Rivaldo, Muhammad (2025) Bentuk Komunikasi Guru dengan Anak Down Syndrome Fase Fondasi Di Sekolah Luar Biasa (SLB) Pelita Nusa Pekanbaru. Other thesis, Universitas Islam Riau.

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Abstract

Children with Down syndrome, a chromosomal disorder presenting challenges in physical and mental development, often exhibit unique learning characteristics, particularly in verbal communication and emotional regulation. The critical role of effective communication as a foundation for their social interaction and learning underscores this study's rationale, emphasizing the need for adaptive, individualized approaches. This research focuses on the forms of interpersonal communication employed by teachers with children with Down syndrome in the foundation phase at SLB Pelita Nusa Pekanbaru. The primary objective is to thoroughly describe how teachers facilitate interaction and learning for these children during their early developmental stages through both verbal and nonverbal communication. Utilizing a descriptive qualitative approach, the study involves dedicated teachers at SLB Pelita Nusa Pekanbaru as subjects, with the research object centered on the specific communication forms they implement. Data was collected through in-depth interviews with teachers and participatory observation in the classroom. The findings reveal that teachers' interpersonal communication is a strategic blend of simple, repetitive verbal communication, often accompanied by personal greetings and praise, and dominant nonverbal cues like supportive physical touch, positive facial expressions, and eye contact. This combination is crucial for building connections, managing mood, and motivating children with Down syndrome to engage in learning. Thus, interpersonal communication serves as an essential foundation, enabling the effective transmission of basic academic learning processes, such as writing, reading, and object recognition, while simultaneously strengthening children's emotional bonds and fostering independence.

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