Implementing Problem-Based Learning and Parental Collaboration in Inclusive Education for Deaf Students

This study investigates the implementation of Problem-Based Learning (PBL) and parental collaboration in enhancing inclusive education for students with hearing impairments at SLB B Beringin Bhakti. Deaf and hard-of-hearing students face unique challenges in processing auditory information, which affects their language development, cognitive abilities, and social growth. To address these challenges, educators at the school employ PBL strategies supported by visual aids and concrete learning materials, aiming to make the learning experience more accessible and practical. Additionally, parental involvement plays a crucial role in reinforcing learning beyond the classroom. Parents maintain active engagement through open, continuous communication with teachers, helping to bridge communication gaps and foster stronger emotional investment in their children's education. This research adopts a descriptive qualitative approach, collecting data through observation, document review, and in-depth interviews. The findings highlight the importance of adaptive teaching strategies combined with sustained family support in creating a more effective, inclusive, and empathetic educational environment for deaf students. This study contributes to the growing discourse on inclusive education by demonstrating how collaborative efforts between schools and families can support students with special needs more holistically.