Master Thesis

This humanistic phenomenological study sought to explore the lived experiences of mainstreamed pupils with hearing impairment based on the central question, "What is the essence of lived experiences of mainstreamed hearing impaired pupils? An in-depth interview was conducted to gather the necessary data which revolve around their significant experiences at school, their learning conditions and their view about their studies. To further strengthen the study, the corollary questions were also answered; they are as follows: (a) How does each co- researcher describe his experiences as a mainstreamed hearing impaired pupil? (b) What themes emerged from the experiences of mainstreamed hearing impaired pupils? (c) What reflections may be drawn that may aid the regular school teacher in teaching the hearing impaired? and; (d) Based on the results of the inquiry, what orientation program can be designed? REFLECTIONS Reflection No. 1. The Communication Gap between Teacher and Pupil is Real Fourth Estate Elementary School - SPED Center uses the American Standard Sign Language (ASL). On the other hand, the co- researchers' knowledge of sign language is rudimentary and environmentally driven. Many of these rudimentary signs do not have any semblance or very little likeness with the ASL. Therefore, the very first challenge for the SPED Teacher is teaching the ASL and training them to use it not just in school but outside as well. This is the most important requirement before a hearing impaired (H.I.) pupil is allowed to enrol in the mainstream class. According to the testimonies of the co-researchers, they all have a difficulty memorizing the ASL. It is also the reason why not all hearing impaired are admitted in the mainstream yet and not all of them are qualified as co-researchers in this study. The challenge of interviewing a hearing impaired is very difficult to overcome for someone who is not trained as a Special Education (SPED) teacher. Among the 12 H.I Pupils in the mainstream classes only three can respond and answer adequately. Even the researcher had a firsthand experience of the communication barrier between the hearing impaired and the non-hearing impaired. Facing this big challenge, the diligent faculty of the SPED Center employed several solutions to overcome this communication gap. First, as much as possible, they enrol the hearing impaired pupils together in a class. Another solution is having an interpreter inside the regular classroom that will translate the regular teachers' discussion into a sign language.