Presentatio ninresearch
- 1. STRATEGIES IN TEACHING MUTE-DEAF CHILDREN Ivy L. Carabot Crizza Marisol S. Quinto Mary Joy R. Villanueva
- 2. STATEMENTS OF THE PROBLEM This research will take a closer look at the strategies in teaching mute – deaf children. Specifically, this study seeks to answer the following related questions: 1. What is the demographic profile of the respondents according to: 1.1 sex 1.2 age 2. What are the factors affecting the learning of mute – deaf children? 3. What are the main obstacles in teaching mute and deaf children have to overcome?
- 3. Definition of Terms Deaf-partially or wholly lacking or deprived of the sense of hearing; unable to hear. Deafness-refers to the inability to understand speech through hearing even when sound is amplified. Eye contact-is a type of nonverbal communication that is strongly influenced by social behavior. In the western civilizations, eye contact is most often defined as a sign of confidence. Hearing disorders-refers to a diminished ability to hear sounds like other people do. Language disorders-defined as a significant delay in the use and/or understanding of spoken or written language. Children with language disorders have been variously referred to as language disordered, language impaired, language delayed, or as having a specific language impairment.
- 4. Mute-the one who cannot speak or those who have some speaking ability but choose not to speak because of negative reactions the voice attracts. They normally communicate through signs. Mute – deaf-the person who is unable to speak and hear, especially one in whom inability to speak is due to congenital or early deafness. Sign language-a language which, instead of acoustically conveyed sound patterns, uses visually transmitted sign patterns to convey meaning by simultaneously combining hand shapes, orientation and movement of the hands, arms or body, and facial expressions to express fluidly a speaker's thoughts
- 5. Research Design This study will use the descriptive method of research to determine the strategies in teaching mute – deaf children. These data will obtain through the use of a questionnaire as gathering tool and served as guide to answer the research. Research Locale The study will conduct at Sariaya East Central Main SPED Center, Sariaya, Quezon. It has 16 intellectual disabilities and 4 none intellectual disabilities with a total of 20 students. The school is located at Poblacion 4 Sariaya, Quezon. This is only public school that train intellectual children in Sariaya. Research Respondents The respondents for this research are the Special Education Teachers because they have knowledge in teaching mute and deaf children. Except for the parents, they are the one who can understand or who can communicate with mute and deaf children. The researchers will interview two Special Education Teachers.
- 6. Research Instrument The researchers will utilize an interview and self-made questionnaire to serve as the main tool to obtain and gather data for this study. The questions have three sets. The first set contains items for the demographic profile of the respondents according to sex, and age. The second set is about the factors affecting the learning of mute – deaf children. And the third set is about the main obstacles in teaching mute and deaf that children have to overcome. Data Gathering Procedure The data for this research will collect by the use of interview and questionnaire. The researchers will distribute the questionnaire personally to the SPED Teachers as their respondents and retrieve it by them also. To be sure to the effectiveness of the questionnaire, questions should be clearly stated and understand by respondents, so that they will able to give the valid or reliable answer.