Deaf children's communication needs in social environments: A hearing perspective

Prinanda Gustarina Ridwan; Tati Hernawati; Ana Fatimatuzzahra; Aini Qurotullain; Zulfa Rahmah Effendi; Reighina Faridah Solihah; Sarmita Anatasya; Shofiyyah Ilma Nafisah Sakha

doi:10.17509/curricula.v5i3.828

Authors

Prinanda Gustarina Ridwan Universitas Pendidikan Indonesia
Tati Hernawati Universitas Pendidikan Indonesia
Ana Fatimatuzzahra Universitas Pendidikan Indonesia
Aini Qurotullain Universitas Pendidikan Indonesia
Zulfa Rahmah Effendi Universitas Pendidikan Indonesia
Reighina Faridah Solihah Universitas Pendidikan Indonesia
Sarmita Anatasya Universitas Pendidikan Indonesia
Shofiyyah Ilma Nafisah Sakha Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17509/curricula.v5i3.828

Keywords:

communication needs, deaf children, sign language, social environments

Abstract

Communication is a fundamental need that shapes children's cognitive, social, and academic development, yet deaf children often face communication barriers because most interactions in their environment rely on spoken language. These barriers depend not only on the child's abilities but also on the readiness of the hearing individuals around them, including parents, teachers, and community members. Communication support for deaf children has commonly been designed around the child alone, with limited attention to the communication needs of the hearing environment. This study aimed to identify sign language communication needs within deaf children's social environments from the perspective of hearing individuals to inform the development of more inclusive communication support. The study used a qualitative needs-assessment design and involved parents, teachers, special education students, and community members selected through purposive sampling. Data were collected through in-depth interviews, focus group discussions, and observations, then analyzed thematically with triangulation. The findings show that communication barriers arise from the interaction between children's communication characteristics and environmental readiness, and identify five interrelated needs: sign language proficiency, visual communication elements, visual media, adaptive strategies, and broader environmental support.

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