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The ability to speak and speaking are the initial ability that children must have as asset to be able to interact and communicate as well as the children with Down syndrome. Lack of parent’s awareness and lack of appropriate textbooks for Down syndrome children are often become the obstacle towards the development of Down syndrome children. Communication learning with the right method is substantial towards the success of teaching patterns for the children with Down syndrome, including the use of illustrations in communication guide books. In this research, descriptive research method approach was used, supported by data collection instruments namely interviews, observation, and documentation. Within the interview, the in-depth interview was used, non-participative observation, and literature studies. Qualitative description involves the process of conceptualization and generates the formation of classification schemes. This descriptive qualitative Marina Wardaya USE OF ILLUSTRATIONS IN THE COMMUNICATION GUIDEBOOK FOR DOWN SYNDROME CHILDREN, 146 162 247 research described the use of illustrations in the communication handbook for Down syndrome children. The researcher conducted research in a natural setting and let the events to be examined to flow without controlling the object being examined merely through an interpretive (subjective) approach. The results of this study are expected to be beneficial for parents, teachers and children with Down syndrome’s teaching about communication.

Use of illustrations in the Communication Guidebook for Down Syndrome Children