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Shinta Yuni Susilawati
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The Impact of Deafness on Language, Cognition, and Psychology Anisa Ruwaidah; Ramdayani Kasim; Rahma Hamidah; Baiq Nawang Sasih; Alfin Nur Muhammad; Shinta Yuni Susilawati
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Deafness is a hearing loss condition that affects not only auditory function but also various aspects of child development. This study aims to analyze the impact of deafness on language, cognitive, and psychological development based on a systematic literature review. The method used is a qualitative approach with content analysis of 15 scientific articles published between 2016 and 2025. The results show that communication barriers are the primary factor causing delays in language acquisition, difficulties in abstract thinking and verbal problem-solving, and increased vulnerability to psychological disorders such as anxiety, depression, and low self-esteem. Compared to typically developing children, deaf children face higher risks of social isolation and limited peer interaction. However, inclusive educational environments, the use of visual learning media, and consistent psychological support have been proven effective in reducing these barriers. These interventions are particularly beneficial in developing non-verbal academic and social skills. The study concludes that deafness requires a holistic, cross-sectoral approach involving educators, families, and communities to optimize developmental outcomes and improve the overall quality of life for deaf children.The abstract contains 150-200 words and consists of only 1 paragraph, which contains the background, objectives, methods, and results of the research.
Special Speech Habilitation and Sign Language Training Program for Students with Hearing Impairment: A Study of Concepts, Methods, and Evaluation Lalu Muh. Ilham Arif Rahman; Devta Dwi Permana; Gea Nabila Arisyah Putri; Diaul Arsy Sugiman; Shinta Yuni Susilawati; Lia Anatasya
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Children with hearing impairment face significant barriers in verbal and social communication, making structured intervention essential. This article reviews the concept, legal foundation, scope, implementation methods, and evaluation techniques of speech habilitation (bina wicara) and sign language training (bina isyarat) programs for students with hearing impairment in Indonesian special education. Using a qualitative literature review method, twenty scholarly sources published between 2021 and 2025, together with national regulations, were analyzed thematically. The review shows that speech habilitation encompasses articulation, respiration, phonation, prosody, speechreading, and auditory training, guided by developmental theories such as Vygotsky's Zone of Proximal Development and Chomsky's Language Acquisition Device. Commonly applied methods include Auditory-Verbal, Oral-Multisensory, Phonetic-Phonemic, and Total Communication approaches, while sign language instruction relies on the Indonesian Sign Language System (SIBI). Program success depends on early intervention age, technology suitability, parental involvement, and teacher competence. Comprehensive, authentic, and continuous evaluation is essential to ensure individualized and effective services. These findings emphasize the need for an eclectic, evidence-based, and collaborative approach in delivering communication programs for children with hearing impairment.
APPLICATION OF THE SIBI SIGN LANGUAGE SYSTEM TO SUPPORT COMMUNICATION SKILLS OF FOURTH-GRADE DEAF STUDENTS AT SLB ABD NEGERI KEDUNGKANDANG Noviandini Nurwahyu Ummaimiy; Nurfadillah Aisyah Fahirah; Nur Ahwan Fathoni; Agustiana Talan; Zahrani Safitri; Muhammad Arbi Rahman; Shinta Yuni Susilawati
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Communication is a central component of learning for deaf students because limited access to auditory information can affect the acquisition and use of spoken language. This article describes the implementation of the Indonesian Sign System (SIBI) combined with picture flashcards to support communication skills in a fourth-grade deaf student at SLB ABD Negeri Kedungkandang. The article uses a descriptive approach based on the implementation of a learning plan, with observation, simple question-and-answer activities, and documentation of learning performance as the main sources of information. The learning activities focused on recognizing objects in the surrounding environment, matching pictures with words, imitating SIBI signs, arranging word cards, and communicating simple meanings. The implementation showed positive development in the student's ability to follow instructions, recognize and match vocabulary, express object names through SIBI, arrange simple words into meaningful sequences, and participate actively in classroom interaction. The combination of visual media, SIBI, repetition, direct practice, and positive reinforcement supported the student's academic, communicative, social, and independent learning skills. The findings indicate that communication-oriented and visually accessible instruction can provide meaningful support for deaf students when activities are adapted to their abilities and learning needs.
Co-Authors Agustiana Talan Alfin Nur Muhammad Anisa Ruwaidah Baiq Nawang Sasih Devta Dwi Permana Diaul Arsy Sugiman Gea Nabila Arisyah Putri Lalu Muh. Ilham Arif Rahman Lia Anatasya Muhammad Arbi Rahman Noviandini Nurwahyu Ummaimiy Nur Ahwan Fathoni Nurfadillah Aisyah Fahirah Rahma Hamidah Ramdayani Kasim Zahrani Safitri