By : Nurlin Amelia Chelsi Ngadi ; Supervised by : Muziatun, S.Pd, M.App. Ling, PhD
Inclusivity has evolved into a guiding concept in education, regardless of a student's aptitude, giving all students equal access to learning opportunities. Teachers play a critical role for children who are deaf, especially those learning a second language. Proficiency in sign language allows educators to foster a supportive environment ideal for language learning and communication. This research explores qualitative studies on how teachers' ability in sign language affects deaf students' acquisition of a second language in inclusive classroom environments.
The field of education has been moving more and more in the direction of inclusivity as it acknowledges the different requirements of every student. This is especially true in Indonesia, where educational institutions that expressly address the needs of deaf students exist, such as Sekolah Luar Biasa (SLB) Kota Gorontalo.
For these students, being able to master a second language—typically a spoken language like Indonesian—is essential to their success in school and social integration. An important factor in this process is the teachers' sign language competency, which affects communication and the learning process as a whole.
Understanding the Context of Deaf Education
A. The Nature of Deafness
Deafness is commonly described in terms of several levels of impairment, from significant loss of hearing to minor impairment. According to estimates from the World Health Organization, 466 million individuals worldwide suffer from a hearing loss that is paralyzing; children make up a large percentage of this population. In school environments, deaf children frequently encounter particular difficulties such social isolation and communication barriers.
B. The Importance of Sign Language
For many deaf people, the primary means of communication is sign language, which is a natural language. Through body language, facial expressions, and visual gestures, deaf people can communicate complex concepts and feelings. Being able to communicate effectively in sign language is essential for deaf students' social and academic lives. Studies reveal that deaf children's early exposure to sign language improves their literacy and cognitive development.
In Indonesia has two types of sign language which called SIBI and BISINDO. SIBI, which is frequently utilized in formal and educational contexts, is defined as a codified form of sign language with a standardized vocabulary.
Many perceive it as a language with intricate vocabulary and syntax, maybe containing technical and academic words. In contrast, BISINDO is characterized as a more casual, conversational type of sign language that mimics the deaf community's everyday communication style. It allows for regional variances and adjustments depending on local dialects because it is less organized and more fluid.