Teachers' Communication Patterns In The Learning Process With Children With Special Needs At The Fitria Bogor Special School

Sugih Gumilar, S.I.Kom; Dr. Ika Yuliasari, M.Si; Dr. Noviyanty Elizabeth Ayuna, M.Pd

doi:10.63922/ijeter.v3i02.1827

Sugih Gumilar, S.I.Kom Jayabaya University – Master of Communication Science Program
Dr. Ika Yuliasari, M.Si Postgraduate Lecturer, Communication Sciences, Jayabaya University
Dr. Noviyanty Elizabeth Ayuna, M.Pd Postgraduate Lecturer, Communication Sciences, Jayabaya University

DOI: https://doi.org/10.63922/ijeter.v3i02.1827

Keywords: communication patterns, deaf teachers, inclusive classes, special needs education, SLB Fitria Bogor

Abstract

This study examines the communication patterns used by teachers in an inclusive classroom environment at SLB Fitria Bogor, an extraordinary school in Indonesia. Using a qualitative descriptive approach, this study explores how interpersonal communication is built between teachers and students with different types of disabilities, especially deaf students. Data were collected through in-depth interviews, non-participatory classroom observations, and document analysis.The results of the study showed that the teacher integrated sign language, facial expressions, body movements, lip reading, and visual media to build understanding and support the learning process. Despite facing various challenges such as limited vocabulary comprehension, differences in fluency in sign language, and lack of parental involvement, teachers demonstrate flexible communication patterns to overcome these barriers. This research contributes to the field of educational communication for children with special needs, as well as highlights the importance of using flexible communication techniques in the teaching environment for deaf and several other deaf children.

References

A. Kwartama, & Samiyono. (2025). Mengoptimalkan transportasi laut: Menganalisis strategi layanan inovatif dan aksesibilitas untuk peningkatan efisiensi, kepuasan pelanggan pada pt yicheng logistik transportasi jakarta. SENADA (Seminar Nasional Manajemen, Desain Dan Aplikasi Bisnis Teknologi), 8, 25–33

B. A Kwartama & K Eka Wahyu. (2025). Rebranding dan Citra Pelayanan Berimplikasi Kepuasan Pelanggan Jasa Pandu & Tunda Di Perairan Cilacap pada PT. Pertamina Port Logistics. Jurnal Manajemen Dan Organisasi, 16(1), 43-64. https://doi.org/10.29244/jmo.v16i1.62136

Deddy Mulyana, S. (n.d.). Metode Penelitian Komunikasi. ROSDA.

Derung, T. N. (2017). INTERAKSIONISME SIMBOLIK DALAM KEHIDUPAN BERMASYARAKAT. SAPA - Jurnal Kateketik dan Pastoral, 2(1), 118–131. https://doi.org/10.53544/sapa.v2i1.33

Ika Yuliasari & Novianty Elizabeth Ayuna (2023) The Effect of Communication Competence and Professional Competence on the Quality of Learning Based on Digital Communication Technology (Case Study of Putra Pertiwi School), Scientific Journal of Education Sciences vol 6 no 3 pp 1897 - 1906.

Ika Yuliasari & Novianty Elizabeth Ayuna (2025) The Patterns of Participatory Communication in Empowering the MSMEs Sector, Asian Journal of Social and Humanities, Vol 3 no 5 page 1088 - 1100.

Ika Yuliasari, Made Wilantara, Novianty Elizabeth Ayuna ( 2024 ) Construction of Social Reality In The Badui Society Regarding The Covid 19 Pandemic, international Journal Of Humanities Education And Social Sciences , Volume 3, Number 5, April2024, Page. 2564–2576

John T. Bowen, & Shiang‐Lih Chen. (2001). The Relationship Between Customer Loyalty and Customer Satisfaction. International Journal of Contemporary Hospitality Management, 5(13), 213–217.

Harilama, S. H. (2024). Parental Communication Patterns Towards Children with Special Needs During Puberty in Malalayang District, Manado City. Journal of Management and Administration Provision, 4(2), 223–229. https://doi.org/10.55885/jmap.v4i2.399

Hsb, S. P. & Yusniah. (2024). Analisis Pola Komunikasi Interpersonal Guru dengan Siswa dalam Membentuk Kemandirian Siswa Tunagrahita di Sekolah Luar Biasa (SLB C Karya Tulus). Jurnal Indonesia : Manajemen Informatika dan Komunikasi, 5(2), 1879–1892. https://doi.org/10.35870/jimik.v5i2.826

Musayaroh, S., Pebrianti, R., & Sidik, S. A. (2023). Kesulitan Orangtua dan Guru Setelah Anak Berkebutuhan Khusus Kembali Belajar di Sekolah Pasca Pandemi Covid-19.

Nerrisa, S. (2023). Komunikasi interpersonal (1st ed., Vol. 1). PT Bumi aksara.

Pemerintah Wajib Penuhi Hak Pendidikan Inklusif Bagi Penyandang Disabilitas | Kementerian Koordinator Bidang Pembangunan Manusia dan Kebudayaan. (n.d.). Retrieved January 22, 2025, from https://www.kemenkopmk.go.id/pemerintah-wajib-penuhi-hak- pendidikan-inklusif-bagi-penyandang-disabilitas

RI Punya 26 Ribu Guru untuk Anak Berkebutuhan Khusus pada 2022 | Databoks (no date).

Available at: https://databoks.katadata.co.id/pendidikan/statistik/e6d594432ba8785/ri- punya-26-ribu-guru-untuk-anak-berkebutuhan-khusus-pada-2022 (Accessed: 20 January 2025).