Self-Adjustment of Deaf Students Transfer from Special School to Inclusive School

Abstract

This study describes the adjustment process in deaf students who transfer from special schools to inclusive schools. This research uses a qualitative method with case study approaches. The subject for this research is one student in grade 4 elementary school as the main subject. The subject was selected by purposive sampling. Data were collected using semi-structured interviews and analyzed using interpretative phenomenological analysis. The results show that the adjustment of deaf student who transfers from special school to inclusive school include academic adjustment, social adjustment, personal-emotional adjustment, and institutional adjustment. Some adjustments like emotional and social adjustment can be handled because of social support by teachers and peer groups. Because of the difference between the school system and curriculum, the subject shows more problems in academic adjustment.