TEACHING STRATEGIES FOR DEVELOPING WRITING SKILLS IN DEAF AND HARD OF HEARING (DHH) STUDENTS
A CASE STUDY OF SPECIAL NEEDS TEACHERS
DOI:
https://doi.org/10.21009/ishel.v1i1.57364Kata Kunci:
writing learning strategies, DHH students, teacher perspectiveAbstrak
This study investigates the writing learning strategies employed by teachers for deaf and hard of hearing (DHH) students in Indonesian special needs schools (SLB), focusing on a case study at SLB Sana Dharma in Jakarta. Using a qualitative case study design, data were collected through semi-structured interviews and direct classroom observations involving three teachers who teach DHH students in grades 1, 2, and 4. The findings reveal that DHH students encounter significant challenges in developing writing skills, particularly due to limited linguistic access and insufficient exposure to morphosyntactic features such as affixation and reduplication. Many students are found to be in the early stages of writing development, often producing isolated words or simple sentences, while compound and complex sentence structures remain difficult to master. The study highlights the effectiveness of translanguaging strategies and visual media in supporting language comprehension and written expression. Moreover, active parental involvement and teacher fluency in sign language play critical roles in fostering a supportive learning environment. The study’s implications suggest the need for a more flexible and differentiated curriculum that addresses the unique needs of DHH learners. This case study contributes meaningful insights into improving instructional practices and promoting the writing development of DHH students in inclusive and special education contexts.
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