Tantangan Pembelajaran Anak Tunarungu dalam Implementasi Pendidikan Inklusif di Sekolah Dasar

Abstract

This study was motivated by the importance of implementing inclusive education for deaf children in elementary schools, which still face various challenges, particularly in the areas of communication and learning. The study aims to examine the challenges faced by deaf children in the learning process and to highlight the role of educators in supporting the success of inclusive education. A qualitative approach was employed, utilizing field research methods at Peradaban Elementary School in Cilegon. Data were collected through observation, interviews, and documentation, and subsequently analyzed using source and method triangulation. The findings indicate that the primary barriers for deaf children include communication difficulties, limited vocabulary, emotional instability, and low academic achievement. In this context, teachers play a crucial role as facilitators, motivators, mentors, and evaluators to create an adaptive learning environment that supports children’s development. The use of visual aids and modified learning strategies proved effective in aiding student comprehension. The study’s conclusion emphasizes that the success of inclusive education for deaf children heavily depends on teacher competence, the use of visual strategies, and the support of an inclusive learning environment.