As stated by Mcleod and Threats (2008) being adept in
communication is necessity for daily living. It facilitates people to specify demands,
to get around with the community, to transmit knowledge, and engage in the
society. Essentially, it is necessary to all from childhood to adulthood.
Beginning from the earliest cries after birth utmost number of children
develops their speech and language skills before they reach adulthood.
People dwell in a society these days with a sound-oriented environment. Interacting
with people could produce information in an extensive amount which is
transmitted both in purposeful and casual way. With these interactions, children
can improve their communication abilities, develop speech, cultivate
information about the world like background and domain literacy, master
concepts, become knowledgeable, enhance social skills, and to be involve in
daily living practices(Luckner, Slike & Johnson, 2012).  Furthermore, Parhoon et al. (2014) stated
that being able to hear is one of human’s most significant sense. Having the
lack of sense of hearing does not only mean as not able to hear sounds, but
describe as the absence of access to many useful and optimistic experiences on
both social life and as an individual.

The most responsive sounds that the human ear
can discern is between 500 and 16,000 c.p.s (cycles per seconds). Hearing loss
rarely affects all frequency equally, so hearing is usually distorted. The
micro systems of children with hearing impairment are the school life and activities
in the class. They begin to acquire, and practice new skills and use spoken
language. However, hearing impairment during activities associated with
language and learning problems in the class may cause concentration problems
and lessen the motivation to study, resulting in detriments to school life (Michael
Farrell, 2006). Undalok (2015) mentioned that hearing problems
causes 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 students
with hearing impairment.  Students with
hearing impairment have equal rights as to other children in spite of having
communication impediment. These include the access to all basic necessities in which
education is not an excluded. Although, it is noted that insufficient
communication interfere students with hearing impairment from being capable  to express their perspectives and acquire even
attention that others are receiving, be it at the society where they belong, in
home, or in school.

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In Sweden, it was found out that usually many
pupils with hearing impairment in regular classes had an unsatisfactory social
situation (Hatamizadeh et al., 2008). Richardson & Foster (2017) also
stated that students with a hearing loss in Ireland obtained lower scores than
students with no disability with regards to communication with other students.
It is also mentioned that students with hearing impairment in Jordan exhibit
needs on communication, audiological rehabilitation, social and
emotional, personal, behavioral, academic, and learning styles. A study in
Ireland began to indicate the poor achievement levels of children with
deafness. The National Council for Special Education (NCSE) now wishes to
address the future educational needs of children with deafness and hearing
impairment in Ireland so that they are enabled to participate in and benefit
from education, and to achieve educational outcomes that are on a par with
those achieved by their peers of similar ability (Parhoon et al., 2014).

to the study conducted by an under graduate thesis (2014), the different
advocacy groups and leagues in United States focus on the needs and also most
importantly, the “special needs” of children with disabilities. The western
country had developed programs that are federally funded like Individuals with
Disabilities Education Act (IDEA) where Hearing Impairment (H.I) is involve in
the thirteen categories included to manage their needs. This provides help in
terms of resources, data or facts, and even training opportunities to assist
them for their Individualized Educational Program (IEP). While in the
Philippine set up, the Philippine government pursues to address the needs of
persons with special needs by giving laws that will protect the students with
additional needs.

have been enhanced in numerous countries including Philippines to secure the
rights of persons with disability (Manlapaz & Joseph 2013). According to the study
conducted by the under graduate thesis (2014), in the Philippines nevertheless, there is a law that appreciates the rights of children or
students with additional needs, this law is entitled The
Magna Carta for Disabled Persons or the Republic Act 7277 mandates the state to
give relevant and adequate access to disabled people to have a quality
education. But Regardless of carrying out Magna Carta (RA 7277) for persons
with disabilities, most of the children with special needs still do not receive
the appropriate support for them and their needs are also not being completely
addressed. Moreover, the access to public offices and public welfare offices of
persons with disabilities for their assistance is lacking.

Considering the information cited above, the
researcher selected the high school students with Hearing Impairment (H. I.)
from one of the public schools in Angeles City. Francisco G. Nepomuceno
Memorial High School (FGNMHS) which caters educational services for students
with Hearing Impairment (H. I.) was chosen by the researchers. Each student was
given a questionnaire prepared by the researchers. The questionnaire which
consists of the different academic needs of children with hearing impairment
from various journals namely; and is translated in Filipino. Results were then
used in identifying the academic needs of the high school students with Hearing
impairment (H. I.). This study was administered as the researcher
believes that this can aid to enhance the educational programs of students with
hearing impairment in the Department of Education in Philippines.


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