THE EXPERIENCES AND CHALLENGES OF STUDENTS WITH HEARING IMPAIRMENTS IN SPECIAL EDUCATION (SPED) CENTER, JOLO, SULU

Hearing Impairment (HI) is classified as an invisible disability due to its lack of physical manifestation, making it distinct from other visible disabilities. In the United States, approximately 233,648 deaf or hard-of-hearing students are placed in general education settings without individualized education programs (IEPs), resulting in significant accessibility challenges (National Association of the Deaf). The study aims to explore the difficulties and experiences of students with hearing impairments in basic education, specifically focusing on the challenges faced by the students in Special Education (SPED). This study uses a phenomenological design to explore the experiences of students with hearing impairments in SPED programs at Jolo, Sulu. Ten participants aged 14 to 31 will be purposively sampled. Data will be collected through simplified, open-ended interviews to capture personal insights. Ethical protocols, including anonymized responses and consent, will ensure confidentiality, with data securely stored for research purposes. This study highlights the challenges faced by deaf students in SPED programs, including academic obstacles, emotional struggles, and social exclusion. Despite these difficulties, students demonstrate resilience through adaptive strategies like sign language apps and peer support. The findings call for inclusive practices to foster equity and supportive learning environments. This study examines the challenges faced by students with hearing impairments in the SPED Center in Jolo, Sulu, focusing on academic, emotional, and social aspects. Communication barriers, lack of resources, and insufficient accommodations hinder their education, while stigma and isolation affect emotional well-being.