Visualizing a Framework in Teaching Literacy to Filipino Deaf Students in Multimodal Learning Spaces

Area of Science:

• Education
• Linguistics
• Disability Studies

Background:

• Traditional literacy instruction often fails to meet the diverse needs of Filipino Deaf students.
• The intersectionality of literacy, spatial justice, and multimodality is crucial for effective Deaf education.
• The COVID-19 pandemic highlighted challenges in online learning environments for Deaf learners.

Purpose of the Study:

• To visualize and propose a metaphor-based framework for teaching literacy to Filipino Deaf students.
• To explore the integration of spatial justice and Deaf Space concepts in educational settings.
• To provide practical recommendations for teachers to enhance literacy instruction for Deaf learners.

Main Methods:

• Redefining literacy to encompass multiple modalities.
• Restructuring learning spaces to be more inclusive.
• Analyzing the application of spatial justice and Deaf Space in online and traditional classrooms.
• Presenting classroom examples and teacher recommendations.

Main Results:

• A novel metaphor-based framework integrating literacy, spatial justice, and multimodality was developed.
• The framework facilitates access to diverse learning modalities for Deaf students.
• Restructuring learning spaces and considering spatial justice are key to inclusive education.
• The study addresses the unique challenges of the "new normal" in online learning for Deaf students.

Conclusions:

• The proposed framework offers a more equitable and effective approach to literacy education for Filipino Deaf students.
• Implementing multimodality and spatial justice principles can significantly improve learning outcomes.
• Further research is needed to explore the long-term impact and broader application of this framework.