Bethel Z. Hernandez, Ma. Rachelle Beatrice O. Cortez and Francesca Marie B. Egay

De La Salle University Dasmariñas and University of Perpetual Help System- JONELTA

Abstract

The Department of Education ensures that learners with exceptionalities will have access to quality education by providing programs that focuses on the holistic development such as cognitive, emotional, and psychosocial domains. With these implemented programs, it aimed to identify the effects of mainstreaming in the academic performance and psychosocial-emotional aspect of students with hearing impairment based on the perspectives of teachers and students. The researchers used descriptive research method to identify the effects of mainstreaming to these students and random sampling in choosing the 22 respondents: 11 hearing impaired students (ages 12 years and above) and 11 general education teachers. Self-made questionnaires were administered to the participants and a method of monitoring quantitative values to qualitative data were used to make it amenable to statement analysis. The findings for the perspective of teachers in the three domains revealed that their hearing impaired students are always well-organized and often works independently, often seek help when having difficulty with the task and feel uncomfortable communicating and interacting with peers, lastly, enjoys the company of peers, often deal their problems with optimism and seldom feel frustrated. As to the perspective of students, it showed that they comprehend the reading materials yet have difficulty in sentence construction and rarely seek for help, contradicting to what their teachers believed, and finally, they often feel frustrated when having difficulty communicating with others. Given the results of the study, the researchers recommend that the general education teachers should learn the basic sign language and modify their materials to meet the educational needs of their hearing impaired students.

Keywords: mainstreaming, psychosocial, hearing impairments