BARRIERS TO LEARNING MATHEMATICS IN INCLUSION CLASSROOMS: PERSPECTIVES OF DEAF STUDENTS AND TEACHERS

Abstract

This study describe teachers and students with deafblindness perceive the difficulties of learning
mathematics in the inclusive classroom. The purpose of this study was to find the problems faced
by both of them when learning mathematics in the inclusive classroom. This study used a
descriptive qualitative approach with data collection through observation, interviews, and
documentation. Two deaf students and two maths teachers who teach in the inclusive class were
involved in this study. The results of the study, it can be concluded that in the learning process in
the inclusion class there are obstacles that come from internal factors, in the implementation of
learning, and social factors. The lack of encouragement and interest of deaf students to learn
mathematics is the main obstacle for students and teachers. Meanwhile, some of the challenges
faced by students include the teacher's difficulty in choosing various learning approaches,
processing materials for deaf students, each of whom has a different level of ability, the lack of
availability of learning media and facilities provided by the school, and the lack of special
assistant teachers at school.
Keywords: Learning Disabilities, Math, Inclusive Class, Deaf Student, Teacher