Readiness of Deaf / Hard of Hearing (DHH) Students for Inclusion in The K-12 Technical, Vocational and Livelihood (TVL) Track

Abstract

This study in titled The Readiness of Deaf or Hard of Hearing (DHH) in the K-12 for Inclusion in the Technical Vocational and Livelihood Track. This study was conducted at Bukidnon National High School Mindanao, Philippines where there are forty enrolled Deaf learners from junior high to senior high school. The main objective of this study is: To ensure that the TVL curriculum and instructional materials are accessible to DHH students by providing appropriate accommodations, adaptations, and assistive technology. This includes modifying instructional content, offering visual and written materials, and using sign language interpreters or captioning services to make the curriculum inclusive. And to prepare DHH students with the vocational and technical skills necessary for success in the TVL track and their chosen career paths. This may involve providing specialized training and support, mentorship programs, and practical work experiences that cater to the unique needs and aspirations of DHH students. Based on conducting this research approximately two million learners still unenrolled, uneducated because they considered as deprived, depressed undeserved individuals. This is in response to our Education for all EFA that all learners must be in the Educational system the IP,s PWD and the muslim. “ Kakayahan at Kasanayan para sa Kabataan tungo sa Kaunlaran,  Theme of the 40^th Celebration  of the National Disability Prevention and Rehabilitation week of which this may serve as an avenue to guide and educate people and the community to continue strengthening the learning programs for the Children with Special need specifically on the Deaf or Hard of Hearing Students. hence the research wants their learner to become more motivated and productive in terms of financial stability and can earn for a living in the future. It will also help them to prepare the Deaf student in an inclusive education. It was observed that mainstreaming or inclusion of Deaf students in a regular class is vigorous. Study shows that 3.21 in General Education checklist appear to have complete understanding in all information. It also revealed that in table 1.2 that learner had demonstrate appropriate social development which the learner experiencing authentic peer relationship. This would imply that Deaf student still need to developed ways of communicating and partly engaging themselves in the world they live in.