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Similar to other students, students with hearing impairment in inclusive schools should receive adequate support systems to overcome various difficulties, especially in terms of communication. Learners are no longer homogenous; however, in reality teachers in inclusive schools tend to be unprepared for providing services to learners with hearing impairments in their inclusive classes. Teachers sometimes emphasize the use of oral communication by ignoring the manual approach. Regarding this matter, bilingual/bicultural education for children with hearing impairment can be an alternative of teaching and learning. This research aims to examine bilingual/bicultural education for learners with hearing impairment in an inclusive school setting. It adopted the systematic literature review (SLR) approach using PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method to investigate the literature focused on the alternatives modes of communication. The bilingual/bicultural philosophy is the liberation of individuals in their choice of communication modes that can be used separately or even combined without any limitations or dichotomies. In order to achieve effective communication, teachers are faced with various choices, namely among (1) Auditory System; (2) Speechreading; (3) Manual Codes; (4) SIBI/Bisindo; or other alternative approaches to achieve bilingual/bicultural education for children with hearing impairment. The implications of this research is teachers’ attitude in determining effective communication modes. Keywords—bilingual/bicultural education; children with

Bilingual / Bicultural Education for Children with Hearing Impairment