Lived Experiences of Hearing-Impaired Senior High School Students on Social Inclusivity: Basis for Proposed Infographic Materials

Abstract

This study examined the lived experiences of hearing-impaired (HI) senior high school students in inclusive Social Studies classrooms at Hermosa National High School, aiming to identify challenges, coping strategies, and develop culturally relevant infographic materials to support inclusive instruction. Grounded in phenomenology and informed by Sociocultural Theory, the Contact Hypothesis, and Social Inclusion Theory, the study employed a qualitative descriptive phenomenological design. Six HI students enrolled in the Technical-Vocational and Livelihood (TVL) track were selected through purposive criterion sampling. Data were collected using a researcher-developed semi-structured interview guide, supplemented by focus group discussions, and analyzed thematically following Creswell and Plano Clark (2018) with the aid of MAXQDA software. Findings revealed that HI students experience significant communication barriers, academic struggles, and social challenges, including difficulty understanding spoken language, limited participation, and experiences of isolation and discrimination. Despite these challenges, participants demonstrated resilience through persistence, patience, and reliance on family and school support systems. The study also identified the need for accessible instructional materials, leading to the development of infographic resources that translate abstract Social Studies concepts into visual formats to enhance comprehension, empathy, and participation. The study concludes that inclusive education must go beyond physical integration by fostering communication accessibility, equitable participation, and supportive classroom environments. It recommends the integration of infographic materials, teacher training in Filipino Sign Language, and strengthened institutional support for inclusive practices. The study aligns with SDG 4 (Quality Education) by promoting inclusive and equitable learning opportunities, SDG 10 (Reduced Inequalities) by addressing disparities faced by learners with disabilities, and SDG 16 (Peace, Justice, and Strong Institutions) by fostering inclusive and participatory educational environments. The findings contribute to educational, social, and institutional sustainability by supporting inclusive pedagogies, strengthening community awareness, and guiding policy and classroom practices toward equitable and responsive education.