Pola Komunikasi Interpersonal Guru Kelas dan Siswa Disabilitas Grahita dalam Meningkatkan Kemandirian di Sekolah Luar Biasa Negeri Jember

Abstract

Students with intellectual disabilities are children who experience a condition of intellectual mental retardation, resulting in them experiencing several obstacles including difficulties in communication and independence. Therefore, class teachers at Sekolah Luar Biasa Negeri Jember must use interpersonal communication patterns that are in accordance with the abilities of each student with mental disabilities to increase their independence. The purpose of this research is to find out and describe the communication patterns that occur between class teachers and students with grahita disabilities and describe the ways that class teachers do in increasing the independence of students with grahita disabilities at Sekolah Luar Biasa (SLB) Negeri Jember. The research method used is using a qualitative approach with descriptive research type. Description of the results of this study are: interpersonal communication patterns of class teachers and students with grahita disabilities are using, 1) using dyadic communication patterns, 2) using verbal communication accompanied by non-verbal communication carried out simultaneously. The way class teachers increase the independence of students with grahita disabilities is 1) training independence at school with self-help and coordinating with parents so that independence is also taught at home, 2) getting used to using a clear, easy-to-understand and brief language context so that students do not need to be directed at pointing like a child.