Teachers' Lived Experiences in Preparing Students With Hearing Impairments For National Assessments

AUTHOR(S)

JOAN B. MATINING DR. BENJAMIN C. SIY JR.

ABSTRACT

——This paper examined the lived experiences of High School teachers managing students with hearing impairments in preparation for the National Assessments in the public schools of the Division of Valenzuela. Using a qualitative phenomenological approach, it aimed to understand how teachers deal with challenges in instruction, communication, and assessment while trying to create inclusive classrooms. Guided by the Theory of Teacher Self-Efficacy (TSE), the study shows that teachers’ confidence in their own skills greatly affects how they support learners with hearing impairments. Data were collected through in-depth, semi-structured interviews with eight (8) secondary teachers who directly handle students with hearing impairments. They shared their strategies, adjustments, and experiences in preparing students for assessments. The data were then analyzed using Colaizzi’s seven-step method to identify common patterns and themes. The findings revealed five main themes: (1) curriculum adaptation and instruction, (2) assessment and readiness support, (3) administrative support and policy implementation, (4) teacher workload and professional development needs, and (5) collaboration and stakeholder engagement. These show that teachers constantly adjust their lessons using visuals, scaffolding, and differentiated strategies to meet learners’ needs. However, they also face challenges like limited support, heavy workload, and lack of specialized training, especially in sign language and assessment practices. Despite these, teamwork among teachers, school leaders, and stakeholders play a big role in sustaining inclusive education. Based on these findings, the study developed the S.I.G.N.S. Framework, which brings together curriculum adaptation, assessment support, governance, professional development, and collaboration into one practical guide for inclusive education. The framework itself serves as a practical guide that schools, teachers, and administrators can use to improve inclusive practices. It is designed to help them plan and implement more accessible instruction, provide proper assessment accommodations, strengthen teacher training, and promote collaboration among stakeholders. Through this framework, schools are encouraged to make inclusion more structured, consistent, and responsive to the needs of students with hearing impairments, especially in preparation for national assessments. Overall, the study concludes that stronger support systems, continuous training, and better collaboration are needed to improve how students with hearing impairments are prepared for national assessments. Keywords: framework, hearing impairment, inclusive education, National Assessments