As stated by Mcleod and Threats (2008) being adept incommunication is necessity for daily living. It facilitates people to specify demands,to get around with the community, to transmit knowledge, and engage in thesociety. Essentially, it is necessary to all from childhood to adulthood.
Beginning from the earliest cries after birth utmost number of childrendevelops their speech and language skills before they reach adulthood.People dwell in a society these days with a sound-oriented environment. Interactingwith people could produce information in an extensive amount which istransmitted both in purposeful and casual way. With these interactions, childrencan improve their communication abilities, develop speech, cultivateinformation about the world like background and domain literacy, masterconcepts, become knowledgeable, enhance social skills, and to be involve indaily living practices(Luckner, Slike & Johnson, 2012). Furthermore, Parhoon et al.
(2014) statedthat being able to hear is one of human’s most significant sense. Having thelack of sense of hearing does not only mean as not able to hear sounds, butdescribe as the absence of access to many useful and optimistic experiences onboth social life and as an individual.The most responsive sounds that the human earcan discern is between 500 and 16,000 c.p.s (cycles per seconds).
Hearing lossrarely affects all frequency equally, so hearing is usually distorted. Themicro systems of children with hearing impairment are the school life and activitiesin the class. They begin to acquire, and practice new skills and use spokenlanguage. However, hearing impairment during activities associated withlanguage and learning problems in the class may cause concentration problemsand lessen the motivation to study, resulting in detriments to school life (MichaelFarrell, 2006). Undalok (2015) mentioned that hearing problemscauses hindrances on one’s perspective in stating and acquiring information.Hearing loss causes communications, social skills, and educational glitches.
Educators should account some factors in formulating educational programs for studentswith hearing impairment. Students withhearing impairment have equal rights as to other children in spite of havingcommunication impediment. These include the access to all basic necessities in whicheducation is not an excluded. Although, it is noted that insufficientcommunication interfere students with hearing impairment from being capable to express their perspectives and acquire evenattention that others are receiving, be it at the society where they belong, inhome, or in school.In Sweden, it was found out that usually manypupils with hearing impairment in regular classes had an unsatisfactory socialsituation (Hatamizadeh et al.
, 2008). Richardson & Foster (2017) alsostated that students with a hearing loss in Ireland obtained lower scores thanstudents with no disability with regards to communication with other students.It is also mentioned that students with hearing impairment in Jordan exhibitneeds on communication, audiological rehabilitation, social andemotional, personal, behavioral, academic, and learning styles. A study inIreland began to indicate the poor achievement levels of children withdeafness. The National Council for Special Education (NCSE) now wishes toaddress the future educational needs of children with deafness and hearingimpairment in Ireland so that they are enabled to participate in and benefitfrom education, and to achieve educational outcomes that are on a par withthose achieved by their peers of similar ability (Parhoon et al., 2014).Accordingto the study conducted by an under graduate thesis (2014), the differentadvocacy groups and leagues in United States focus on the needs and also mostimportantly, the “special needs” of children with disabilities.
The westerncountry had developed programs that are federally funded like Individuals withDisabilities Education Act (IDEA) where Hearing Impairment (H.I) is involve inthe thirteen categories included to manage their needs. This provides help interms of resources, data or facts, and even training opportunities to assistthem for their Individualized Educational Program (IEP). While in thePhilippine set up, the Philippine government pursues to address the needs ofpersons with special needs by giving laws that will protect the students withadditional needs.
Legislationshave been enhanced in numerous countries including Philippines to secure therights of persons with disability (Manlapaz & Joseph 2013). According to the studyconducted by the under graduate thesis (2014), in the Philippines nevertheless, there is a law that appreciates the rights of children orstudents with additional needs, this law is entitled TheMagna Carta for Disabled Persons or the Republic Act 7277 mandates the state togive relevant and adequate access to disabled people to have a qualityeducation. But Regardless of carrying out Magna Carta (RA 7277) for personswith disabilities, most of the children with special needs still do not receivethe appropriate support for them and their needs are also not being completelyaddressed. Moreover, the access to public offices and public welfare offices ofpersons with disabilities for their assistance is lacking. Considering the information cited above, theresearcher selected the high school students with Hearing Impairment (H. I.
)from one of the public schools in Angeles City. Francisco G. NepomucenoMemorial High School (FGNMHS) which caters educational services for studentswith Hearing Impairment (H.
I.) was chosen by the researchers. Each student wasgiven a questionnaire prepared by the researchers. The questionnaire whichconsists of the different academic needs of children with hearing impairmentfrom various journals namely; and is translated in Filipino. Results were thenused in identifying the academic needs of the high school students with Hearingimpairment (H. I.
). This study was administered as the researcherbelieves that this can aid to enhance the educational programs of students withhearing impairment in the Department of Education in Philippines.