The Unheard Voices: Deaf and Non-Verbal Students Experiences in Schooling

Education

This study explored the lived experiences and academic support of deaf and non-speaking students in an inclusive educational setting. It aimed to identify the challenges they encountered, the strategies used by teachers, and the types of support that helped improve their learning. A qualitative research design was employed, and data were gathered through interviews with selected informants. The findings revealed that communication barriers remained the primary challenge, particularly in understanding lessons and interacting with teachers and classmates. The informants stated that the use of sign language, visual aids, written instructions, and assistive devices such as tablets and printed materials greatly supported their learning. Teachers also played a significant role by adjusting their teaching strategies, including writing on the board, using gestures, and providing clear instructions. Moreover, family support and peer assistance were identified as important factors that contributed to the informants’ academic success. Based on these findings, the study suggested that schools should strengthen inclusive practices by providing sign language interpreters, promoting the use of visual and written teaching methods, and encouraging collaboration among teachers, students, and families. These efforts could help create a more supportive and accessible learning environment for deaf and non-verbal learners.

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