Perspectives of Peers as a Microsystem for Supporting Deaf Students in Inclusive Elementary Schools

Abstract

Peers play a crucial role in facilitating student participation, fostering interaction and unlocking the potential for development, thereby providing an experiential glimpse into living within inclusive or diverse societal settings. This study delves into the perspectives of peers regarding the inclusion of their hearing-impaired counterparts within the classroom microsystem. Focused on the relatively unexplored terrain of typical peers' viewpoints on the presence of hearing-impaired students, this research engages one hundred and twenty-one peers from students with hearing impairments at regular elementary school levels in Banjarbaru City, Indonesia, and their teachers from six classes across different schools. The recruitment process utilized purposive sampling for interviews and a questionnaire, with the gathered data subjected to thematic analysis. Employing the Miles & Huberman model, the data analysis follows a three-fold path encompassing data reduction, presentation, and conclusion/verification. The study underscores the significance of peer management within the microsystem, highlighting its role in aiding the development of proximal zones in the classroom for students with hearing impairments. Drawing from the findings, the study recommends two key interventions. Firstly, teachers are encouraged to foster understanding among peers about hearing-impaired students through targeted learning activities, thereby transforming the microsystem into a supportive environment. Secondly, within the classroom microsystem, both teachers and peers are urged to establish a common language applicable to all elements of the class. This concerted effort aims to enhance communication and interaction, fostering an inclusive and supportive learning environment for all students.