<![CDATA[Mathematics learning in inclusive elementary schools still faces challenges in providing deaf students with meaningful access to learning, primarily due to communication barriers, the complexity of abstract mathematical language, and limited learning resources. Therefore, classroom teachers play a strategic role in ensuring access to learning by implementing strategies, communicating, and using media appropriate to deaf students' learning needs. This study aims to examine the role of classroom teachers in building access to meaningful mathematics learning for deaf students in inclusive public elementary schools. This qualitative case study was conducted at SDN Junrejo 01. Data were collected through interviews with one second-grade teacher, two second-grade deaf students (P1 and P2), and the school's inclusion coordinator. The study found that teachers build access to mathematics learning by identifying students' initial abilities, independence, and individual characteristics; using pictures, concrete objects, simple language, verbatim explanations, repetitive instructions, and tailored communication strategies; and adapting materials, assignments, and assessments to gradually build foundational concepts. These findings suggest that access to mathematics for deaf students requires classroom strategies, parental support, and school support systems. This study contributes to inclusive mathematics education by highlighting the importance of integrated support from teachers, families, media, and schools. In practice, inclusive elementary schools need to strengthen coordination among class teachers, inclusion coordinators, parents, assistant teachers, and resource room services to ensure that concrete media, communication adjustments, and learning assistance are consistently provided.]]>
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