The Role of Teachers in Improving the Social Emotional of Deaf Children in Yakalimu Special School

Abstract

Deaf children often face significant challenges in social interactions and emotional management, making the role of teachers crucial in supporting them. The methodology used is descriptive qualitative with a case study approach, where data were collected through observations, in-depth interviews with teachers, and school document analysis. This study aims to explore the role of teachers in enhancing the social-emotional development of deaf children at Yakalimu Special School (SLB Yakalimu). The results of the study show that teachers at SLB Yakalimu play multifunctional roles, including facilitator, mediator, and motivator. Teachers use specific strategies such as activity-based learning, individual therapy, and positive reinforcement to improve the social-emotional abilities of deaf students. In conclusion, the role of teachers is very significant in supporting the social-emotional development of deaf children, and a holistic and individualized approach is needed to address the challenges they face. This study provides practical implications for educators and policymakers in designing more effective educational programs for children with special needs.