Synthesis

The base data that the related literatures suggested mostly posed interrelation

rather than contrast to the results and general themes of the study. Previous studies claimed delay

for speech, language, cognitive, and social development among d/DHH students if hearing loss

occurs at youth, and it links entirely as to how the person’s experience and perception towards

education and quality of life is affected. The results strongly possessed the qualities of those

claims as cases ran from this study exhibited results that are effects of that delay. The absence of

speech for example, created communicational barriers that in turn have generated social deficits

among the students. This was why it was mentioned before by a study that placements of

individuals with d/DHH students are often debatable due to concerns that give emphasis on

accessibility to social interactions and many other opportunities. Cognitive and language delays

on the other hand, could explain why the results from this study achieved the addressing of

vocabular limitations among students. Mainstream schools were preferred for either parental

choice or consideration of their inclusive programs, however challenges remained, but coping

mechanisms pushed through. Regardless, previous studies showed that service providers for

d/DHH students often find difficulty too in providing access and opportunities for them. This

was why it was claimed as well that even instructional materials, research-based teaching and

those who were appointed qualified teachers for d/DHH were still insufficient overall, that it

demolishes the view for an adequate language environment for d/DHH in mainstream schools.

Communication challenges among these students also bore effects from the emotional and

psychological functioning claim from a related literature which justifies, from table after table

results, the perception of isolation, low confidence, esteem and self-worth. To the brighter

insight however, I can only sense a great turnaround to one more claim, and that is, even though
it was previously estimated at around 96% of children from predominantly hearing families may

face trouble in communicating with the members of their own and even peers, the result from

this study suggested otherwise positively as the students claim at most that they are able to cope

with their challenges by the help of their family and peers, and that they develop a strong sense

of identity because of the support services.