This study aims to understand the symbolic communication process between teachers and hearing-Impaired students at SKH Negeri 01 Serang City, particularly in building message comprehension, self-identity, social interaction, and social behavior through nonverbal symbols such as BISINDO (Indonesian Sign Language), facial expressions, and body movements. This qualitative study evaluates communication between teachers and hearing-Impaired students at SKH Negeri 01 Serang City within a constructivist paradigm using George Herbert Mead's symbolic interactionism. The research employs a qualitative method to observe and assess interactions between teachers and hearing-Impaired students, specifically examining nonverbal communication, facial expressions, and body movements as symbolic forms that facilitate understanding, identity formation, and social behavior. Data were collected through in-depth interviews, participant observation, and documentation involving two teachers and five high school-level hearing-Impaired students. The study finds that hearing-Impaired students construct understanding through their interpretation of nonverbal symbols such as BISINDO, facial expressions, and body movements, demonstrating cognitive (mental) engagement. Observations revealed that when the teacher asked, "What did you learn last week?" Rizky simply frowned and raised his hands, as if he didn't know. He wasn't just thinking internally, but also demonstrating his thought process through nonverbal symbols that others could observe. This action reflects Rizky's active understanding of the teacher's question. These interactions enable students to build self-identification, as evidenced by confidence and self-identity, while fostering social interaction and social behavior that cultivates a culture of inclusion and communication equality (community) in an inclusive school setting. Meanwhile, teachers symbolically expand interactive spaces and facilitate inclusion. In hearing-Impaired education, social and cultural meanings, identity, and relationships develop through communicative methods that are predominantly nonverbal, such as BISINDO. Supported by cognitive engagement, self-reflection, and an inclusive environment, teachers can bring inclusive attributes into the learning space, ultimately promoting inclusive education.
Larasati et al. (Sat,) studied this question.