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Analyzing Inclusive Non-Verbal Communication Strategies Between Students With 1 DEAFying Silence: Analyzing Inclusive Non-Verbal Communication Strategies Between Students with Deafness and Their Non-PWD Peers Submitted by: Zoe Sophia Berenice T. Taguibulos Bachelor of Arts in Speech Communication 2016-89990 Thesis Adviser: Mr. Marti Rodriguez Speech 200 University of the Philippines- Diliman College of Arts and Letters Department of Speech Communication and Theatre Arts August 03, 2020 2 Non-verbal communication forms a social language that is in many ways richer and more fundamental than our words. LEONARD MLODINOW 3 DEDICATION How It Happened This thesis is wholeheartedly dedicated to my only sister and eldest sibling, Ate Paula, who was born with profound deafness. She was a consistent honor student and now an alumna of UP College of Education. I am confident that she can compete with Non-PWDs, even outperform me if society would only support her. What breaks my heart is that she can never be called ‘empowered’ if she cannot at least communicate her story, her sufferings, and her dreams to Non-PWDs. I became Ate Paula’s [unlicensed] interpreter for two semesters because hiring an interpreter is expensive. Besides booking my lunch breaks to be present in her classes, what I really despised was society’s attitude that if it weren’t for me, Ate Paula wouldn’t have survived the class. I did not earn her 1.66 general weighted average, she did. I was not the person who stayed up until seven in the morning to review a stack of lecture notes, she did. I was not the person who produced her paintings and visual presentations, she did. Society was giving me the credit for products and impressive grades that I never claimed were mine. I refused to be desensitized by these attitudes because my sister deserves better. One day, I left the classroom to pick up some documents from the College Secretary. I immediately returned, then I secretly checked from the classroom backdoor. I saw Ate Paula’s classmates who were around my age (around twenty to twenty-three years old) trying to communicate with her. They were writing, using a sign language alphabet guide to communicate with her, and even acting their messages out to boost Ate Paula’s self-esteem to recite in class [without my assistance]. It was my first time to witness a genuine intent to integrate her in a mainstream classroom, and my sister was enjoying the instance that she could interact with her 4 Non-PWD classmates. I suddenly thought that there would be a lot more difference if only UP was equipped with the proper facilities, and if the educators and Non-PWD classmates were trained to communicate in sign language. I realized that there is communication in the unwritten and the unspoken, and anything that communicates is enabled by empowerment. For almost five years, I pondered on the prevalence of attitudinal and communication barriers which prevents persons with deafness to communicate with others. Eventually, I figured that I should first unravel the general non-verbal needs and language of persons with deafness to see how they can connect with Non-PWDs. There was never a single day that I did not think of my sister as I advocate for disability rights and social inclusivity. I would also like to dedicate this thesis to all the PWDs whose grievances have not been heard by society, the general UP population, and the local authorities. You all deserve to have a life where you are unafraid of threats to stand up against social injustice. It is about time that you stop adjusting for society and let society make amends for their shortcomings. As I wrote this thesis, I thought to myself that the only legacy that I can leave is my dream that colleges and universities like UP would someday be more diverse and inclusive. I envision a future where minoritized groups are not in charity projects but in various institutions, fulfilling their dreams to become an engineer, a researcher, a lawyer, an artist, a doctor, an educator, an athlete, a scholar, and a professional from the various disciplines in society. I would dare to say that speech is not always spoken or written. It is the message in our actions and the truth behind the way we live up to honor and excellence. With this thesis, I argue that systemic change has nothing to do with being “them” or being “us.” It is a matter of how “we” can find and restore humanity in our use of communication. 5 ABSTRACT People would often attribute persons with deafness as ‘mute’ individuals due to their frequent use of non-verbal communication strategies. In the Philippines’ transition to an inclusive education system, the question is how Non-PWDs can accommodate the communication style and needs of students with deafness. The researcher answers the question: How do students with deafness and Non-PWD peers promote inclusion through non-verbal communication strategies? A qualitative research design was utilized as the framework, while the research procedure consisted of a digital semi-structured interview for the participant with deafness and a focus group discussion for the Non-PWD participants. A thematic data analysis was carried out to examine the findings and extract themes. The emerging themes revealed that students with deafness are provided with poor assistive services, and that there are issues involving the lack of social inclusivity in mainstream schools. Non-PWDs have shown initiative to shatter communication barriers by obliterating the stigma of communicating with students with deafness. Conversely, the status quo is that persons with deafness should apply spoken language instead of encouraging Non-PWDs to learn sign language. It has been concluded that persons with deafness are visual communicators. They use space to distinguish their relationship with another communicator, and they also apply kinesic behavior like sign language to deliver their messages, facial expressions to convey their emotions, and body language to further demonstrate their messages. Lastly, Non-PWDs should be enhancing their usage of time, silence, and developing their application of space to practice haptics. 6 ACKNOWLEDGMENTS I would like to thank my family, Mom, Dad, Ate Paula, Kuya Micah, Baby Green, Lolo Rosendo, Arah, Naomi, Gracian, Dia, and Dio for their unconditional support, To my grandfather and UP School of Urban and Regional Planning Founding Dean, Dr. Leandro Viloria, whose life story inspires me to contribute knowledge in the academe, To my adviser, Mr. Marti Rodriguez, for devoting his time to help me realize the potential of my work and teaching me how grit and determination can be rewarding, To the UP Special Education Council (UPSEC), and Chairperson Mikee Almalvez for assisting me in my implementation by extending their directory and references, To the SARC- UP Diliman Chapter, Chairperson Daine Torregosa, and Program Management Committee (PMC) for supporting my feministic and disability rights advocacies, To the DSCTA faculty, my Professors: Sir Karlo Mongaya, Sir Alexander Lopez, Ms. Sharehann Lucmman, Dr. Josephine Dionisio, Atty. Francisco Yabut; High school teachers: Ms. Diane Sales, Mr. Marc Lancelot Sayurin; Internship supervisor: Ms. Ria Talamayan, for reinforcing my principles, To my dearest friends, JM Dimaunahan, Aaron Escarez, GM Morelos, Matthew Rondaris, Denzel Golla, Claire Teoxon, Alexa Geronimo, Prince Bagtas, Andy Pagdagdagan, Kri Arranz, Andy Singh, Regina Paras, Andrei Mercado, Joven Juan, Kate Suzara, Irish Filio, and to those whom I have not mentioned for being my constant reminder that I can reach great heights, To the Christian Youth in Action (CYA), Chairperson David De Guzman, and to those whom I met in CLS for including me in their prayers, To my Anytime Fitness Coaches, Tennis UP, Ate Sha, Tita Liz, Kuya Jop, Nanay Celia, Ate Flor, Kuya Reg of PAV 1, and Kuya Roger of Lagmay Hall for being there when I need someone to talk to, Finally, to Aaron Catipon, Gian Andrei Fabia, Jan Brian Rodimo, Nadine Villarama, BJ Tarnate, and their league of memers for helping me get by with their modern-day humor. 7 TABLE OF CONTENTS DEDICATION ………………………………………………………………….………. 3 ABSTRACT ………………………………………………………………………………. 5 ACKNOWLEDGMENTS ……………………………………………………………….. 6 TABLE OF CONTENTS ……………………………………………………………….... 7 CHAPTER I. INTRODUCTION Background of the Study …………………………………………………... 10 Research Problem ……....………………………………………………….. 16 Research Objectives …………………….…………………………………. 16 Significance of the Study ……………….…………………………………. 17 Scope and Limitations …………………..…………………………………. 18 II. REVIEW OF RELATED LITERATURE Review of Related Literature ………………………………………………. 19 Persons with Deafness …………..………………………….………. 19 Non-Verbal Communication ………………………………………… 24 Non-Verbal Communication and the PWD Community ……………. 28 Deaf Non-Verbal Needs and Communication Pattern ….………..….. 31 Integration of Persons with Deafness ………………………………... 39 Synthesis ………………………………………………………….….. 41 Theoretical Framework ………………………………………………..……... 43 Conceptual Framework ……………………………………………...……….. 46 8 Definition of Terms ………………………………………………....………... 47 III. METHODOLOGY Research Design ……………………………………………………………… 49 Research Method ……………………………………………………………... 49 Research Instruments …………………………………………………………. 50 Participants ……………………………………………………………………. 50 Research Procedure …………………………………………………………… 50 Research Duration …………………………………………………………….. 53 Data Analysis …………………………………………………………………. 53 IV. FINDINGS AND ANALYSIS Presentation and Analysis of Data ………………………....………………….. 55 Global Theme 1: Quality of Services to Students with Deafness ……... 56 Global
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