Incorporating Sign Language to an Inclusive Classroom Setting: A Meta-Synthesis

Abstract

This study meta-synthesize significant findings of relevant studies that have incorporated sign language into an inclusive classroom. The studies related to sign language in an inclusive classroom from 2014-2021 with the use of a set inclusion and exclusion criteria have screened and included nineteen (19) studies. The included studies were collected from Publish or Perish Software and were organized using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. Braun and Clarke’s six-step thematic analysis was used to analyze the synthesized data which resulted in five (5) themes, namely: insufficient support from parents; communication barrier; language barrier; lack of resources; and lack of skills. Results also showed positive feedback when sufficient supportive services were provided. Therefore, incorporating sign language in an inclusive classroom requires skillful sign language teachers, sufficient resource support, and consistency in using sign language. It is recommended that academic institutions advocate sign language to normal students and teachers to achieve effective communication with the non-hearing community.