Desfitry, Lushyana (2025) Ambaran Keterampilan Komunikasi Interpersonal Guru Dalam Mengajar SLB. Other thesis, Universitas Islam Riau.

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Abstract

Communication, by definition, is interactive and always occurs within a relationship. This means that we need theories of interaction to understand it and to differentiate between effective and ineffective communication. It also implies that the quality of relationships and the quality of communication are closely interconnected. Teachers for children with special needs (ABK) are educators with expertise in handling students with special needs, both in regular and inclusive classrooms. These teachers act as facilitators, mentors, and companions who help students reach their full potential. This study aims to provide an overview of teachers’ interpersonal communication skills in teaching at Special Needs Schools (SLB). The study involved two participants who work as ABK teachers at SLB. The data collection techniques used in this research were interviews and observation. This study is categorized as a case study. The data analysis techniques used were data collection, data reduction, data display, and conclusion drawing. The results indicate that teachers demonstrate a high level of self-awareness in carrying out their roles. They understand that teaching students with special needs requires more than just delivering material—it involves adapting communication styles, understanding students’ emotions, and managing their own feelings wisely. The teachers’ emotional responses to various challenges are also notably positive—they display empathy, patience, and openness to feedback from parents and colleagues. Adaptive, patient, and empathetic interpersonal communication has proven to not only help students comprehend learning material but also serve as a crucial tool in supporting students' emotional and behavioral regulation in the classroom.

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