all the above findings together, it appears that deaf education

teacher training and instructional settings may prioritize instructional strategies and classroom

management over student engagement.

Vallice (2011) examined how quality induction support (QIS) and teacher preparation

affected the experiences of a select group of first-year special education teachers. This study

further examined how their sense of self efficacy and their levels of resiliency impacted their

experiences. The study employs an exploratory case study methodology with multiple-case

Analysis. Participants were nine first-year teachers who graduated from a special education

program housed in a university in the southeastern United States. Data collected consist of
Bandura‟s Teacher Self Efficacy Scale (1997), the modified Resilience Scale instrument (Neil &

Dias, 2001) which was originally developed by Wagnild & Young (1993), and individual

interviews.

According to the literature, QIS, can be defined as various types of support provided to

the beginning teacher for at least one school year (Gehrke & McCoy, 2007). Such aids consist of

administrative support and mentors who have experience and knowledge in special education,

and access to curriculum resources for students with disabilities. Though the literature indicates

that beginning special education teachers experience significant challenges within their first

years of teaching, seven out of the nine participants had contrary experiences. Further, four

participants expressed challenges in teaching the subject of writing. It can be concluded that all

of the participants had high perceived levels of self-efficacy and a strong perceived sense of

resiliency. Seven out of the nine participants for this study had, for the most part, positive

experiences as first-year special education teachers. Additionally, six out of the nine participants

experienced some or none of the components which comprise of QIS. These participants did

require some level of support within their schools but were able to manage the challenges they

experienced without having all of the components of QIS in place.

Furthermore, Cue (2009) aimed to describe the roles and responsibilities of practicing

itinerant specialist teachers of deaf and hard of hearing students.  Data were collected through

surveys of practicing teachers, interviews, and school observations. Interviews with 25

experienced itinerant teachers yielded topics that should be taught in preservice programs. Their

range of teaching experience was between less than 1 year and 39 years, with a mean of 16.3

years. Tasks observed during school visits included academic tutoring, classroom visits,

meetings with school-based teams, mentoring in areas of personal and social skills, scheduling

for student support, record keeping, speech and audiology training, and intensive work in

language arts. The survey results document areas where there is an especially high need for

further training, both in preparation and continuing education programs. For example, the low

percentage (13%) of respondents who learned skills for working with mainstream school

personnel in their teacher preparation program, and the correspondingly high percentage (74%)

who expressed interest in workshops or courses on this topic, make it a high priority. Even in
language arts (a subcode of the category Work With Students)—which respondents identified as

most often covered in preparation programs—there were high levels of interest in continuing

education, which suggests that itinerant teachers feel that there is more to learn in this area. 

Callins (2005) conducted a multiple case study research designed to investigate how pre-

service special educators were empowered to teach reading to students with disabilities during

their final internship. A developmental constructivism theoretical framework guided this study in

order to examine how a teacher preparation program prepared a six-member cohort of pre-

service special educators in the areas of efficacy, competency, and preparedness. Based on the

principles of developmental-constructivism, the researcher investigated whether or not these pre-

service special educators became more empowered in the areas of efficacy, competency, and

preparedness through active-learning and hands-on opportunities.

The researcher employed a concurrent mixed-method design for data collection and

analysis. To complement the quantitative data from the surveys, the qualitative data from the

interviews were collected in order to provide support, to explain, and to account for

discrepancies in the data. The levels of empowerment were measured by the differences between

self-reported data on pretest and posttest measures on the Teacher Sense of Efficacy Scale

(TSES), Special Education Competency Scale (SECS), and Preparedness to Teach Reading

Survey (PTRS).

The responses to the PTRS indicate that overall, participants judged their capabilities in

foundational knowledge of reading and in creating a literate environment higher than their

abilities to implement effective instructional practices and to assess, diagnose, and evaluate

reading difficulties. Surprisingly, not all of the participants felt more empowered as they

matriculated through their final internships. There were several instances in which the

participants felt less empowered. Although all of the participants during the follow-up interviews

indicated that they felt more empowered to teach reading after their final internship, their

responses on the survey instruments indicated otherwise. Additionally, when the participants

were asked specifically what part of their final internship prepared and empowered them the

most to teach reading, all six of the participants indicated that it was the opportunity to teach

actively.
 Antia et al (2004) focused on the writing achievement of D/HH students being educated

in public schools. For D/HH students in public schools, one would expect (as a group) that their

writing achievement would be higher than students in special schools; however, it is important to

know how they compare to norms for the general student population. Because this is a

descriptive study, many of these students are served by itinerant teachers of D/HH who may or

may not spend time in writing instruction. Little is known about itinerant instruction, particularly

how itinerant teachers determine the aspects of literacy instruction that they provide students. In

a study of D/HH students in general-education classrooms, itinerant teachers reported that they

provided direct writing instruction to approximately 50% of students. The good news from this

study is that older students performed better than younger students in syntax, story construction,

and overall writing. Another positive finding from this study is that though many of the D/HH

students continued to struggle with the syntactic aspects of writing, a majority of them (68%)

scored in the average or above-average range in story construction. It appears that somewhere in

their educational programs they have received instruction in higher-level writing skills such as

planning and organizing ideas. In terms of practice, it is clear that even students who have access

to oral English through audition have difficulties in various aspects of writing and probably need

instructional support from both the general educator and the teacher of D/HH. The small amount

of variance predicted by degree of hearing loss, and the finding that students with moderate

hearing loss received scores 1 standard deviation below the mean, indicate that writing

instruction should be a focus for most students with hearing loss. In this sample, the only

students who scored at or near the test mean were students with unilateral and mild hearing loss.

Hard-of-hearing students are a much-neglected population in the field of education of D/HH.

To summarize, the mean writing score of this sample of D/HH students in public schools

fell in the below-average range; half the students received below average scores. The most

difficult aspect of writing for these students was vocabulary and syntax; the area in which most

students did well was story construction.

Similarly, Luseno (2001) conducted an assessment of the perceptions of secondary

special and general education teachers working in inclusive settings in the commonwealth of
Virginia. The study consisted of 400 middle and high school special and general educators

selected from 20 school divisions (districts) in Virginia.

Compared to general educators, secondary special educators hold more positive attitudes

towards their ability to adapt instruction to students with disabilities. These special educators

also perceive themselves more knowledgeable of pertinent information needed to work with

students with disabilities. These findings imply that secondary special educators feel better about

their training in working with students with disabilities in inclusive classrooms than their general

education peers. Furthermore, both groups of special and general educators expressed the need

for a clarification of their roles and responsibilities in inclusive classrooms, reduced class sizes,

increased instructional time, and more resources and support services.

Similarly, Cruz (2015) aimed to determine the status of special education programs in

serving the various types of exceptionalities in select public schools in City of Balanga. The

study also showed problems congruent to the proposed language education enhancement

intended for faculty and student development. The descriptive method of research was used to

gain information and the self-made survey questionnaire was the main instrument to gather data.

There are 145 respondents in select public schools in the City of Balanga.

The respondents are most satisfied with the strategies of teachers in enforcing classroom

rules firmly and fairly followed by the used of individualized instruction. In contrast, the

respondents are least satisfied with teacher’s employment of appropriate specialized technology

and instructional strategies as well as the use of strategies which develop the language skills of

the SPED children to survive in their everyday living.

In the point of view of the administrators, the strongest point of teacher competence is on

respecting the rights and beliefs of pupils and developing the language skills and talents of SPED

children through social interaction and real context. However, there are major problems with

regard to the profile of the teachers in account of their length of service in SPED, specializations,

educational attainment, and seminar and trainings attended.

Diaz (2014) aimed to unveil the lived experiences and difficulties of Deaf and Hard of

hearing (D/Hh) students in a mainstream education system. Specifically, the study is directed to

discover the difficulties of the hearing impaired and their coping mechanisms and to examine the
participants’ self-concept. This is a qualitative study which used a phenomenological lens that

require the researcher to eliminate everything that represents a prejudgment or presupposition.

The study used the data collected from nine (9) deaf students and one (1) hard of hearing learner

who are currently enrolled in a school that caters to physically and mentally challenged learners.

Of the ten (10) participants, six (6) are in college and four (4) are in high school.

In conclusion, the most difficult effects of language barrier to the D/Hh students in the

mainstream are their feeling of loneliness, school and academic difficulty and negative feelings.

Meanwhile, the D/Hh’s negative view of themselves is overcome by their strong positive self-

perception and positive attitude. Further, their coping mechanism are well established which

allows them to withstand the hardships they experience in school.

On the other hand, Macabidang (2014) aimed to assess the effectiveness of flashcard

method in improving the sight reading and passage reading of a student with autism spectrum

disorder (ASD). The study employed a single-subject experimental design to evaluate the

effectiveness of the direct instruction (DI) flashcards. Particularly, the study used the ABAB

withdrawal design where A means baseline and B means intervention. For this study, the terms

used for the four phases in ABAB design were pre-intervention phase, intervention phase,

withdrawal phase and second intervention phase respectively. The researcher made use of this

experimental design because the study aimed to analyze the cause and effect relationship

between the intervention and behavioral change.

Participant of the study was a nine year old and nine months old male pupil. He was

diagnosed with ASD by a developmental pediatrician when he was three years old. The session

was conducted during daytime at the participant’s residence. The San Diego Quick Assessment

(SDQA) was administered individually for ten minutes. The SDQA was a test that measures

recognition of words out of context. It was originally devised LA Pray and Ross in 1969. It

consisted of 13 graded word list from pre-primer to eleventh grade levels.

The DI flash cards were used to improve the participant’s word recognition. The set of DI

flashcards were composed of randomly selected 20 known and unknown sight words (Ruwe et

al., (2011). The participant’s performance in word recognition both in sight and passage reading

were below average before the use of DI flashcards. The participant’s performance remarkably
increased after the use of DI flashcards. The use of DI flashcards improved the participant’s

performance in sight reading during the second intervention phase.

Bautista (2013) endeavored to look into the problems encountered in the learning process

by pupils with certain exceptionalities in the District of Dinalupihan and Orani, Division of

Bataan during the school year 2012-2013. The descriptive method of research was employed in

this investigation. The questionnaire-checklist was the main survey instrument in gathering the

needed information and data. The respondents in this study were the 31 pupils found to be with

exceptionalities and their teachers in the two districts of Dinalupihan and Orani, Division of

Bataan.

The null hypothesis that there is no significant relationship between children’s

exceptionalities (physical disabilities, orthopedic and health defects) and the problems they

encountered in the learning process (learning activities, physical facilities, and attitude of people

and peers) was rejected.

The null hypothesis that there is no significant relationship between children’s

exceptionalities and academic behavior (spelling, writing, reading, mathematics,

listening/speaking) was accepted.

Furthermore, Lapaz (2010) aimed to conduct a survey of the basic sign words commonly

used by the children with hearing impairment in Pampanga. The study employed descriptive

method of research, particularly survey method. Special education teachers and the children

enrolled in the different public elementary schools were the respondents of the study. The

researcher employed interview as a research tool. The researcher recorded the forms and hand

movements of the basic sign words executed by the children as listed in the SPED curriculum for

the children with hearing impairment given by the DEPEd.

From the list of sign words taken from the SPED curriculum for children with hearing

impairment, 190 words have single or one illustration for signing, 72 words have two

illustrations and 13 words have three illustrations for signing. The order in which signs are

learned is up to the signer or to the teacher preferences of the subject differ but still, either

preferences are made, all signs are still accepted.

 Nuqui (2009) the study aimed to prepare an assessment tool for the mainstreaming

programs for the students with hearing impairment in select public secondary schools in

Pampanga. The study employed the descriptive research method. The target population of the

study consisted of administrators, regular and SPED teachers. The researcher-constructed

questionnaire was utilized in this study.

Specifically, respondents from school 1 expressed stronger agreement that their

mainstreaming program utilizes a developmental and sequential language curriculum that the

teacher has knowledge of how language development relates to speech acquisition, that the

language development is coordinated with a program for reading comprehension. Regular and

SPED teachers from both schools basically agree, although not strongly, that students who need

assistance with personal care should be in regular classes, that they do not have knowledge and

skills required to teach students with disabilities. Over all, both teachers have positive attitudes

toward mainstreaming program.

Yap and Adorio (2008) aimed to assess how the local schools in the identified Third

Elementary Education Program (TEEP) schools addressed the issues on (a) access, (b)

participation, and (c) quality in relation to children with special needs. The study also determined

how stakeholders (school principals, teachers, and parents) evaluated their programs to include

students with special needs and what quality indicators the schools used. This study sought to

identify the SPED-IE practices that worked well in the selected schools.

This is a qualitative study of 11 schools and six school divisions selected to expand and

organize Special Education-Inclusive Education Program in the TEEP of the Department of

Education in the Philippines. School based management (SBM) became the integrating

framework of TEEP three years into the project. This research used a 3-level method of

qualitative research to generate data for the study. Multiple measurement tools were used for the

study: focus group discussion (FGD), questionnaires, interviews, and observations through site

visitation. Data were gathered from the Divisions of Abra, Aurora, Batanes, Benguet, and

Mountain Province in Luzon, the Division of Leyte in the Visayas, and the Divisions of Cotabato

and Surigao del Sur in Mindanao. The site of the FGD was the Division of Aurora, while the

case study site was the Division of Benguet. The respondents for the questionnaires were 12
teachers, seven school principals, and four division supervisors. Respondents for the interview

and FGD were 11 teachers, 11 principals, and three supervisors. An on-site visitation was made

to two schools in one division. One of these schools was used in the case study.

Results show that most schools gauge access by the number of identified students with

special needs. Quality is linked to the availability of SPED teachers and resources. Participation

is associated with parents’ involvement in their special child’s individualized education plan. All

the principals acknowledged the poor economic conditions of the students in their schools

resulting in absenteeism, drop-outs, and poor academic performance. The large class size, lack of

materials, and lack of parental follow-up were also identified as causes of poor learning

outcomes. Another problem was the dual roles performed by SPED teachers as regular and

SPED teacher. This leaves the SPED teacher too exhausted to do better planning, to collaborate

with the other teachers, and to reflect on the effectiveness of instruction.

Bolus (2006) aimed to assess the levels of stress of Special Education (SPED) teachers in

the hope of drawing out of some implications for SPED. The study involved the thirty (30)

SPED teachers of both public and private SPED centers of the division of Angeles City. The

descriptive method of research was used with a questionnaire as a main data-gathering tool and

interview using the Teacher Stress Inventory (TSI). Majority of the respondents (60%) were

relatively young (less than or equal to 30 years old). There was also a sizeable percentage of

respondents (30%) between 31-40 years old. The remaining percentage (10%) was comprised of

respondents more than 40 years of age; the oldest was 59.

SPED teachers are generally experiencing and manifesting moderate levels of work-

related status. Relatively, older SPED teachers tend to have higher stress in terms of professional

investment, emotional manifestations, cardio-vascular manifestations, behavioral manifestations,

and overall level of stress. Likewise, the relatively more experienced SPED teachers tend to have

higher stress in terms of professional investment.

Sanchez (2006) aimed to prepare an enrichment book in reading for learners with mild

mental retardation. The researcher used the descriptive method of research. The target users were

the children with special needs, particularly those with mild mental retardation. The researcher

made used of a questionnaire as the major tool to evaluate the proposed-enrichment book. The
study was confined to the schools in Angeles City offering SPED or has a special education

program. There were 25 teachers who took part in the evaluation of the proposed enrichment

book in reading.

In general, the content and activity of the existing activity book for learners with MMR

were not written for them and so do not match the abilities and needs of these learners.

Enrichment activity books in reading for learners with mild mental retardation are inadequate.

Flameño (2005), hopes to identify specific innovations surrounding the special education

systems. The study was conducted in the province of Bulacan and covered 17 public and private

and NGO-led SPED school/center with SPED program located in the 13 municipalities of

Bulacan.

The study was limited to schools/centers that cater special education to students who are

visually impaired, cross disabled, mentally autistic and with hearing impaired. A descriptive

survey method was used and information was solicited from questionnaire and other sources like

documentary research and in-depth interviews.

SPED teachers have some access to in-service education in special needs but this is

limited. Regular training and seminars were not regularly made available to these teachers.

Majority of the attended trainings were at the division level only and a few of them had the

opportunity to attend national and international trainings on SPED.

Students with hearing impaired are where teachers encountered more difficulties

followed by cross disabled, mentally autistic, and with visually impaired. The lack of adequate

funding, overwork, stress, student’s family situation, lack of qualified staff, high staff turnover,

and poor or inadequate facilities were the most significant issues and barriers that teachers

encountered in handling students with disabilities.

The most related study to the present study was that of Musyoka, which investigated

experiences of K-12 classroom teachers of deaf students with additional disabilities. Qualitative

study was also used and employed a phenomenological research design to identify and study a

phenomenon or experience from the perspective of how it is perceived by the participants in a

situation. The data collection process involved classroom observations, individual interviews and
 teacher survey questionnaires. The difference is Musyoka collected data from three teachers in

two schools who teach deaf students with additional disabilities.

(This page shows the flow of your study through a conceptual framework where you are

allowed to uses shapes, lines, and arrows to show the brief summary of you study, Explain

the paradigm of the study in a paragraph form, same as in the given example)

Conceptual Frameworkre

This study is focused on the experiences of Special Education teachers in teaching

language education to deaf students of the two public secondary schools in the first district of

Bataan.
Interview

ANALYSIS

Questionnaire EXPERIENCES Conclusion

Questionnaire
Observation
͢
Figure 1
Paradigm of the Study
 From the illustration, multiple measurement tools will be used for the study:

questionnaire, interview, and classroom observation through site visitation in order to gather

pertinent data. The objective or target output of the study is the experiences of MNSHS-SM

student’s procrastinating on their classroom activities particularly the reason why there

procrastinate. The experiences of the MNSHS-SM students in procrastinate on their classroom

activities will be explored through the analyzation of the collection of data.

The researcher will keep track of interviews and specifics regarding observations such as

the different conclusion of MNSHS-SM student on procrastination.

After thorough analysis of the data, the researcher will develop a survey that compares

and contrasts the data of the student respondents and will create their narrative in the final report.

(This page shows the list of terms you have used to your study, All the terms must be

operationally define/ you will define it how you have used it on your research paper.

Alphabetical order must be used.)

Definition of Terms

The following terms in this study were defined operationally to understand the concepts

clearly.

American Sign Language. It refers to the primary sign language used by deaf and hearing-

impaired students in SPED class in Bataan National High School and Hermosa National High

School.

Children with Hearing Impairment. These are children who have problems with one or more

parts of their ear and who are deaf or hard of hearing.

Deaf. It refers to an individual with very little or no functional hearing and who often uses sign

language to communicate.
Differently abled Students. Differently abled students was used in the present study to avoid

discrimination to students with hearing impairment.

Exceptionalities. A child with disabilities and is significantly different from an established norm.

Hard of hearing. It refers to an individual who has a mild-to-moderate hearing loss who may

communicate through sign language, spoken language, or both.

Hearing Impairment. It implies a significant difficulty in hearing, whether permanent or

chronically fluctuating, that adversely affects the child’s educational performance including

academic performance, speech perception and production, or language and communication

skills.

Filipino Sign Language. The term refers to the indigenous natural form of communication or

signs used by the SPED students with hearing disabilities through the use of the hands of the

deaf person.

Learning disability. A condition of deaf and hard of hearing students that interfere with

their ability to learn language which was caused by their disabilities.

Physical Disabilities. These are health issues, including both congenital and acquired disabilities

that interfere with a child’s ability to attain educational performance including language and

communication skills. A person with hearing impairment who needs special education is

considered to have a physical disability.

Sign Language. It is the form of communication used by hearing impaired students enrolled in

SPED class that is made through signs.

Special Education. It is a specialized kind of education system that caters to the academic and

learning needs of hearing impaired students. These programs are designed to help learners with

special needs achieve various skills and success in school and their community.
Special Education Teacher. A teacher who provides especially designed instruction that often

incorporates related services, to meet the educational, social, emotional, and vocational needs of

the students with hearing disabilities.

(Apply the APA style of writing references you have used throughout your chapter 2)

Notes in Chapter 2

The Free Encyclopedia. Zone of Proximal Development. https://en.wikipedia.org/wikipedia.org/

wiki/Zone of proximal development

Sorden, Stephen D. The Cognitive Theory of Multimedia Learning. http://sorden.com/portfolio/

sorden draft multimedia2012.pdf

Musyoka, Millicent Malinda, Gentry, Mary Anne, Bartlett, James Joseph. Voices from the
Classroom: Experiences of Teachers of Deaf Students with Additional Disabilities. http://
files.eric.ed.gov/fulltext/EJ1080870.pdf

Maha Al-shammari, Asma Ashankyty, Najmah Al-Mowina, Nadia Al-Mutairy, Lulwah Al-sha-
mmari, Anfal al-qrnas, Susan Amin. Social-Emotional Perceptions of Deaf Students in
Hail, Saudi Arabia. http://pubs.sciepub.com/education/2/5/11/

.Crume,Peter K. Teachers’ Perceptions of Promoting Sign Language Phonological Awareness in

an ASL/English Bilingual Program. http://jdsde.oxfordjournals.org/content/early/2013/05
/22/deafed.ent023.full

Ting, Claire. Attitudes of Preservice Teachers Towards Teaching Deaf and ESL Students. http://
ro.ecu.edu.au/cgi/viewcontent.cgi?article=1953&context=ajte

Garberoglio, Carrie Lou, Gobble, Mark E., Cawthon, Stephanie W. A National Perspective on
Teachers’ Efficacy Beliefs in Deaf Education. http://jdsde.oxfordjournals.org/content/17/
3/367.full

Vallice, Roseanne Kaiser. Examining the Experiences of a Select Group of First Year Special
Education Teachers: A Multiple Case Study Analysis. http://scholarcommons.usf.edu/cgi/
viewcontent.cgi?article=4583&context=etd

Foster, Susan and Cue, Katie. Roles and Responsibilities of Itinerant Specialist Teachers of Deaf
and Hard of Hearing Students. https://www.researchgate.net/publication/24261922 Roles
and responsibilities_of_Itinerant_Specialist_Teachers_of_Deaf_and_Hard_of_Hearing_
Student

Callins, Tandria Milango. "I've got the power!: Investigating pre-service special educators' perce
perceptions and abilities to teach reading to students with disabilities" http://scholarcomm
ons.usf.edu/cgi/viewcontent.cgi?article=3803&context=etd

Antia, Shirin D, Reed, Susanne and Kreimeyer, Kathryn H. Written Language of Deaf and Hard-
of-Hearing Students in Public Schools. http://jdsde.oxfordjournals.org/search?author1=
Shirin+D.+Antia&sortspec=date&s ubmit=Submit
Luseno, Florah Ka Vulani. An Assessment of the Perceptions of Secondary Special and General
Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia.
https:// theses.lib.vt.edu/theses/available/etd-02132001003827/unrestricted/Floselectronic
Dissertation.pdf FlosElectronic

Cruz, Aisee.“An Assessment of the Special Education Program in Select Public School in City of
Balanga: Springboard in the Enhancement of Language Education”. Unpublished
Master’s Thesis, Bataan Peninsula State University, (2015).

Diaz, Jay P. “The Lived Experiences of the Deaf and Hard of Hearing Student in A Mainstream
Education System – University of the Assumption – City of San Fernando, Pampanga.”
Unpublished Master’s Thesis, University of the Assumption, (2014).

Macabidang, Jennifer N. “The Effectiveness of Using Direct Instruction Flashcard Method in

Improving Sight Word Recognition and Passage Reading to A Pupil with Autism
Spectrum Disorder. “Unpublished Master’s Thesis, Angeles University Foundation,
(2014).

Bautista, Naomi M. “Problem Encountered in the Learning Process by Children with

Exceptionalities in the District of Dinalupihan and Orani, Division of – Virgen delos
Remedios College-Olongapo City.” Unpublished Master’s Thesis,Virgen delos Remedios
College, (2013)

Lapaz, Sarah M. “Basic Sign Words by Filipino Children in Pampanga.” Unpublished Master’s
Thesis, Angeles University Foundation, (2010).

Nuqui, Maria Lucia. “An Assessment Tool in the Mainstreaming Programs for Students with
Hearing Improvement in Selected public Secondary Schools in Pampanga. “Unpublished
Master’s Thesis, Angeles University Foundation, (2009).

Yap, Ingrid R. and Adorio, Mercedes P. School–Based Management: Promoting Special

Education Programs in Local Schools. http://journals.upd.edu.ph/index.php/edq/article/
/viewFile/1564/1513&a=bi&pagenu mber=1&w=100

Bolus, Gazel E.“Special Education Teachers’Levels of Stress Implications for Special Education
” Unpublished Master’s Thesis, Angeles University Foundation, (2006).

Sanchez, Maria Loida B. “A Proposal Enrichment Book in Reading for Learners with Mild
Mental Retardation.” Unpublished Master’s Thesis, Angeles University Foundation,
(2006).

Flameño, Renato. “The Special Education Program in the Division of Bulacan: A Descriptive
Analysis.” Unpublished Master’s Thesis, (2005).
 CHAPTER III

METHODS OF RESEARCH

This chapter presents the methods and techniques, population and sample, research

instrument, construction and validation of instrument, data gathering procedure, and data

analysis.

Methods and Technique of the Study

This is a qualitative research which used a phenomenological research design to identify

and study a phenomenon or experience from the perspective of how it is perceived by the

participants in a situation. According to Bogdan and Taylor (1975) as cited by Musyoka (2015),

the phenomenologist focuses on what people say and do as a product of how they interpret their

world. In order to capture the process of interpretation, they emphasized, “empathic

understanding or an ability to reproduce in one’s mind the feelings, motives and thoughts behind

the action of others” (Bogdan and Taylor, 1975, p. 14). Phenomenological research method was

chosen because the actions and experiences are intentional, primarily a consciousness of or an

experience of something (Sokolowski, 2000). Also, it is the most appropriate research method

because the goal of the study is not to generalize the findings to the whole deaf education teacher

population, but to understand the essence of the experience investigated.

Phenomenology rooted in a philosophical tradition developed by Husserl and Heidegger

as declared further by Polit and Beck (2004), is an approach to discovering the meaning of

people’s life experiences. Phenomenologist believed that experience gives meaning to each

person’s perceptions of a particular phenomenon.

This study adopted the five phenomenological process described by Moustakas (1994).

These processes include Epoche, Phenomenological Reduction, Imaginative Reduction Synthesis

of Meaning and Essences. The first step is the Epoche. The researchers acknowledged their bias

and knowledge of the issues in the field. They were engaged in the Epoche process before and

during the interview. The next step in the phenomenological process is the phenomenological

reduction. Phenomenological reduction involves two steps namely, Bracketing and

Horizonalizing. With bracketing the researchers center everything they are doing on the topic

and the research question. In this study, researchers had to bracket expectations and assumptions

of the participants’ experiences. To do so, the researchers developed an interview protocol and

interview questions to assist in blocking personal opinion or any distractions to the interview.

The concept of Horizonalizing involved treating every statement and observation as equally

importance. During data analysis these statements and observations were used to identify those

important to the phenomenon studied. This process wasfollowed by clustering the horizons into

themes and then into a logical textual description of the phenomenon. After phenomenological

reduction the next step was imaginative variation. This process allowed the researchers to view

the phenomenon in study from different sides with a goal to describe the “what” and the “how”

of the experience in question and uncover the essence of the phenomenon. In this study the

Imaginative Variation included identifying the main themes or context that account for the

development of the phenomenon. The final step in phenomenological study is synthesis of

meaning and essences. This was developed from in-depth imaginative and reflective study of the

phenomenon. According to Moustakas the essences of any experience can never be fully

explained but they represent individual researchers’ standpoint.

The sampling procedures used in this study included purposeful sampling strategy.

Purposeful sampling was used to select information-rich cases for study from which the

researchers can learn a great deal about issues central to the research (Patton, 2000). According

to Patton (2000) there are various strategies for purposefully selecting information rich cases. For

this study the criterion sampling strategy was used. Criterion sampling ensured that participants

included in the study had to meet predetermined standards. The criterion used in selecting the

participating teachers was their experience teaching a deaf student.

Population of the Study

The population frame of the study includes the Special Education (SPED) teachers of the

Secondary Public schools in the District of Bataan. The respondents for the questionnaire are ten

(10) SPED teachers, eight (8) from Bataan National High School and two (2) from Hermosa

National High School.

 According to Creswell (1998), the sample size for a phenomenological study ranges

from 1-10 and can be from the same or different location. Following the above stated sampling

procedures; ten teachers participated in the survey questionnaire, individual interview and

classroom observation sessions.

Research Instrument

The researcher will use multiple measurement tools in the study in gathering the data to

assess the variables postulated in the statement of the problem. The interviews, questionnaire and

classroom observation will provide more insight into teaching experiences of SPED teacher

respondents, including the different strategies they will use in developing literacy particularly the

macro skills through the use of sign language.

Interviews and observations were employed during the qualitative component of this

proposed study. The initial interview contained 10 open-ended questions that allowed for an in-

depth analysis of factors contributing to perceptions of preparedness. Specifically, these

questions sought to elicit from participants their perceptions of how to assess and monitor

struggling readers, what materials to use, and how to modify instruction. The interviews were

conducted at the beginning and at the end of the study. The observations were conducted midway

into the study.

Construction and Validation of the Instruments

The researcher will read theses and dissertations in order to gather ideas and tips before

to construct the questionnaire. Moreover, internet resources are also helpful to make the

questionnaire more appropriate and valid.

For content validation and reliability of the questionnaire, the panel of experts with the

composition of the dean of the Graduate School, thesis adviser, Language instructors and SPED

specialist will evaluate and analyze the questionnaire. After the approval of the final draft of the

questionnaire, the three authorized persons will sign the said instrument for its validation and

reliability.
 The survey which will be used by the researcher to investigate special educators’

preparedness to teach reading (PTRS) will be subsequently used as an observational tool to

assess their reading instruction practices.

The researcher will cross-check responses from the questionnaire and the data from the

observation. The researcher will develop a follow-up interview protocol to explain further the

phenomena and corroborate findings of the obtained qualitative collection of data.

Further, the researcher will implement two levels of member checking in this study. The

first check will occur during the first analytical level. At this time, participants will provide the

opportunity to review their own interview transcripts for accuracy. The second member check

will take place when each participant will provide the opportunity to review her narrative in

order to confirm that their transcripts and narratives accurately depict their stories. However, if

discrepancies will rise, the teacher respondents and the researcher will negotiate the inaccuracy

so that both parties will feel they represent in a manner consistent with their experiences.

Data Gathering

The researcher will seek permission from the Office of the Schools Division

Superintendent in the Division of Bataan, Balanga City. After the endorsement, the researcher

will coordinate with the School Principals and English Department Heads/Coordinators of the

two Secondary Public Schools in the First District of Bataan. Afterwards, the researcher will ask

the special educators to complete the surveys/questionnaires and will conduct an interview and

observations through school visitation for the qualitative components of the study.

The researcher will keep the confidentiality and privacy of the participants in the present

study by using codes in the checklist instead of using their information during the transcription

and analysis of the interview and observation.

To explore the experiences of SPED teachers in developing literacy to hearing impaired

students, the researcher will interview and observe the teacher respondents regarding on how

they develop literacy significantly reading and writing skills needed for communication. In the

United States, Quigley & Kretschmer (1982) in their seminal work, asserted that there are two

major languages, ASL and English, and two communication modes, manual and oral. ASL and
English are two different languages, each with its own grammar and culture. Manual

communication mode refers to the use of signs (manual movements) and nonmanual aspects

(mostly in ASL), such as movements of the eyebrows, cheeks, and shoulders. Oral mode refers

to the use of speech, speech reading (reading in the lips of the speaker), and audition (the use of

hearing or residual {remaining } hearing). Listening and speaking are oral skills. Reading and

writing are literacy skills. .

Reading fluency in deaf children whose primary mode of communication is visual,

whether English-like or American Sign Language, is difficult to measure since most measures of

fluency require a child to read aloud. Children who are deaf or hard of hearing rely on visual

communication through sign language, cued speech, or speechreading. Visual phonics, a system

of 45 hand and symbol cues that represent the phonemes of spoken English, has been used as a

tool in literacy instruction with deaf/hard-of-hearing (DHH) students for over 20 years (Narr,

2008).

Further, the researcher will conduct an interview at the beginning and at the end of the

study and will observe midway of the study. Each interview will last approximately 15 minutes

and primarily informal in nature. The researcher will secure a quiet room to conduct the

interviews with the use of audio recorder to accurately transcribe each responses. The researcher

will develop a follow-up interview questions during the data collection and data analysis portions

to account for any discrepancies. The researcher will cross-check responses from the

questionnaires with the data from the observations and will develop a follow-up interview

protocol to explain further the phenomena and corroborate findings of the relationships. These

questions are the same for each participant. Permission was given and the interviews were

audio-taped for transcription purposes only. The participants were informed that their names

would not be used in this study. At the end of each interview, the researcher debriefed the

participant to ensure accurate interpretation of the responses.

The observational checklist was used to document instructional practices and to record

anecdotal notes. Prior to video-taping, approval was given and participant consent was obtained.

Data Analysis
 The analysis will adhere to the phenomenological methods prescribed by Moustakas

(1994) which is modification of Van Kaam (1959, 1956). The first step in data analysis will be

horizontalization in which the research will identify and group all the data relevant to the

phenomenon studied. After transcribing the interview data, the researchers will read every

statement, phrase or word to identify relevant experience. The second step is reduction and

elimination. On the second step, all repetitive and redundant information will be removed. Next

step is clustering and thematizing the invariant constituents of the experience. The participants’

responces will be grouped into meaningful units that appears to be crucial characteristics of the

teacher’s experiences and provided an understanding of the teachers’ experiences with deaf

students. The meaning units that included the teachers’ statements or expressions of their

experiences will be identified and clustered into themes. The themes will be used for each

participant an individual textural description that will represent the rich description of the lived

experience of each teacher of deaf students. This will be followed by an individual structural

description that will be developed from textural description and imaginative variation.

The researcher will transcribe the interviews prior to conducting the next interview and

will write the summary of the interview to provide a copy of the transcript and interview

summary for the participants in order to obtain feedback and assure that the responses are

recorded successfully. Once this process is complete, the researcher will conduct a review of

interview transcripts and observation field notes. Once an initial sense of the data is obtained, the

coding process will begin.

The researcher will also compare and connect the codes to determine consistency among

data points. This process will enable the researcher to reach data triangulation demonstrating

trustworthiness of the data. This process will allow the participants to determine if the

interpretation of their experiences are accurate.

Finally, the researcher will keep track of interviews and specifics regarding observations

such as dates, times, and details of teacher respondents’ strategies on teaching language to deaf

students.

As a result of the cross analysis, the researcher will develop a survey that compares and

contrasts the data of the teacher respondents and will create their narrative in the final report.
 STEP 1. HORIZONTALIZATION

STEP 2. REDUCTION AND ELIMINATION

STEP 3. CLUSTERS AND THEMES

STEP 4. INDIVIDUAL TEXTURAL DESCRIPTIONS

STEP 5.
 Figure 2
Moustakas Phenomenological Data Analysis Process (1994) which is a modification of Van
Kaam (1959, 1966)
 Notes in Chapter III

Baxter, Pamela and Jack, Susan. Qualitative Case Study Methodology: Study Design and
Implementation for Novice Researchers. http://nsuworks.nova.edu/tqr/vol13/iss4/2/

Stenhouse, Lawrence. Using case study in library research.http://www.sciencedirect.com/science

/article/pii/0143623681900132

Stake, Robert and the Yin, Robert. Typology of Research. https://en.wikipedia.org/wiki/

Qualitative_research

Griffiths, Carol. The Case of the Hybrid Umbrella: A Study of Case Studies. www.crie.org.nz/
research-papers/C.Grifitths_OP3.DOC

Narr, Rachel. Phonological Awareness and Decoding in Deaf/Hard-of-Hearing Students Who

Use Visual Phonics. http://jdsde.oxfordjournals.org/content/13/3/405.full

Musyoka, Millicent Malinda, Gentry, Mary Anne, Bartlett, James Joseph. Voices from the
Classroom: Experiences of Teachers of Deaf Students with Additional Disabilities. http:
//files.eric.ed.gov/fulltext/EJ1080870.pdf

Callins, Tandria Milango. "I've got the power!: Investigating pre-service special educators' perce
perceptions and abilities to teach reading to students with disabilities" http://scholarcomm
ons.usf.edu/cgi/viewcontent.cgi?article=3803&context=etd (questionnaire)
Midterm End.

CHAPTER IV
 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered from the instrument in

accordance with the specific problems being investigated. Tabular and textual presentations of

the findings were utilized to answer specific problems in Chapter 1. It significantly covers

relevant aspects leading to the realization of the findings on the phenomenological study on the

experiences of special education teachers in developing literacy to hearing impaired students.

Table 1 mirrors the profile of participants in terms of age, sex, educational attainment and

length of service in teaching language to hearing impaired students.

Table 1

Profile of participants in terms of age, sex, highest educational attainment and

number of years in teaching language in SPED

1. How may the profile of the respondents be described:

a. Teachers;

i. age,

ii. sex,

iii. highest educational attainment,

iv. number of years in teaching language education in SPED and

v. Special Education seminar and training attended?

2. How may the experiences of the SPED teachers in developing literacy to

hearing impaired students be described?

3. How may the insights of the narratives be described in the study?

4. What symbolic representation can be formulated from the findings?

5. What are the implications of the study in teaching language education?

 Participants Age Sex Highest Educational Number of
Attainment Years in
Teaching
Language in
SPED
1 Participant A 46 F With MA Degree Units 4

2 Participant B 45 F With MA Degree Units 6 months

3 Participant C 44 M With MA Degree Units 4

4 Participant D 30 M Bachelor’s Degree 4

5 Participant E 30 F With MA Degree Units 9

6 Participant F 25 F Bachelor’s Degree 4

7 Participant G 30 F With MA Degree Units 4

8 Participant H 30 F With MA Degree Units 4

9 Participant I 31 F With MA Degree Units 4

10 Participant J 40 M Bachelor’s Degree 4

Table 1

Profile of the Participants in terms of Age, Sex, Highest Educational

Attainment and Number of Years in Teaching Language in SPED

The table shows the profile of the SPED teachers in terms of age, sex, highest

educational attainment, number of years in teaching language in SPED and seminar and training

attended on special education were reflected on table 2 and 3 respectively.

With 25 as the youngest and 46 as the oldest, the respondents based on their demographic

characteristics presented that the special educators consisted of more female teachers (7) than

the male teachers (3). It also indicated that some of them had earned units of their masters

degree. To be specific, the respondent’s years of teaching experience, which ranged from six (6)

months nine years (9).

 Subsequently, table 2 concerns the summary of participants’ seminar and training
attended on special education.

Participants SPED Seminars and Trainings Attended

1 Participant A Basic American Sign Language

2 Participant B Intervenors Training on Deaf-Blind

Communication and Instruction

3 Participant C Basic American Sign Language

4 Participant D

5 Participant E 2016 Division Seminar on SPED,

5th National Secondary Level SPED
Conference
4th National Conference Workshop in SPED
2nd National Secondary Level SPED
Conference - Workshop

6 Participant F Basic Sign Language Training

Training of Regular Teachers on Handling
Students with Special Needs on Adapted
Physical Education

7 Participant G

8 Participant H

9 Participant I Training Specific Disability

Basic Sign Language
Intermediate Sign Language

10 Participant J Basic Training in Sign Language

Table 2
SPED Seminars and Trainings Attended

On the topic SPED seminars and training attended, all the participants are 100%

competent on their respective fields based on the number they attended.

2. How may the experiences of the SPED teachers in developing literacy to hearing

impaired students be described?

 The experiences of SPED teachers in developing literacy to hearing impaired

students were narrated and described successfully.

Participant A, is a female, secondary school teacher who has less than 5 years teaching deaf

students in secondary public school with special education program. She has a bachelor’s degree

in secondary education major in English and a master’s degree units in educational management.

She completed the Basic Sign Language Intermediate National Seminar.

I am currently teaching Grade 7, 8, 9, and 10 hearing impaired students in secondary

public school in the province of Bataan. I am handling English, Filipino, A.P., T.L.E and Values

subjects of the SPED class. Unfortunately, I feel incompetent as a SPED teacher though I have

four years of experience in teaching hearing impaired students. I am not prepared to teach

reading to hearing impaired students when I was assigned to handle the SPED class.

Based on my experience, deaf children learned to read and write just the way an ordinary

students learned except that they cannot produced sound or spoken words. I am adapting both

elementary and secondary curriculum materials in developing the literacy skills of hearing

impaired students. I am using the American Sign Language as a method of instruction and video

clips to supplement literacy instruction.

Hearing impaired students need to know how to sign words first and be familiarized with

the concept of the word in order to read. I always ask the student to spell the word through sign

language If the student struggles to read or recognize the word and let the student discovers the

word through various examples.

I find using visual materials like pictures as a successful instructional approach or

teaching method to use in teaching reading. I provide enough days for them to learn a single

topic and sometimes it takes a week for them to absorb a single lesson. I try to solve behavioral

problems of the students if they don’t demonstrate improvement on their reading lesson.

I am empowered and challenged to improve their reading achievement especially when I

noticed learning on the part of the students but it takes a lot of patience to discipline them and

one way of disciplining one student may not be applicable to other students.

Different approaches of reading instruction to one student or a group of students depend

on the availability of materials and student’s preparedness. I can determine if the student’s are
making progress if they remember, use, and apply these words in their everyday conversation. I

also noticed that a good reader knows how to use context clues and word association.

Lastly, my love for reading and to deaf students influenced me the most in the

development of my knowledge and skills.

My philosophy of teaching reading to hearing impaired students is that they must model

real-life reading behavior and make them realize that through reading they are being prepared for

their future.

Participant B is a female, secondary school teacher who has less than a year teaching deaf

students in secondary school with special education program. I am a bachelor’s degree in

secondary education major in General Science and with a master’s degree units in General

Science. I am teaching Science to grade 7, 8, 9, and 10 hearing impaired students. The classroom

is conducive for learning and there is enough space for them to study.

I always develop the reading skills of the reading impaired students through examples in

teaching Science if the students cannot recognize the word. I am using pictures, other visual aids,

and applying the words into everyday real life situations. I am trying to assess my students

progress by talking to them everyday. Through observation, the good readers are using context

clues when reading to completely understand the text content. I am also using video clips of

American sign language to supplement the literacy instruction of the students. I am giving the

students enough time for them to learn the language and lessons slowly.

Regarding the struggling readers, I’m not yet prepared and proficient to . I give further

explanation to the text and ask the support of my mentors in teaching hearing impaired students.

They aid me in basic sign language in order for them to understand the lesson well.

My personal experience influenced me the most in developing the knowledge and skills

in teaching reading instructions since my youngest son is hearing impaired. I also believe that

patience and authority should be possessed in handling discipline to hearing impaired students.

Participant C, a male Mathematics SPED teacher and teaching MAPEH, T.L.E., A.P. and

Filipino subjects to grade 7, 8, 9, and 10 hearing impaired students.

As a SPED teacher that is not exposed to seminars about this kind of learners, I can say

that I am not that competent enough. I am not well prepared to teach reading to hearing impaired
students for the reason of the lack of exposure to training and seminar related to SPED. I have

only attended the basic training for special education in Philippine School for the Deaf and there

are different levels or stages that I still need to finish like the intermediate level, education,

culture, and religion. If I were able to complete all the levels then I will become a core

interpreter.

The students must learn sign language once they enter the school and use it as their

primary language in their everyday life. I use basic Filipino Sign Language and American Sign

Language as the physical visual instructional method to supplement literacy teaching. I assess the

signing skills of the struggling readers and use pictures and internet to improve my method of

teaching. I enhance the vocabulary of the deaf students by signing it using finger spelling and lip

reading. Since their visuals are very active, the use of pictures are more appropriate and the use

of technology through internet are more helpful. If they can communicate effectively with their

peers and apply the signs they learned, he thinks that they are making progress. A good reader

uses the word correctly and if the word is unfamiliar to them they find way to know it by asking

their teacher and by checking the words in the dictionary. A good reader loves to read but a poor

reader is doing the opposite.

Once they entered high school, hearing impaired students were already readers because

they had completed their elementary level. As a SPED teacher, he develops their skills especially

in signing skills because this is their best weapon to understand each other. For struggling

readers, I give remedial teaching to this kind of learners. Since I consider myself not very much

prepared because of the limited seminar in SPED.

My interest to learn more about hearing impaired students influenced me most in the

development of my skills and knowledge. Though I’m not a language teacher my philosophy of

teaching reading to hearing impaired students is to make them a better person through the

journey of their lives.

Participant D, a male Filipino SPED teacher and a Bachelor’s degree graduate major in English.

I am teaching hearing impaired students with less than five years and currently teaching Grade 8

students in SPED class of secondary public school in Balanga City. My classroom is conducive

for learning and well ventilated.

 Since I am teaching Filipino subject, definitely they experienced difficulty in reading

Filipino because their medium in sign language is English. I started to teach them using

elementary lessons in Filipino. I have used pictures for them to recognize words in Filipino. They

need to learn simple Tagalog terms because for them Filipino/Tagalog language is so difficult to

understand.

I used pictures, power point presentation, movies for children like fables and printed

materials as my strategies in teaching reading to hearing impaired students. A good reader can

distinguish the different parts of speech or word class. I can say that a good hearing impaired

student is making progress if they can comprehend what they read. But for struggling hearing

impaired readers, I prepare an activity or intervention materials in reading Filipino.

My interest to learn sign language and to interpret English words to Filipino/Tagalog

terms has influenced me to develop my knowledge and skills. My philosophy of teaching reading

to hearing impaired students is “patience, dedication and courage are important things a

teacher must possess in order to teach students learn how to read.

Participant E, a female SPED teacher in early 30’s and a Bachelor’s degree holder major in

Mathematics with MA degree units. I am handling 11 hearing impaired students and as the

teacher-adviser, “I know my subject matter and I know how well or not are my students in my

class. I am prepared to effectively diagnose reading difficulties and teach reading to hearing

impaired students the only restriction is the schedule.

I am using American Sign Language as my physical visual instructional method. I am

also using videos with subtitles to supplement literacy instruction. I used one-on-one teaching

reading instruction to solve problem situations when a students don’t demonstrate improvement

when teaching reading. I find best buddies/by partner as the best or successful instructional

approach in my classroom.

In handling discipline,“Rules are imposed. Each rule is explained well and the reason

why it is needed to be followed”.

When the text is more complicated, while class is better but they have to read

individually through sign language. Simple text reading can be done individually.
Participant F, a female SPED teacher with Bachelor’s degree major in MAPEH. I am teaching

five hearing impaired students for less than five years now. One of them can hear using an aid.

He can easily communicate with me and and with his classmates.The school climate is not

conducive enough but students seem comfortable with the environment.

People who are deaf often use vision as a primary means of receiving information. It’ll be

best to present lecture in a visual format and with illustration or pictures. Assessment on regular

students can be adapted in assessing hearing impaired students through daily classroom

observation. I use translating stories by using sign language and focusing on concept with the use

of fingerspelling method to teach struggling readers with hearing loss students. The appropriate

materials to use are those materials containing principles and concept of the real world.

I consider sufficient progress from my students if they can apply reading comprehension

and perform role playing in our activities.

Participant G, a female SPED secondary teacher major in Social Studies with MA degree units.

I have less than five years experience in teaching hearing impaired students. I have five students

in a class and their classroom is conducive for learning. They are all hearing impaired students

and I teach them not only the lesson but to mold them to become a well-rounded individual.I am

prepared enough to effectively diagnose reading difficulties and teach reading to students with

hearing impaired.

I am using visual phonics and visual aids as physical visual instructional methods to

supplement the literacy teaching to my students. The use of multimedia is the additional visual

material that I am using to supplement the literacy instruction to students with hearing loss.

Hearing impaired students need reading comprehension by encouraging them to

understand the lesson they read. If they can’t express themselves I will give them more

statements that they need to read. By monitoring student’s progress in daily work and

assignment and by asking the students for feedback regarding their understanding I can develop

teaching literacy to struggling students. In addition to that, maintaining close contact with

parents and other teachers are also my main focus.

To determine if materials are appropriate to use, I include regular opportunities to review

what has been covered. They can pass around handouts or complete individual tasks. If they
understand the lesson, they can communicate well and express themselves in question and

answer method. I would consider this as a sufficient progress.

I divide smaller groups into sub-groups so that they can figure out some unfamiliar

words. They can read and understand what they read. Unfortunately, struggling students need

more attention than the fast learner students. An approach to reading instruction on one student is

different to small groups or whole class. If one of my students does not demonstrate

improvement on reading I never give up on them. I’ll try to teach them as much as I can. I feel

empowered to improve their reading achievement because I am challenge as their teacher.

As a teachers of hearing impaired, we should be consistent of what we are saying to

handle discipline.

Participant H, a female Filipino SPED teacher with MA degree units and teaching hearing

impaired students for a less than five years in secondary public school in Bataan.

Hearing impaired students need to know correct pronunciation of every words to be able

to learn how to read. To assess a struggling reader, I apply one on one tutorial session during my

free time. Sometimes I let them watch video using my laptop regarding the lesson or story that

we read. I pronounce the sound of every letter or word (phonology). I also use pictures, emoji

keyboard, and symbolic chart as an additional visual material to aid in reading instruction. The

use of symbolic chart and video clips are the most effective instructional approaches or teaching

method that I found.

Participant I, a female SPED teacher with MA degree units and teaching hearing impaired

students for a less than five years in secondary public school in Bataan. I teach 11 hearing

impaired students and 4 multiple handicapped. Some of them have difficulty in reading.

Deaf students learned to read and write by ASL (American Sign Language). To solve

problem situation, I apply one on one teaching to struggling readers and impose rules to be

followed in order to handle discipline. To effectively diagnose reading difficulties among my

SPED students I prepare reading text contextualization. In that way, I can determine some of

them have difficulty in reading.

Books are the necessary materials to be used in literacy program in teaching reading

skills. Using video with subtitles can support the literacy learning of the SPED students.
Sometimes I used to apply one on one teaching to solve problem situation when a student or

students don’t demonstrate improvement when teaching reading. Unfortunately, we have no

other training specific to reading instruction yet.

The most successful teaching method that I am using in the classroom is peer teaching. I

consider sufficient progress when my SPED students retell or share the story they read

Teachers of hearing impaired should impose rules to follow. We need to explain the rules

to them clearly.

Participant J, a male SPED teacher with Bachelor’s degree major in English. He is teaching

hearing impaired students for less than five years.

To develop their knowledge and skills prerequisite for reading instruction, I give them

activities that could activate their prior knowledge in recognizing words. I practice visual

phonics as my instructional method and power point presentation to supplement my literacy

teaching inside the classroom. I teach the lessons using sign language

I need to assess the comprehension skills of the students to determine if they understand

and struggle in reading the given text. These activities are labeled from the easiest to difficult

ones. I give them materials suited to their learning style. I know if they are making progress if

they can relate reading to real life situation.

A good reader can comprehend easily to a given text while a poor reader can not. As

hearing impaired teacher, I give my students who are struggling readers a strategies suit to their

learning style. Unfortunately, we lack of instrumental materials in teaching reading to hearing

impaired.

I always give intervention activities for those students who don’t show improvement in

reading performance. For me, the best instructional approach to hearing impaired students is pen

and paper method. I feel effective and empowered whenever my students are able to participate

in the discussion. Reading instruction must be given based on the reading style of the students.

Thematic Analysis

This part is the presentation of the familiar themes which is based on the researcher’s

own experiences and the participant’s experiences as the accounts were knitted together. It
tackled the resemblance and uniqueness of both stories being interconnected that served as the

researcher’s internal validation.

The experiences of SPED teachers in developing literacy to hearing impaired students

were uncovered through their honesty and cooperation. The participant’s revelation of their

thoughts and feelings brought to light the development of different topics. Using narration, the

researcher was able to extract several salient emergent themes namely; educational background,

teaching strategy, how to assess a struggling reader, and physical visual instructional method

used to literacy instruction. The following are the discussions on the different premises

uncovered. The individual descriptions were followed by a composite description that provided

the meanings and essences for all the 10 teachers.

Theme 1: Educational background

The researcher found out that all 10 participants were not Special Education major and some

of them attended the basic sign language training sponsored by their respective schools.

Participant A is a female, secondary school teacher who has less than 5 years teaching deaf

students in secondary public school with special education program. She has a bachelor’s degree

in secondary education major in English and a master’s degree units in educational management.

She completed the Basic Sign Language Intermediate National Seminar.

“I am currently teaching Grade 7, 8, 9, and 10 hearing impaired students in secondary

public school in the province of Bataan. I am handling English, Filipino, A.P., T.L.E and

Values subjects of the SPED class”.

Theme 2: Physical visual instructional method used to literacy instruction.

Participant A shared how her previous training has been instrumental in her current work

with deaf students with hearing loss.

“I used my previous training experience on basic sign language. I was trained to teach

students in special education program. My training focused students with hearing impaired. I

am using the American Sign Language as a method of instruction”.

Theme 3: How to assess a struggling reader

 “Hearing impaired students need to know how to sign words first and be familiarized

with the concept of the word in order to read. I always ask the student to spell the word

through sign language If the student struggles to read or recognize the word and let the

student discovers the word through various examples”.

Theme 4: Teaching strategy

“I find using visual materials like pictures as a successful instructional approach or

teaching method to use in teaching reading. I provide enough days for them to learn a single

topic and sometimes it takes a week for them to absorb a single lesson. I try to solve behavioral

problems of the students if they don’t demonstrate improvement on their reading lesson”.

Participant B is a female, secondary school teacher who has less than a year teaching deaf

students in secondary school with special education program. Her experiences in teaching deaf

students with additional disabilities were captured in the seven themes as follows:

Theme 1: Educational background

She has a bachelor’s degree in secondary education major in General Science and with a

Master’s degree units in General Science.

Theme 2: Physical visual instructional method used to literacy instruction.

“I always develop the reading skills of the reading impaired students through examples

in teaching Science if the students cannot recognize the word. I am using pictures, other

visual aids, and applying the words into everyday real life situations. I am trying to assess my

students progress by talking to them everyday. Through observation, the good readers are

using context clues when reading to completely understand the text content. I am also using

video clips of American sign language to supplement the literacy instruction of the students. I

am giving the students enough time for them to learn the language and lessons slowly”.

Theme 3: How to assess a struggling reader

Her initial months with students with hearing impaired were challenging and felt she

would have benefited by having a mentor.

“Regarding the struggling readers. I give further explanation to the text and ask the

support of my mentors in teaching hearing impaired students”.

Theme 4: Teaching strategy

“I am using pictures, other visual aids, and applying the words into everyday real life

situations. I am trying to assess my students progress by talking to them everyday. Through

observation, the good readers are using context clues when reading to completely understand

the text content. I am also using video clips of American sign language to supplement the

literacy instruction of the students”.

Participant C is a male Mathematics SPED teacher and teaching MAPEH, T.L.E., A.P. and

Filipino subjects to grade 7, 8, 9, and 10 hearing impaired students.

Theme 1: Educational background

Participant C expressed his challenges in teaching deaf students related to the lack of curriculum

and training.

I have less than 5 years teaching deaf students in secondary public school with special

education program. I have a bachelor’s degree in secondary education major in Mathematics

and a Master’s degree units in educational management. I have only attended one seminar for

American Sign Language.

Theme 2: Physical visual instructional method used to literacy instruction.

“I use basic Filipino Sign Language and American Sign Language as the physical

visual instructional method to supplement literacy teaching”

Theme 3: How to assess a struggling reader

“ I assess the signing skills of the struggling readers and use pictures and internet to

improve my method of teaching. I enhance the vocabulary of the deaf students by signing it

using finger spelling and lip reading”.

Theme 4: Teaching strategy

“Since their visuals are very active, the use of pictures are more appropriate and the

use of technology through internet are more helpful. If they can communicate effectively with

their peers and apply the signs they learned, he thinks that they are making progress”
Participant D is a male Filipino SPED teacher and a Bachelor’s degree graduate major in

English. He has less than five years in teaching hearing impaired students. He is currently

teaching Grade 8 students in SPED class of secondary public school in Balanga City.

Theme 1: Educational background

I am Bachelor’s degree graduate major in English.

Theme 2: Physical visual instructional method used to literacy instruction.

“Since I am teaching Filipino subject, definitely they experienced difficulty in reading

Filipino because their medium in sign language is English. I started to teach them using

elementary lessons in Filipino. I have used pictures for them to recognize words in Filipino.

They need to learn simple Tagalog terms because for them Filipino/Tagalog language is so

difficult to understand”.

Theme 3: How to assess a struggling reader

“For struggling hearing impaired readers, I prepare an activity or intervention

materials in reading Filipino”.

Theme 4: Teaching strategy

“I used pictures, power point presentation, movies for children like fables and printed

materials as my strategies in teaching reading to hearing impaired students. A good reader can

distinguish the different parts of speech or word class. I can say that a good hearing impaired

student is making progress if they can comprehend what they read”.

Participant E is a female SPED teacher in early 30’s and a Bachelor’s degree holder major in

Mathematics with MA degree units.

Theme 1: Educational background

I am handling 11 hearing impaired students and as the teacher-adviser, “I know my

subject matter and I know how well or not are my students in my class. I am prepared to

effectively diagnose reading difficulties and teach reading to hearing impaired students the

only restriction is the schedule.

Theme 2: Physical visual instructional method used to literacy instruction

 “I am using American Sign Language as my physical visual instructional method. I

am also using videos with subtitles to supplement literacy instruction.

Theme 3: How to assess a struggling reader

I used one-on-one teaching reading instruction to solve problem situations when a

students don’t demonstrate improvement when teaching reading. I find best buddies/by

partner as the best or successful instructional approach in my classroom”.

Theme 4: Teaching strategy

When the text is more complicated, while class is better but they have to read

individually through sign language. Simple text reading can be done individually.

Participant F is a female SPED teacher with Bachelor’s degree major in MAPEH. She is

teaching five hearing impaired students for less than five years now. One of them can hear using

an aid. He can easily communicate with me and and with his classmates.The school climate is

not conducive enough but students seem comfortable with the environment.

Theme 1: Educational background

I am a graduate of Bachelor’s degree major in MAPEH.

Theme 2: Physical visual instructional method used to literacy instruction.

People who are deaf often use vision as a primary means of receiving information. It’ll

be best to present lecture in a visual format and with illustration or pictures. Assessment on

regular students can be adapted in assessing hearing impaired students through daily

classroom observation.

Theme 3: How to assess a struggling reader

I use translating stories by using sign language and focusing on concept with the use

of fingerspelling method to teach struggling readers with hearing loss students. The

appropriate materials to use are those materials containing principles and concept of the real

world.

Theme 4: Teaching strategy

I consider sufficient progress from my students if they can apply reading

comprehension and perform role playing in our activities.

Participant G is a female SPED secondary teacher major in Social Studies with MA degree

units and has less than five years experience in teaching hearing impaired students. She has five

students in a grade 8 class and their classroom is conducive for learning. They are all hearing

impaired students and I teach them not only the lesson but to mold them to become a well-

rounded individual.

Theme 1: Educational background

I am a Bachelor’s degree major in Social Studies with MA units.

Theme 2: Physical visual instructional method used to literacy instruction

I am using visual phonics and visual aids as physical visual instructional methods to

supplement the literacy teaching to my students. The use of multimedia is the additional visual

material that I am using to supplement the literacy instruction to students with hearing loss.

Theme 3: How to assess a struggling reader

I am prepared enough to effectively diagnose reading difficulties and teach reading to

students with hearing impaired. Hearing impaired students need reading comprehension by

encouraging them to understand the lesson they read. If they can’t express themselves I will

give them more statements that they need to read. By monitoring student’s progress in daily

work and assignment and by asking the students for feedback regarding their understanding I

can develop teaching literacy to struggling students.

Theme 4: Teaching strategy

To determine if materials are appropriate to use, I include regular opportunities to

review what has been covered. They can pass around handouts or complete individual tasks. If

they understand the lesson, they can communicate well and express themselves in question

and answer method. I would consider this as a sufficient progress.

I divide smaller groups into sub-groups so that they can figure out some unfamiliar

words. They can read and understand what they read. Unfortunately, struggling students need

more attention than the fast learner students. An approach to reading instruction on one

student is different to small groups or whole class. If one of my students does not demonstrate
improvement on reading I never give up on them. I’ll try to teach them as much as I can. I feel

empowered to improve their reading achievement because I am challenge as their teacher.

Participant H is a female Filipino SPED teacher with MA degree units and teaching hearing

impaired students for a less than five years in secondary public school in Bataan.

Theme 1: Educational background

I finished Bachelor’s degree major in Filipino with MA units.

Theme 2: Physical visual instructional method used to literacy instruction

Hearing impaired students need to know correct pronunciation of every words to be

able to learn how to read. Sometimes I let them watch video using my laptop regarding the

lesson or story that we read. I pronounce the sound of every letter or word (phonology). I also

use pictures, emoji keyboard, and symbolic chart as an additional visual material to aid in

reading instruction. The use of symbolic chart and video clips are the most effective

instructional approaches or teaching method that I found.

Theme 3: How to assess a struggling reader

To assess a struggling reader, I apply one on one tutorial session during my free time.

Theme 4: Teaching strategy

I observed that using symbolic chart and video clips are effective instructional

approaches or teaching methods in teaching reading to students with hearing loss.

Participant I is a female SPED teacher with MA degree units and teaching hearing impaired

students for a less than five years in secondary public school in Bataan. She is teaching 11

hearing impaired students and 4 multiple handicapped. Some of them have difficulty in reading.

Theme 1: Educational background

I took up Bachelor’s degree major in English with MA degree units.

Theme 2: Physical visual instructional method used to literacy instruction

Books are the necessary materials to be used in literacy program in teaching reading

skills. Using video with subtitles can support the literacy learning of the SPED students.

Sometimes I used to apply one on one teaching method to solve problem situation when a
student or students don’t demonstrate improvement when teaching reading. Unfortunately, we

have no other training specific to reading instruction yet.

Theme 3: How to assess a struggling reader

Deaf students learned to read and write by ASL (American Sign Language). To solve

problem situation, I apply one on one teaching to struggling readers and impose rules to be

followed in order to handle discipline. To effectively diagnose reading difficulties among my

SPED students I prepare reading text contextualization. In that way, I can determine some of

them have difficulty in reading.

Theme 4: Teaching strategy

The most successful teaching method that I am using in the classroom is peer

teaching. I consider sufficient progress when my SPED students retell or share the story they

read.

Participant J is a male SPED teacher with Bachelor’s degree major in English. He is teaching

hearing impaired students for less than five years. He is presently handling grade 8 students only

with hearing impaired.

Theme 1: Educational background

I am a Bachelor’s degree graduate major in English.

Theme 2: Physical visual instructional method used to literacy instruction

To develop their knowledge and skills prerequisite for reading instruction, I give them

activities that could activate their prior knowledge in recognizing words. I practice visual

phonics as my instructional method and power point presentation to supplement my literacy

teaching inside the classroom. I teach the lessons using sign language.

Theme 3: How to assess a struggling reader

I need to assess the comprehension skills of the students to determine if they

understand and struggle in reading the given text. These activities are labeled from the easiest

to difficult ones. I give them materials suited to their learning style. I know if they are making

progress if they can relate reading to real life situation. I always give intervention activities for

those students who don’t show improvement in reading performance.

 A good reader can comprehend easily to a given text while a poor reader can not. As

hearing impaired teacher, I give my students who are struggling readers a strategies suit to

their learning style. Unfortunately, we lack of instrumental materials in teaching reading to

hearing impaired.

Theme 4: Teaching strategy

I practice visual phonics as my instructional method and power point presentation to

supplement my literacy teaching inside the classroom. For me, the best instructional approach

to hearing impaired students is pen and paper method. I feel effective and empowered

whenever my students are able to participate in the discussion. Reading instruction must be

given based on the reading style of the students.

Composite Description

Although educational settings differed, the data suggest teachers of deaf students share

common teacher’s experiences. The data indicated that, educational background and prior SPED

training, physical visual instructional method used to literacy instruction, how to assess

struggling readers and teaching strategies are factors that characterized the experience. The

present study provided teachers an opportunity to voice their classroom experiences and

perception of their training and support from their school or mentor that impact their current

teaching experiences. The four related themes primarily experienced by all participants were

educational background and prior SPED training, physical visual instructional method used to

literacy instruction, how to assess struggling readers, and teaching strategies.

First, each participant stated their educational background and previous training they

attended. Some of them have Basic Sign Language Training sponsored by the Philippine

Registry of Interpreters for the Deaf.

Most of the physical visual instructional method that they used to literacy instruction are

pictures, video clips, power presentation and visual phonics.

The study provided the participants with an opportunity to reflect on how they assess

struggling readers. They apply one-on-one teaching or tutorial basis in order to help these

students who have difficulty in reading. Other participants are giving more statements as an
examples and translating stories by using sign language and focusing on concept with the use of

fingerspelling method to teach struggling readers with hearing loss students.

Overall, no matter the teaching experience of the teacher or the teacher preparation

program attended, some teachers reported they were not sufficiently prepared and confident to

teach deaf students. Other teachers noted that there are no available instructional materials to use

for reading and no enough opportunity for training and seminar. Also, only one of the

participants discussed her experience with her mentor who guided her through her initial year

and remained as a consultant as needed.

3. How may the insights of the narratives be described in the study?

It could not be denied that insights may be drawn from the emergent themes of the

experiences of SPED teachers in developing literacy to hearing impaired students that

could in a way be of assistance to all SPED teachers. To start with, the uncovered

educational background and prior SPED training among SPED teachers, all of them were not

a graduate of special education major however, some of them were certified to teach

American sign language.

One common cause of unpreparedness of SPED teachers to teach reading and writing to

hearing impaired students is the lack of training and seminar related to special education to meet

the needs of hearing impaired students. Even though there are many teachers who are

empowered in teaching reading, many teachers still indicated that they did not feel prepared to

fulfill all of the educational needs of a student with a hearing loss. These general education

teachers reported that they felt that their teacher preparation program did not teach the

implications of hearing loss on learning, or the skills necessary to reading instructions for

students with hearing loss.

4. What symbolic representation can be formulated from the findings?

Language is a key medium with which we create and express meaning. Verbal language

and printed text are both commonly used symbolic representations of that meaning. Photographs
and line drawing such as those found in cartoons and children's books are also a form of

symbolic representation of meaning. Likewise, picture communication symbols are a form of

symbolic representation (Fowler et al 2006).

Symbolic representation can contribute to developing hearing impaired student’s

understanding and expression. As SPED educators, picture communication symbols have broad

application in teaching practices. Teachers of special education want to reflect on the current use

of picture communication symbols and to further understanding about how their use helps

hearing impaired students with a range of abilities to learn across the curriculum and to develop

communication and literacy skills.

Picture communication symbols are images, intended to represent specific language

concepts, which include concrete and abstract vocabulary as well as grammatical forms. Picture

communication symbols are being used in and beyond the classroom context. Abbott (2002) has

considered picture communication symbols in terms of their evolution, the many applications in

which they are used, and their potential. He describes their initial use in support of students with

special needs, but he also explores their use in aerospace and web design, arguing that far from

being augmentative, such symbols are at the cutting edge of new literacies which are essentially

visual.

5. What are the implications of the study in teaching language education?

Based on the various resulting themes, all the participants had faced different

challenges and adaptations which did not differ from each other.

The recurring theme in this issue is that of urgency to empower teachers for Deaf and

Hard of hearing students to have the skills necessary for reading instruction to be successful. It

is critical that teacher-training programs focus on the assessment of struggling readers of deaf

students. Every deaf education teacher-preparation should offer one or more courses to meet the

needs of these students. Additional training, in the way of additional course requirements for the

SPED teachers can be included in teacher training curriculums. More importantly, prospective

teachers should be enrolled in additional practicum experiences with deaf students with
additional disabilities. Teacher training programs must reevaluate course offerings related to

these students. There is a great need to offer more hands-on experiences with this population of

students. Without these changes implemented, this cycle of inadequate success, otherwise known

as failure, will continue to run rampant in teacher training programs. Additionally, the results of

this study suggested that teachers need instructional materials to support in handling the

students’ issues in reading. From the teachers’ voices, the various ways in which the school

support can be factored includes understanding and supportive school administration, reviewing

teacher’s assignments, availability of resources and setting up an internal team support structure.

Schools need to set up mentoring guidelines to facilitate smooth teachers’ transitions from

regular students education classrooms to ones that have students with hearing impaired. For

school programs with inclusive deaf education programs, that have deaf students, with and

without additional disabilities in the same classroom, there is a dire need for professional

development in the area of teaching deaf students.

 Notes in Chapter 4

Sylvia Biglette Pangilinan. A Phenomenological Study on Transcultural Experiences of

Nurses: Basis for Curricular Review and Planning. 2011

Jean Fowler, Karen Husak, Deborah Little Charlie Naylor, Picture Communication
Symbols: a Multiliteracies Research Project. 2006. http://www.multiliteracies.ca/index.php/
Folio/viewProject/44
 CHAPTER V

THEMATIC IMAGES

This chapter presents the summary of the study and its significant findings, the thematic

analysis and the recommendations based on the conclusion drawn are herein included.

Summary

The study made use of phenomenological research pertaining to descriptive qualitative

approach gathering of experiences through thematic interview guide. This particular research

aimed to resolved the general problem: The experiences of special education teachers in

developing literacy to hearing impaired students.

Specifically, the study seeks answers to the following questions:

1. How may the profile of the respondents be described:

1.1 Teachers;

1.1.1 age,

1.1.2 sex,

1.1.3 highest educational attainment,

1.1.4 number of years in teaching language education in SPED

and

1.1.5 Special Education seminar and training attended?

2. How may the experiences of the SPED teachers in developing literacy to hearing

impaired students be described?

3. How may the insights of the narratives be described in the study?

4. What symbolic representation can be formulated from the findings?

5. What are the implications of the study in teaching language education?

 There were ten (10) certified special education teachers as participants, 3 (three)

were teaching in Hermosa National High School and 7 (seven) were teaching in

Bataan National High School.

Approval to conduct the study was solicited first from the Dean of the Graduate School

which transpired for a period of six (6) months, from June to December 2016, and then the

interviews have started onwards The researcher with all honesty, solicited specific informed

consent through letter and verbal agreement right from the very start of the interview stating the

purpose of the research, the procedures especially the recordings, the risk and benefits of the

research, the voluntary nature of the research participation, for the purpose of convenience, as

the situation arises, the interviews may not be finished in a single meeting, instead follow-up

may be done as to the preference of the participants. The procedures used to protect

confidentiality through fictitious names were used in the transcript in an attempt to protect each

one’s identity.

To complete the needed data, the researcher always kept in touch with the participants

during the process of the study if there were views to be clarified. With the assistance of the

SPED coordinator in the school’s locale, pertinent information were asked again to a few

participants.

One at a time, the participants were requested to write their teaching experiences in

reading with hearing impaired students using the guide questions provided by the researcher. The

same guide questions were employed during a one-on-one interview.

Some of the selected participants were very cooperative and very much willing to share

their teaching experiences with hearing impaired students particularly in developing their

literacy. However, some of the participants did not answer all the questions in the interview

guidelines and the researcher made a follow-up interview to complete the information needed.

There was only one participant who returned the interview guideline for the reason she was not

yet attending any formal training for teaching hearing impaired students.

As the data were collected and analyzed, the researcher gained increasing understanding

of the dynamics in the process under study. The experiences of SPED teachers in developing
literacy were analyzed and determined. Before the finality of the study, the researcher validated

the experiences by allowing the participants to read and grasp again the documented incidents

which have delighted them in return.

The study was guided by the 1994 Moustakas’ five phenomenological process. These

processes include Epoche, Phenomenological Reduction, Imaginative Reduction Synthesis of

Meaning and Essences. The first step is the Epoche. The researcher acknowledged their bias and

knowledge of the issues in the field. They were engaged in the Epoche process before and during

the interview. The next step in the phenomenological process is the phenomenological reduction.

Phenomenological reduction involves two steps namely, Bracketing and Horizonalizing. With

bracketing the researcher centered everything on the topic and the research question. In this

study, researcher had to bracket expectations and assumptions of the participants’ experiences.

To do so, the researcher developed an interview protocol and interview questions to assist in

blocking personal opinion or any distractions to the interview. The concept of Horizonalizing

involved treating every statement and observation as equally importance. During data analysis

these statements and observations were used to identify those important to the phenomenon

studied. This process was followed by clustering the horizons into themes and then into a logical

textual description of the phenomenon. After phenomenological reduction the next step was

imaginative variation. This process allowed the researcher to view the phenomenon in study

from different sides with a goal to describe the “what” and the “how” of the experience in

question and uncover the essence of the phenomenon. In this study the Imaginative Variation

included identifying the main themes or context that account for the development of the

phenomenon. The final step in phenomenological study is synthesis of meaning and essences.

This was developed from in-depth imaginative and reflective study of the phenomenon.

According to Moustakas the essences of any experience can never be fully explained but they

represent individual researchers’ standpoint.

The researcher extracted statements pertaining to the phenomena from transcriptions.

Meanings were put together and organized into themes which in turn clustered into wide-ranging

categories and integrated into a thorough description.

 Although educational settings differed, the data suggest teachers of deaf students shared

common teacher’s experiences. The data indicated that, educational background and prior SPED

training, physical visual instructional method used to literacy instruction, how to assess

struggling readers and teaching strategies are factors that characterized the experience.

The uncovered educational background of the participants testified that they were

not a graduate of Special Education major. However, some of them were trained and

certified to teach American sign language to SPED program.

Overall, no matter the teaching experiences of the participants or the teacher preparation

program attended, some of the participants reported they were not sufficiently prepared and

confident to teach deaf students. Other participants noted that there are no available instructional

materials to use for reading and no enough opportunity for training and seminar.

Eidetic Insight

The experiences of SPED teachers in developing literacy to hearing impaired students

were remarkably challenging. This study shedded light to SPED teachers. The uncovered

experiences of SPED teachers did not significantly differ from one another. The present findings

stemming from the study illuminated on several issues that confronted the participants namely,

educational background and prior SPED training, physical visual instructional method used to

literacy instruction, how to assess struggling readers and teaching strategies. The related

literatures of SPED teachers strengthened the salient emergent themes.

The discovered experiences are not only the responsibility of SPED program in relation

to educational management, but also collaboration among higher government department which

can eventually provide a more opportunity for learning through training and seminar on special

needs of hearing impaired students.

Recommendations

It is deemed that this study contributes not only for replication of special education

research, but also adapting teaching strategies and methods in developing literacy to hearing

impaired students. In the light of the revealed findings the researcher came up with the

subsequent proposals;
1. Further research may be done by considering other schools that cater special

education program to reveal distinct experiences of SPED teachers so that broader

concepts in teaching literacy to hearing impaired students might be revealed. The

method used in this study may even uncover more experiences that may be beneficial

for the special education program, Department of Education, and future researchers as

well.

2. The government particularly the Department of Education should accompany a

variety of instructional materials in curriculum plans to develop the hearing impaired

skills and maximize their potentials in communication through writing and signing

language.

3. Information sharing workshops and adequate in-service training designed to enhance

SPED teachers knowledge of legal aspects of special education and strategies for:

teaching reading to hearing impaired students with special needs; adapting and

adjusting instruction to struggling readres; working collaboratively; adapting and

grading tests; classroom management; and conflict resolution.

4. Require deaf individuals to gain access to phonology and to use it in reading in order

for them to achieve higher level in reading, speech intelligibility, and lip-reading. The

deaf child needs both the foundation of a full sign language system and the

foundation of a partial spoken language system. phonological skills are necessary to

foster reading comprehension for both hearing and deaf individuals (Mayer & Trezek,

2014; Miller, 2010; Miller et al., 2012; Wang et al., 2008). Proponents of this theory

argue phonological decoding skills are necessary in order to develop an

understanding of the phoneme-grapheme link which will then facilitate adequate

reading skills in both deaf and hearing individuals (Wang et al., 2008). Phonology is

important to the reading process in order to develop segmentation skills that allow the

brain to store words (Andrews & Wang, 2015).

5. Use “best practices” approach by benchmarking classes, which despite constraints of

overcrowding , a foreign learning medium, insufficient textbooks, and supervisory

 and assessment restrictions, still continue to be facilitative rather than directive or

prescriptive in teaching.

BIBLIOGRAPHY

A. Unpublished Theses

Cruz, Aisee. “An Assessment of the Special Education Program in Select Public School in City
of Balanga: Springboard in the Enhancement of Language Education”. Unpublished
Master’s Thesis, Bataan Peninsula State University, (2015).

Sanchez, Maria Loida B. “A Proposal Enrichment Book in Reading for Learners with Mild
Mental Retardation. ”Unpublished Master’s Thesis, Angeles University Foundation,
(2006).

B. Electronic Sources

Antia, Shirin D, Reed, Susanne and Kreimeyer, Kathryn H. Written Language of Deaf and Hard-
of-Hearing Students in Public Schools. http://jdsd.oxfordjournals.org/search?author1=
Shirin+D.+Antia&sortspec=date&submit=Submit

Yap, Ingrid R. and Adorio, Mercedes P. School–Based Management: Promoting Special

Education Programs in Local Schools. http://journals.upd.edu.ph/index.php/edq/article/
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