Abstract: This sequential exploratory research was methodologically separated into two phases - the qualitative and quantitative. On its qualitative phase, certain thematic constructs were generated to provide themes on the lived experiences of the learners with special educational needs. Three (3) informants were interviewed from the Junior High School and two (2) from the Senior High School categorized as hearing impaired individuals who were placed under the K-12 Curriculum. They were in full inclusion with the regular students and were treated as regular learners. Problems encountered by these LSENs include like seeking help from others on their lesson, teachers’ lack of knowledge on using sign language, lack of resources, and being bullied. However, the support of parents, regular teachers and other stakeholders were extensive consistent to the vision-mission-goals of Department of Education (DepEd) in achieving the increased commitment and resiliency among learners with special needs. While this study was designed as an empirical study with certain methodology, the process showed the integration of the two phases- the qualitative and quantitative phases leading to the development of four major themes like the need for sign language training for teachers, development of school policies on discrimination and bullying, assistance on their provisions, and full acceptance.
Keywords: Special Education, school, regular teachers, inclusion.
Title: Pillars of Strength: Meeting the Demands of Learners with Special Educational Needs (LSENs) in Surigao City National High School
Author: Ronald Allan A. Arcayera, John Carlo M. Ruaya
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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