SPEDIR Instructional Framework as Classroom Accommodation Model for Learners with Mild-Hearing Impairment
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| Title: | SPEDIR Instructional Framework as Classroom Accommodation Model for Learners with Mild-Hearing Impairment |
|---|---|
| Language: | English |
| Authors: | Rufo A. Labarrete (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2026 20(2):936-944. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Hard of Hearing, Students with Disabilities, Academic Accommodations (Disabilities), Regular and Special Education Relationship, Educational Practices, Instructional Materials, Learning Modalities, Teacher Student Relationship, Teaching Models, Educational Legislation, Teaching Methods |
| Geographic Terms: | Philippines |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | This study developed an instructional framework useful as a model for teaching mainstreamed learners with mild-hearing impairment. It was designed based on the customary and innovative practices of the teachers handling these learners and, on the provisions, outlined in RA 11650, the so-called beacon of hope among Filipino learners with disabilities. The descriptive survey was utilized as its design and data was gathered from 12 purposively chosen participants using the semi-structured interview guide. Data was analyzed using Saldaña's framework for analyzing qualitative data sets. Findings revealed textual and visual cues as learning aids, tangible instructional tools, and technology-enriched tools as their customary instructional practices, while observational learning, language signing, and parental collaboration as their innovative practices. Overall, it is categorical to claim that these practices are anchored on the sensory integration theory (SIT) that is operationalized through a multisensory teaching model. While commendable, this does not respond to materializing existing provisions in RA 11650. Thus, search, provide, deliver, exhaust, introduce innovative practices, and repeat the entire process (SPEDIR) model was conceptualized to harmonize these practices and the provisions from the legal mandate. The researchers recognize that the model be subjected for field validation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507513 |
| Database: | ERIC |
| Abstract: | This study developed an instructional framework useful as a model for teaching mainstreamed learners with mild-hearing impairment. It was designed based on the customary and innovative practices of the teachers handling these learners and, on the provisions, outlined in RA 11650, the so-called beacon of hope among Filipino learners with disabilities. The descriptive survey was utilized as its design and data was gathered from 12 purposively chosen participants using the semi-structured interview guide. Data was analyzed using Saldaña's framework for analyzing qualitative data sets. Findings revealed textual and visual cues as learning aids, tangible instructional tools, and technology-enriched tools as their customary instructional practices, while observational learning, language signing, and parental collaboration as their innovative practices. Overall, it is categorical to claim that these practices are anchored on the sensory integration theory (SIT) that is operationalized through a multisensory teaching model. While commendable, this does not respond to materializing existing provisions in RA 11650. Thus, search, provide, deliver, exhaust, introduce innovative practices, and repeat the entire process (SPEDIR) model was conceptualized to harmonize these practices and the provisions from the legal mandate. The researchers recognize that the model be subjected for field validation. |
|---|---|
| ISSN: | 2089-9823 2302-9277 |
