Filipino Sign Language at Lazaro Francisco Integrated School in Teaching Mathematics Supporting Deaf Students

Abstract

This study investigated the effectiveness of Filipino Sign Language (FSL) in teaching Mathematics to Deaf learners at Lazaro Francisco Integrated School (LFIS), using a qualitative, qualitative-case study design. The research focused on the experiences, instructional strategies, and challenges faced by three purposively selected SPED teachers who utilized FSL as a primary medium instruction. Data were collected through semi-structured interviews and analyzed using thematic analysis, with credibility ensured through member checking and triangulation. Findings revealed six major themes. First, deaf learners exhibit a wide range of academic capabilities and behavioral traits, requiring individualized teaching approaches. Some students thrive with visual and scaffolded instruction, while others struggle due to limited FSL proficiency. Second, SPED teachers demonstrate strong dedication and adaptability, though many acknowledge gaps in their formal training. Third, while FSL is regularly used in Math instruction, abstract concepts such as place value, word problems, and problem-solving remain difficult to convey due to the lack of direct FSL equivalents. Fourth, teachers encounter challenges such as emotional fatigue, behavioral issues, and confusion between FSL and American Sign Language (ASL). Fifth, despite limited access to formal training, educators developed successful strategies through self-study, peer collaboration, and mentoring. These strategies contributed to significant learner progress. Sixth, FSL is widely perceived as beneficial in fostering student engagement, communication, and academic growth, but its effectiveness is limited by the lack of standardized Math-specific signs and institutional support. The study concludes that FSL is a valuable instructional tool, but its potential is constrained by systemic barriers. Recommendations include enhancing teacher-training, developing standardized FSL Math vocabulary, and improving support structures to promote inclusive education for Deaf learners.