Science Learning For Children With Hearing Impairment In Junior High School
Abstract
This study examines the science learning process for children with hearing impairments in junior high schools. Using qualitative descriptive methods with direct observation in several elementary schools with deaf students, this study aims to understand the learning strategies implemented and the challenges faced in delivering science material. The observations reveal a variety of learning approaches tailored to the communication needs of children with hearing impairments, including the use of visual media and sign language. These findings provide important insights into the need to adapt teaching methods to ensure effective and inclusive science learning for students with hearing impairments.
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DOI: https://doi.org/10.17509/jassi.v25i1.92227
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