Bridging the Silence: Exploring the Unheard Voices of Hearing-Impaired Students in Learning Physical Education

Fier Angelie F. Tulio and Lilibeth B. Edaño, Edd
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Fier Angelie F. Tulio: Masters of Arts in Teaching Physical Education, Sultan Kudarat State University, General Santos City, South Cotabato, Philippines
Lilibeth B. Edaño, Edd: Masters of Arts in Teaching Physical Education, Sultan Kudarat State University, General Santos City, South Cotabato, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 1060-1093

Abstract: The study explored the lived experiences of hearing-impaired learners in mainstream Physical Education (PE) classrooms, focusing on the challenges they faced and the strategies they used to navigate communication barriers. Using a transcendental phenomenological approach, the research gathered data from seven hearing-impaired learners and their PE teachers at General Santos City SPED Integrated School through in-depth interviews. Thematic analysis revealed four key themes: Reliance on Visual and Peer Cues, Emotional Complexity in Day-to-Day PE, Inclusion and Exclusion in Everyday Interactions, and Memorable Moments Shaping Daily Experience. Findings indicated that hearing-impaired students relied on visual demonstrations and peer modeling to compensate for the lack of verbal instructions. Their emotional experiences fluctuated between excitement and frustration, influenced by accessibility and social inclusion. While communication barriers limited participation, students employed adaptive strategies such as observing peers, seeking help, and practicing independently. Supportive peer interactions and teacher accommodations enhanced their motivation and engagement. The study underscored the importance of inclusive teaching strategies, structured peer support, and adaptive communication methods in fostering an equitable PE environment. The findings contributed to improving inclusive education policies and promoting accessible and engaging PE experiences for all students.

Date: 2025
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