Unlocking the Potential of Deaf Children in Special Education Schools

• Ahmad Budi Santoso

  STKIP PGRI Sumenep

  Author

• Ahmad Firdausi Aminullah

  STKIP PGRI Sumenep

  Author

• Mellia Putri

  STKIP PGRI Sumenep

  Author

• Mas'odi

  STKIP PGRI Sumenep

  Author

The academic performance of deaf children is often lower compared to that of children without hearing impairments, due to limitations in understanding the subject matter presented verbally. However, in nonverbal lessons, deaf children demonstrate development comparable to that of normal children. This study aims to analyze the collaboration between parents and teachers in supporting the achievements of deaf children at SLB Cinta Ananda, focusing on the factors that influence the effectiveness of this collaboration. The research method used is a literature study with a descriptive-analytical approach. Data were collected through scientific literature, interviews, and in-depth observations. The results of the study indicate that good collaboration between parents and teachers has a significant impact on the academic and social development of deaf children. Teachers play the role of educators and motivators at school, while parents serve as the primary supporters at home. This support includes monitoring learning, providing emotional motivation, and maintaining intensive communication. Optimal collaboration between parents and teachers is essential to create an inclusive learning environment that meets the needs of deaf children. This study recommends strengthening communication, providing sign language training for teachers, and encouraging active parental involvement in school activities as strategic steps to enhance the achievements of deaf children.

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