Peran Guru dalam Mengembangkan Kemampuan Komunikasi Bahasa Isyarat pada Anak Tuli dalam Konteks Pendidikan Inklusi (Studi Kasus: Rumah Ceria Medan, Kecamatan Medan Selayang)

Abstract

This research stems from the need to understand how teachers in an inclusive education environment play a role in developing sign language communication skills in deaf children. The purpose of this research is to explainhow teachers at Rumah Ceria Medan are able to help deaf children tocommunicate with their hearing peers, with teachers acting as language facilitators. Based on educational anthropology and Pierre Bourdieu's theory of practice, this research views the process of acquiring sign language as a social practice shaped by the interaction between the educational structure and the subjective experiences of deaf children as users of visual language. The method used is qualitative with a case study approach at Rumah Ceria Medan, through participant observation, direct observation, in-depth interviews with teachers both in person and online via WhatsApp, deaf students, parents, and documentation. The results show that teachers act as communication facilitators, designers of visual learning strategies, and mediators between deaf children and hearing children. Teachers develop deaf children's sign language skills through curriculum adjustments, the use of BISINDO in every classroom interaction, the habit of two-way communication, and emotional support. The inclusive environment at Rumah Ceria Medan allows deaf children to be more confident in using sign language, understanding lessons, and actively participating in social interactions at school. This study confirms that the role of teachers is crucial in creating an equitable and communicative learning space for deaf children in inclusive education.