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The Role of Teachers in Building Access to Mathematics Learning for Deaf Students in Public Elementary Schools

Artigo2026

Syifa Zia Muharni; Siti Faizah ORCID; Riska Pristiani ORCID

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Resumo

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.

Dados da obra

Tipo
Artigo
Periódico
SITTAH, v. 7, n. 1
Editora
LPPM IAIN Kediri
Ano
2026
Idioma
en
Palavras-chave
Classroom Teachers; Deaf Students; Inclusive Education; Mathematics Learning Access; Public Elementary School
Temas
Avaliação, Inclusão
DOI
10.30762/sittah.v7i1.8500
ISSN
2745-4479, 2745-4487
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/11/2026 · verificada em 01/11/2026

Como citar

ABNT
MUHARNI, Syifa Zia; FAIZAH, Siti; PRISTIANI, Riska. The Role of Teachers in Building Access to Mathematics Learning for Deaf Students in Public Elementary Schools. SITTAH, v. 7, n. 1, 2026. DOI: https://doi.org/10.30762/sittah.v7i1.8500.

APA

Muharni, S. Z., Faizah, S., & Pristiani, R. (2026). The Role of Teachers in Building Access to Mathematics Learning for Deaf Students in Public Elementary Schools. SITTAH, 7(1). https://doi.org/10.30762/sittah.v7i1.8500

BibTeX
@article{muharni2026,
  author = {Muharni, Syifa Zia and Faizah, Siti and Pristiani, Riska},
  title = {The Role of Teachers in Building Access to Mathematics Learning for Deaf Students in Public Elementary Schools},
  year = {2026},
  journal = {SITTAH},
  volume = {7},
  number = {1},
  publisher = {LPPM IAIN Kediri},
  doi = {10.30762/sittah.v7i1.8500},
  language = {en}
}
RIS
TY  - JOUR
AU  - Muharni, Syifa Zia
AU  - Faizah, Siti
AU  - Pristiani, Riska
TI  - The Role of Teachers in Building Access to Mathematics Learning for Deaf Students in Public Elementary Schools
PY  - 2026
JO  - SITTAH
VL  - 7
IS  - 1
DO  - 10.30762/sittah.v7i1.8500
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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