Inclusive education in Indonesia represents a growing national commitment to ensuring equitable learning opportunities for all students, including those with hearing impairments. Despite progressive policies such as the Salamanca Statement, the Convention on the Rights of Persons with Disabilities, and Indonesia's Law No. 20/2003, the implementation of inclusive practices, particularly in English language instruction, remains fraught with challenges. English, as a compulsory subject and a global skill, poses unique difficulties for hearing-impaired learners who depend on visual and kinesthetic modes of communication rather than auditory input.

This monograph offers a rare, in-depth exploration of English teachers' lived experiences in teaching hearing-impaired students across Indonesian inclusive and special education contexts. Drawing from qualitative interviews, it illuminates the daily realities, emotional labor, and pedagogical ingenuity of teachers navigating under-resourced classrooms. The study reveals systemic obstacles such as limited teacher preparation, absence of sign language training, inadequate learning materials, and lack of assistive technologies. Yet, amid these constraints, teachers demonstrate resilience through creative strategies, employing visual aids, multimodal communication, peer collaboration, and functional English learning to make language accessible and meaningful.

The findings expose a persistent gap between inclusive education policy and classroom practice, showing that inclusion often exists in form rather than in function. Hearing-impaired students continue to face linguistic deprivation, fragmented progress, and restricted participation in English learning. At the same time, teachers struggle without structured institutional or curricular support.

This book is both a critical reflection and a call to action, urging policymakers, educators, and researchers to reimagine inclusive English education through context-sensitive, evidence-based, and teacher-informed approaches. By centering the voices of those who teach and learn within Indonesia's inclusive classrooms, it advocates for an education system that transforms inclusion from rhetoric into reality, ensuring that every learner can communicate, participate, and thrive.

KETERANGAN BUKU:

Judul: Teaching English to The Hearing-Impaired Student 

Penulis: Jati Suryanto, S.Pd., M.Pd., Berliana Farras Rachmawati., Saefurrohman, Ph.D., Maryam Sorohiti, S.S., M.H.Sc

Jumlah Halaman: 235 hal

Ukuran: 14x20 cm