Establishing Stronger Connections: Enhancing School-Family Collaboration for Students with Hearing Impairments
DOI:
https://doi.org/10.11594/Keywords:
Special Education, Inclusive Education, Teacher-parent partnership, Teacher preparedness, Parental involvement, Descriptive-Correlational DesignAbstract
This study sought to investigate approaches that improve school-family partnerships in supporting hearing-impaired learners in selected Special Education (SPED) centers in Cebu. This study utilized a comparative descriptive design and sought to find out the similarities and differences between teachers and parents on aspects of communication approaches and shared decision-making in the learning process of hearing-impaired learners. The respondents of this study were SPED center teachers and parents of hearing-impaired learners chosen through purposive sampling. The total number of respondents was 50. The researcher used a validated survey questionnaire to gather data. This data was then analyzed using descriptive statistics and t-tests to find differences between and within the groups of people surveyed. The findings of this study revealed that hearing-impaired learners benefit from improved communication approaches and parental involvement in addressing issues affecting academic performance and boosting students’ self-esteem and social behavior. This study therefore concludes that school-family partnerships are vital in the development of hearing-impaired learners and suggests that parent training and community support are vital in addressing issues affecting hearing-impaired learners in Cebu.
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The authors confirm that the data supporting the findings of this study are not publicly available due to privacy restrictions and proprietary considerations. However, the data may be provided upon reasonable request. For inquiries, please contact the corresponding author at jeremysates@gmail.comIssue
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