Behind the Silence: Assessing the Challenges of Care and Instruction Among Parents and Teachers of Deaf and Mute Students at Wesleyan University-Philippines

This study examined the emotional, physical, and academic challenges encountered by parents and teachers of deaf and mute students enrolled in the SHARE (Support for Hearing-impaired and Rehabilitation through Education) Program at Wesleyan University-Philippines. Recognizing the important roles of parents and teachers in supporting learners with hearing and speech impairments, the study sought to identify the specific difficulties they experience in providing care and instruction. A quantitative descriptive research design was employed involving 26 parents and all teachers directly engaged in the education and support of deaf and mute students. Respondents were selected through purposive sampling, and data were collected using a validated researcher-developed questionnaire consisting of emotional, physical, and academic challenge indicators. Descriptive statistics, including frequency counts, percentages, weighted means, and standard deviations, were used to analyze the data.

Findings revealed that parents generally experienced low levels of emotional, physical, and academic challenges. However, they reported feelings of sadness and guilt regarding their children's welfare and expressed a need for emotional support, educational resources, and greater guidance from teachers. In contrast, teachers experienced moderate emotional and physical challenges and considerable academic challenges. Communication barriers, diverse learner needs, instructional adaptation, limited resources, and the need for continuous professional development emerged as significant concerns. The study concludes that while parents have generally adapted to their caregiving roles, teachers require additional support to effectively address the demands of inclusive education. It is recommended that the university strengthen parent support programs, provide counseling services, enhance school-family collaboration, offer continuous professional development for teachers, and increase access to instructional resources and academic support services. These initiatives may contribute to improving the quality of care, instruction, and overall educational experiences of deaf and mute students.