Navigating Higher Education: A Case Study on the Academic Journey of a Deaf Student in the Philippines
DOI:
https://doi.org/10.69569/jip.2025.654Keywords:
Deaf student, Hard of hearing, Inclusive education, Persons with disabilities, Universal design for learningAbstract
This qualitative case study investigates the academic experiences of a deaf student enrolled in a teacher education program at a state university in Bohol, Philippines. It addresses a research gap on how deaf learners navigate higher education. Data were gathered through in-depth interviews with nine informants: the student, parents, peers, and teachers across different educational levels. Using Braun and Clarke’s thematic analysis, four themes emerged: (1) intrinsic motivation and identity, (2) academic coping strategies, (3) social and environmental support, and (4) structural and social barriers. Results show that personal drive, spiritual beliefs, and family aspirations supported the student’s persistence. Visual learning, lip-reading, and independent study were key strategies for overcoming communication challenges. Support from peers, family, and inclusive teaching practices reinforced both emotional and academic progress. Despite these strengths, barriers such as limited faculty adjustments and social stigma remain. The study recommends the use of Universal Design for Learning (UDL), assistive technologies, peer-support systems, and faculty training to improve inclusion. By presenting the lived experience of a deaf student, the study contributes practical insights to strengthen equity and accessibility in higher education.
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