Vol. 4, Issue 6, 2026
Teachers' Lived Experience Supporting Deaf Learners: A Phenomenological Inquiry
DOI: https://doi.org/10.65138/ijapt.2026.v4i6.323Abstract
Through in-depth interviews with classroom teachers, this phenomenological study surfaces the pedagogical adaptations, institutional gaps, and moments of breakthrough that characterize inclusive instruction for deaf students.
Keywords: deaf education, inclusive pedagogy, phenomenology, teacher experience
Published 2026-06-20. For citation formatting and the full-text PDF, contact the
editorial office referencing the DOI above.