The Role of Peer Support on Social Interaction of Hearing and Hearing Impairment Students in Buleleng Inclusive School

Ni Made Ayu Widhiantari Putri, Rachel Christ Natalia Br Marbun, Made Hery Santosa, Gde Arys Bayu Rewa

Abstract


Inclusive education acknowledges students’ diverse needs, including those with hearing impairments who often face communication barriers. This study aimed to examine the role of peer support in shaping the social interactions between hearing and hearing-impaired students in a sixth-grade inclusive classroom in Buleleng, Bali. A descriptive qualitative approach was used, with data collected through classroom observations and interviews, then analyzed using thematic analysis. The results showed that peer support facilitated emotional, social, and academic development through the use of Kata Kolok, a local sign language that helped bridge communication gaps. However, hearing students’ limited proficiency in Indonesian Sign Language and the difficulty in translating academic material posed challenges. Because consistent interaction is key to building empathy and inclusion, the lack of frequent engagement hindered inclusivity. Therefore, the study recommends sign language training for hearing students and strategies to encourage regular interaction. These efforts are crucial in fostering a more inclusive, respectful, and empathetic learning environment for all students.

Keywords


Hearing impairment; Inclusive education; Peer support; Social interaction

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References


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DOI: https://doi.org/10.17509/ijcsne.v6i1.90875

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