Author

Jenysel L. Cadungog*
San Isidro Parish School, Gabi, Cordova, Cebu, Philippines

Abstract

This study examined the importance of strong partnerships between schools and families in promoting the holistic development of learners with hearing impairments at Mandaue City SPED Center. Employing a descriptive-comparative design, the research assessed communication practices, collaboration effectiveness, and challenges faced by 20 SPED teachers and 30 parents. Findings reveal that while weekly text-based communication is common, significant perceptual gaps exist between staff and families regarding interaction frequency. Collaboration was rated as only “Fair” by both groups, with no respondents indicating “Excellent.” Key challenges include persistent language barriers, limited parental engagement, insufficient staff training in family communication, and inconsistent use of sign language. Despite high staff qualifications and long-term family involvement, structured and inclusive partnership mechanisms remain underdeveloped. The study concludes that while the school-family relationship is stable, it requires intentional strengthening through targeted interventions. Recommendations include implementing regular sign language training, enhancing digital and accessible communication platforms, scheduling flexible parent-teacher conferences, and establishing continuous feedback mechanisms. An evidence-based action plan is proposed to transform current practices into a more cohesive, responsive, and empowering collaboration model. Ultimately, this research contributes to inclusive education by providing a framework for building stronger family-school partnerships that directly support the academic, social, and emotional success of students with hearing impairments in Cebu and similar SPED contexts.

Keywords: Special Education, Inclusive Education, Teacher-parent partnership, descriptive- comparative design, action plan, Mandaue City, Cebu.

*Corresponding author / Email: cadungogjenysel@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021200

Recommended citation:
Cadungog, J. L. (2026). Joint partnership: a concerted effort in building a strong family-school communication for students with hearing impairments. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5091-5105. http://doi.org/10.69651/PIJHSS05021200

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