Theoretical Framework

Theoretical Framework
Vygotsky’s theory (1987) was employed as the framework of this study to explore the participation and
interaction of students with hearing impairment in general education classroom. This theory indicates
that social interaction leads to cognitive development. Particularly, the collaboration and interaction
with more capable peers is an effective way of developing skills and strategies. For Vygotsky, the
learning context has a strong impact on learning and development. This theory, in specific the concept
of zone of proximal development, emphasizes that teachers in the classroom are responsible for
structuring interactions between students. In addition, they are responsible to guide the students
through the tasks associated with learning a concept. It will be very important to see how d/Deaf and
hard of hearing students participate and interact with hearing students in the general education
classroom and how the teachers provide varied methods of instruction that allow students to participate
and interact with each other.
A hearing loss occurs when any problem with one or more parts of the ear or ears decreases the ability
to receive auditory information (Myers, 2000). Moravkova (2011) characterizes types of deafness from
several points of view, such as the time when the deafness occurred (pre-lingual and post-lingual
deafness), the part of the body that affects the ability to hear (conductive and perceptive hearing loss),
and the degree of deafness (according to the sound volume that is measured in the decibels which could
be mild, moderate, moderately severe, severe or profound). Moravkova argues that the type of
deafness influences the choice of communication approaches or options that facilitate language
development and allows one to readily engage in communication interchanges.
In addition, hearing loss significantly influences the language and speech development of students who
are deaf and hard-of hearing, which then negatively affects their academic achievement, social and
emotional interaction, and cognitive milestones (Moores, 2001 cited by El-Zraigat and Smadi, 2012).
According to El-Zraigat (2007), deaf and hard-of-hearing students have poor expressive writing skills and
lack adequate reading skills in general (Mayberry, 2001).
In view of the foregoing premises, the researchers took an interest in extending the discussions on the
communication difficulties of deaf students to non-disabled person to Elementary School. This paper
specifically aims to determine the communication difficulties of deaf students to non-disabled person of
Urdaneta 1 Central School in Urdaneta City Pangasinan and Villasis 1 Central School (SPED CENTER) in
Villasis,Pangasinan.The communication difficulties and challenges of the SPED teacher in teaching
communication also determined to explore further the case of said hearing-impaired students.
Conceptual Framework
This conceptual framework is on understanding of the factors that affect the learners with hearing
impairment in obtaining quality education. According to this conceptual framework the arrows shows a
reflective path that researchers adopted throughout the research process. The framework starts with
independent variable determining the personal profile of learners in terms of their age,sex,type of
disability, economic and level of hearing loss.On the other hand,the depedent variable of the study is
the communication difficulties encountered by deaf students to non-disabled in terms of; lack of
hearing, sign language and lip reading and significant relationship between the profile of respondents to
the communication difficulties of deaf students to non-disabled person.
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Student’s Profile in terms of ; Communication difficulties encountered by deaf

students to non-disabled in terms of:
a) age
b) sex a) Lack of hearing
c) type of disability b) Sign language; and
d) economic c) Lip reading
e) level of hearing loss
Figure 1. The Conceptual Paradigm of this study showing the relationship between the independent
variables and dependent variables used in the study.
Definition of Terms
Communication: It can affect one’s ability to initiate and engage in peer interaction and cope with a
social effect.
Government –refers to institution wherein they had a power to help the people and even create laws
for people , disabled person or not.
Disabled -refers to a person whose having a different conditions compared to others that makes them
limit their movements physical and mentally.
Non-disabled -it talks about the healthy person,they didn't have any disability such as hearing
impairment.
Sign Language: It helps deaf students to communicate through sign language to other people for them
to better understand each other.
Lip Reading: through lip reading they communicate, and helps a child with hearing loss understand
speech.
Lack of Hearing: makes it hard to hear or understand sounds.

Theoretical Framework

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Theoretical Framework

Student’s Profile in terms of ; Communication difficulties encountered by deaf

Lack of Hearing: makes it hard to hear or understand sounds.

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