<![CDATA[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.]]>
