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Challenges and Learning Strategies for Deaf Students in Special Education Elementary Schools

A Systematic Literature Review

Authors

  • Rika Nurhamida

    Universitas Trunojoyo Madura

    Author

  • Nova Estu Harsiwi

    Universitas Trunojoyo Madura

    Author

DOI:
https://doi.org/10.70078/a3q0ej45
Keywords :
Challenges, Solutions, Deaf Education, Inclusive Elementary Education, Systematic Literature Review
Abstract

The education of deaf children in Special Elementary Schools (SDLB) faces various challenges that require specific strategies. This study aims to identify and summarize the challenges and solutions for the education of deaf children through a Systematic Literature Review of 23 published articles from 2020 to 2024. Data were collected from the Scholar, Dimensions, and Core databases using strict inclusion and exclusion criteria. The findings indicate that the main challenges stem from limited infrastructure, insufficient teacher training, communication barriers, low student motivation, and limited learning materials. The solutions identified include teacher training, the use of interactive and visual media, and parental involvement in the learning process. This study concludes that improving teacher competence, providing adaptive learning tools, and strong social support are key factors in the success of deaf children's education. These findings have implications for the development of inclusive education policies and practices in Indonesia. This study opens up opportunities for further exploration of parental involvement and educational technology in the context of learning for children with special needs. A deep understanding of these challenges is essential for creating a more humane and inclusive education.

References

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Published
2025-09-30
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Vol. 2 No. 1 (2025): September
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Research Article
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How to Cite

Challenges and Learning Strategies for Deaf Students in Special Education Elementary Schools: A Systematic Literature Review. (2025). KOLEKTIF: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 2(1), 31-44. https://doi.org/10.70078/a3q0ej45

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