Lived Experiences of Secondary Teachers: Fostering Inclusive Learning Environments for Deaf Learners in Mainstream Classrooms

Teachers globally face challenges in inclusive classrooms with deaf learners, which hinder effective instruction and academic outcomes. These systemic issues highlight the need for comprehensive strategies to enhance support, foster inclusion, and address diverse learning needs. This study explored the experiences and strategies of teachers aimed at cultivating an inclusive and supportive learning environment for deaf learners in mainstream classrooms. Conducted within the Malaybalay City Division during the 2023-2024 school year, it employed a phenomenological research design. Nine receiving teachers were purposively sampled as participants and underwent in-person interviews. This study utilized thematic analysis to examine the interview data. Findings revealed teachers’ emphasis on sign language communication, personal milestones, motivation, inspiration, and compassion for deaf learners, along with their fulfillment and continuous personal growth in teaching them—strategies encompassed seeking peer support, employing varied teaching methods, and utilizing multimedia resources. The themes included inclusion, equal treatment, and a diverse learning environment. Despite challenges, teachers embraced innovative pedagogical approaches, including sign language, visual aids, and gestures, to foster a positive learning environment for deaf learners. The researcher highlights the importance of a supportive, inclusive classroom environment for receiving teachers of deaf learners, advocating for visual aids, assistive devices, open communication, and ongoing education on deaf culture. The study advocates for collaborative efforts among school administrators, teachers, parents, and local governments to enhance support for deaf learners through visual aids, assistive technology, tailored instruction, professional development, inclusive policies, and community engagement.