Dynamics of Oral Communication in Inclusive Language Learning for Deaf Students
DOI:
https://doi.org/10.20961/imscs.v3i1.1156Keywords:
inclusive classroom, oral communication, multimodal pedagogy, deaf education, Universal Design for LearningAbstract
This study examines the dynamics of oral communication in language learning among deaf students in inclusive school settings. The research focuses on how multimodal approaches integrate oral, visual, and kinesthetic methods supported by the Universal Design for Learning (UDL) framework outlined in CAST (2018), and how these approaches operate within the context of inclusive classroom communication in Indonesia. Employing a qualitative case study design, the study investigates oral communication practices through classroom observations, interviews with teachers and students, and document analysis conducted in two inclusive schools in Central Java, Indonesia. The findings indicate that oral communication among deaf students occurs through multimodal mediation that combines hand gestures, speech, lip-reading, and assistive technologies. Teachers functioned as linguistic mediators who bridge spoken language with sign-based cues, while peer interactions play a key role in reinforcing students’ comprehension and participation. The study highlights that oral language learning becomes more effective when visual supports, adaptive acoustic learning environments, and inclusive community collaboration. This research contributes to inclusive pedagogy by demonstrating that oral communication and sign-based modalities can coexist harmoniously within linguistically and culturally diverse classrooms.
References
Anderson, I., Weichbold, V., & Phillips, L. (2018). “Cochlear implant early outcomes synthesis.” International Journal of Pediatric Otorhinolaryngology Reviews. Vol 119. doi: 10.1016/j.ijporl.2018.03.023
Bintoro, T. (2023). “Teacher strategies in teaching sign and speechreading for deaf learners.” Cogent Education. Vol. 10, no. 1, doi: 10.1080/2331186X.2023.2187264
Buchanan-Worster, E., Parisi, M., & Peachey, S. (2020). “Speechreading and phonological awareness in deaf children.” Journal of Speech, Language, and Hearing Research. Vol. 63, no. 4. doi: 10.1044/2020_JSLHR-19-00214
Byatt, T. J., Duncan, J., & Dally, K. (2023). “Social capital and identity development among d/Deaf adolescents.” Disability & Society. Vol. 38, no. 1, pp. 32–50. doi: 10.1080/09687599.2023.2173100
CAST. (2018). Universal Design for Learning Guidelines 2.2. [Online]. Available: https://udlguidelines.cast.org
Cope, B., & Kalantzis, M. (2020). A Pedagogy of Multiliteracies: Learning by Design. 2nd ed., Cham: Springer. doi: 10.1007/978-3-030-49706-0
Dostal, H. M. (2025). “Literacy interventions using signed languages: A scoping review.” Behavioral Sciences. Vol. 15, no. 8, 2025. doi: 10.3390/bs15080676
Geng, M., Liu, S., & Yu, J. (2021). “Speech recognition for disordered speech and implications for assistive technology.” Interspeech Proceedings. doi: 10.21437/ Interspeech,2021
Humphries, T., Kushalnagar, P., Mathur, G., & Napoli, D. J. (2020). “Language choices for deaf children in inclusive education.” Deafness & Education International. Vol. 22, no. 4, pp. 233–248. doi: 10.1080/14643154.2020.1759218
Khan, R. (2025). “Successful inclusion through Universal Design for Learning.” Frontiers in Education. Vol. 10. doi: 10.3389/feduc.2025.1567341
Mayer, C.C. (2023). “Communication, language, and modality in the education of deaf students.” Education Sciences. Vol. 13, no. 10, pp. 1033–1045. doi: 10.3390/educsci13101033
McGregor, S., & Brown, K. T. (2022). “Language outcomes after cochlear implantation: A systematic review.” International Journal of Pediatric Otorhinolaryngology. Vol. 149. doi: 10.1016/j.ijporl.2021.110896
Meinzen-Derr, J., Wiley, K., & Altaye, M. (2019). “Enhancing language in children who are deaf/hard-of-hearing using AAC technology strategies.” International Journal of Pediatric Otorhinolaryngology. Vol. 125, pp. 23–31. doi: 10.1016/j.ijporl.2019.07.030
Meinzen-Derr, J., Wiley, S., & Grether, S. (2019). “AAC strategies supporting spoken language in D/HH learners.” International Journal of Pediatric Otorhinolaryngology. Vol. 133, 2019. doi: 10.1016/j.ijporl.2019.109967
Meinzen-Derr, J., Wiley, S., & Grether, S. (2021). “A technology-assisted language intervention for children who are deaf/hard-of-hearing: Randomized clinical trial.” Pediatrics. Vol. 147, no. 2. doi: 10.1542/peds2020-0411
Miles, M. B., Huberman, A. M., & Saldana, J. (2021). Qualitative Data Analysis: A Methods Sourcebook (4th ed.). Thousand Oaks: SAGE.
Napier, J., et al. (2020). “Sign language teaching for hearing parents: Implications for family inclusion.” Deafness & Education International. Vol. 22. doi: 10.1080/14643154.2020.1772619
Nugraha, S., Rahmawati, A., & Widyastuti, P. (2022). “Inclusive education for deaf students in Indonesia: Teacher challenges.” Journal of Inclusive Pedagogy. Vol. 7, no. 2, pp. 89–102.
Putri, A., Ningsih, R., & Fitriani, F. (2024). “Inclusive classroom communication in the Indonesian context.” Asian Journal of Inclusive Education. Vol. 10, no. 3, pp. 65–78, 2024.
Rahmawati, A., & Setiawan, D. (2021). “Teachers’ multimodal strategies in teaching deaf students.” Indonesian Journal of Special Education. Vol. 5, no. 1, pp. 45–58. doi: 10.17509/ijose.v5i1.35121
Saldana, J. (2021). The Coding Manual for Qualitative Researchers. 4th ed. London: SAGE Publications.
Snoddon, K., & Madaparthi, K. (2023). “Online ASL teaching model and multimodal mediation.” Deafness & Education International. Vol. 25, no. 1, pp. 4–20. doi: 10.1080/14643154.2023.2174452
Swanwick, R., & Gregory, S. (2019). “Deaf education and inclusive practice: Teacher agency in policy and pedagogy.” International Journal of Inclusive Education. Vol. 23, no. 6, pp. 588–603. doi: 10.1080/13603116.2018.1441331
Taylor, K. (2020). “Universal Design for Learning and deaf students in distance learning.” ERIC Resources Report. [Online]. Available: https://files.eric.ed.gov/fulltext/ED608542.pdf
Tomblin, J. B., et al. (2018). “Outcomes of hearing-aid fitting in children: The LOCHI longitudinal study.” International Journal of Audiology. Vol. 57, no. S2, pp. S26–S35. doi: 10.1080/14992027.2017.1405280
Tomblin, J. B., Harrison, M. E., & Ambrose, C. R. (2020). “Aided hearing moderates the academic outcomes of children with hearing loss.” Ear and Hearing. Vol. 41, no. 5, pp. 1101–1113. doi: 10.1097/AUD.0000000000000832
UNESCO. (2017). Unpacking Sustainable Development Goal 4: Education 2030, Paris. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000246300
UNESCO. (2020). A Guide for Ensuring Inclusion and Equity in Education, 2nd ed. Pari. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000374817
Wilbur, R. B. (2018). “Visual language modalities and bilingual education for the deaf.” Journal of Deaf Studies and Deaf Education.
Wilbur, R. B. (2019). “Visual modality and language learning in deaf education.” Journal of Deaf Studies and Deaf Education. Vol. 24, no. 1, pp. 3–17. doi: 10.1093/deafed/eny030
Zaitseva, G., Huttunen, K., & Lehtomäki, E. (2022). “Acoustic accessibility in inclusive classrooms: Challenges and solutions.” European Journal of Special Needs Education. Vol. 37, no. 4, pp. 541–556. doi: 10.1080/08856257.2020.1848832
Zeshan, U., de Meulder, M., & Kusters, A. (2021). “Multimodal communication and pedagogy in deaf education.” Linguistics and Education. Vol. 63, p. 100930. doi: 10.1016/j.linged.2021.100930
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Interdisciplinary and Multidisciplinary Studies: Conference Series
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
