Phonological Challenges of Learners with Special Educational Needs in Higher Education: A Case Study

Aim: Learners with special educational needs, especially those with speech-related conditions such as cleft palate, may experience significant challenges in language acquisition, particularly in phonology and pronunciation.This qualitative study aimed to explore the phonological challenges encountered by learners with special educational needs (LSENs) in English courses.Methodology: This research utilized a case study design to achieve a deep understanding of the phonological challenges faced by LSENs at Ilocos Sur Polytechnic State College. Results:The study found that learners with cleft palate experience significant difficulties in articulating English consonant sounds such as /s/, /z/, and /t/.These phonological difficulties affect their intelligibility and confidence in oral communication, often resulting in feelings of embarrassment and frustration.Despite this, the learners show resilience and motivation to participate in class, especially when teachers provide a supportive and understanding environment. Conclusion:Based on the findings, it is concluded that the phonological challenges of LSENs directly impact their English language learning, particularly in speaking.The study recommends targeted training for teachers on inclusive education and speech-related difficulties, and the integration of phonological awareness activities tailored to the learners' needs.Furthermore, parental involvement and emotional support were found to be essential in reinforcing the learners' confidence and language development.This study underscores the importance of a holistic, inclusive approach to support learners with special educational needs in the English language classroom.