SUCCESS Stories of English Teachers Teaching Reading to Deaf and Hard-of-Hearing Learners Through an Interpretative Phenomenological ANALYSIS

Abstract

This qualitative research provided a thorough understanding of Deaf and Hard-of-Hearing education by revealing the lived experiences of English teachers instructing DHH learners across various learning environments. Using Interpretative Phenomenological Analysis (IPA), the study selected eight public school English teachers as informants from within the Surigao del Sur Division during the school year 2024–2025, of which the primary data source consisted of in-depth interviews. The study illuminated how teachers adapted, scaffolded, and innovated their practices to support DHH learners' reading development. Further, six superordinate themes emerged: the emphasis on multimodal and multisensory instruction; the prioritization of visual scaffolding as foundational; the adaptation and simplification of content to meet learners’ developmental levels; the creation of inclusive and supportive learning environments; the adoption of flexible and nonverbal assessment methods; and the cultivation of resourcefulness amidst instructional limitations. The findings underscored the significance of using multimodal strategies, visual scaffolding, differentiated content, inclusive environments, flexible assessments, and adaptability in teaching DHH learners. By amplifying the voices of experienced teachers, the study offered critical insights for educators, administrators, and policymakers aiming to build a more inclusive, responsive educational system that fosters the growth and literacy development of DHH learners.