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Deaf children experience obstacles in language development and speech because there is no sound imitation process. They need speech and language coaching in accordance with the level of hearing loss. Lack of understanding both oral and written language often causes deaf children to misinterpret something that can be a pressure for his emotions. This pressure can cause deaf children to show an attitude of self-closing, aggressive action and lack of confidence. The expected results of this activity are as follows: (1) Enriching the knowledge of special supervisor teachers about the characteristics of deaf learners, effective communication strategies for deaf learners, causes and classification of medical impairments, and total communication through the Indonesian sign language system (SIBI) for deaf learners, and (2) Enhancing skills of special counsellor teachers in communicating effectively with deaf learners and the application of total communication through the Indonesian sign language system (SIBI) for deaf students. The subjects of the training were school principals, inclusive coordinators, and special counselling teachers in 14 partner schools with 40 teachers who were trained over three days to gain knowledge and skills about the Indonesian Language Sign System (SIBI). The activities were conducted on campus and partner schools for three weeks according to the planned procedure by involving community service team members with the appropriate scientific background. The researchers, in these activities, were intended to make materials and gave comprehensive training including: (1) characteristics of deaf learners, (2) effective communication strategies for deaf learners, (3) causes and classification of medical impairments, (4) total communication through Indonesian sign language system (SIBI) for deaf students and (5) the practice of applying total communication through Indonesian sign language system (SIBI) for deaf students. Keywords—indonesian sign language; special teacher; children with hearing impairment; inclusive education.

Are Indonesian Sign Language and Total Communication Beneficial for Teachers in Inclusive School?