Communication, Academic Engagement, And Social Interactions of Deaf and Non-Verbal Students in Mainstream Classrooms: A Hermeneutic Phenomenological Analysis
Rey Josel M. Diaz
reyjosel.diaz@deped.gov.ph https://orcid.org/0009-0005-6505-3052
Department of Education – SDO Tanjay City
Negros Oriental, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/418175
ABSTRACT
This study looked into the challenges in terms of communication, academic engagement, and social interactions faced by 16 Deaf and non-verbal students enrolled in mainstream classrooms at Metro Dumaguete College in Dumaguete City, during the Academic Year 2024-2025. The participants were selected using purposive sampling. Data was gathered through semi-structured interviews which were then subjected to thematic analysis. Using a hermeneutic phenomenological approach to deeply interpret the experiences of the participants, six themes emerged: Barriers to Effective Communication, Adaptations and Reliance on Alternative Learning Tools, Challenges in Classroom Participation and Academic Engagement, Struggles in Peer Connection and Social Integration, Support Systems and Coping Mechanisms, and Need for Individualized Recognition and Accommodations. The findings reveal that Deaf and non-verbal students experience challenges in mainstream classrooms which reflect the necessity for individualized and tailored support that cater to their unique needs for the effective materialization of inclusive and equitable education.
Keywords: mainstream classroom, communication, academic engagement, social interactions