BAHASA ISYARAT SEBAGAI AKSES KOMUNIKASI INKLUSIF BAGI KESEJAHTERAAN KOMUNITAS TULI DI KOTA PALEMBANG
Keywords:
Sign Language, Inclusive Communication, Deaf Community, Palembang CityAbstract
Equal access to communication is a fundamental requirement for achieving social well-being among the Deaf community in Palembang. Sign language, as a visual–gestural linguistic system, serves a strategic function in ensuring access to information, expanding opportunities for social participation, and strengthening cultural identity within the Deaf community. This study aims to analyze the role of sign language in supporting inclusive communication, identify barriers to accessing public communication, and examine the contribution of Deaf community organizations in promoting social well-being. A descriptive qualitative approach was applied, employing participatory observation, documentation, and literature review techniques. The findings indicate that the use of Indonesian Sign Language in organizational activities, public services, and official forums helps reduce communication barriers between Deaf and hearing communities and improves inclusive communication literacy. However, major challenges persist, including limited availability of sign language interpreters, low sign language literacy in society, and inadequate accessible information media. These findings align with the principles of Inclusive Communication Theory, Information Accessibility Theory, and Social Participation Theory, which emphasize that linguistic access is essential for equitable involvement in social processes. Therefore, sign language functions not only as a communication medium but also as an instrument for advancing social inclusion and the well-being of the Deaf community at the local level.
Downloads
References
Booth, T., & Ainscow, M. (2020). The index for inclusion: Developing learning and participation in schools. Bristol: Centre for Studies on Inclusive Education.
Hernández, M., & Barrenechea, M. (2021). Accessibility and social participation for persons with disabilities. Journal of Inclusive Communication Studies, 8(2), 115–129.
Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., Rathmann, C., Smith, S. R. (2022). Language access and Deaf participation in public life. Journal of Deaf Studies and Deaf Education, 27(3), 345–357.
Kementerian Sosial Republik Indonesia. (2023). Pedoman layanan komunikasi inklusif bagi penyandang disabilitas. Jakarta: Kementerian Sosial RI.
Ladd, P. (2003). Understanding Deaf culture: In search of Deafhood. Clevedon: Multilingual Matters.
Lane, H. (1992). The mask of benevolence: Disabling the Deaf community. New York: Alfred A. Knopf.
Marschark, M. (2022). Language, learning, and access for deaf individuals in inclusive educational settings. Oxford: Oxford University Press.
Nover, S. M., Christensen, K. M., & Lopez, S. (2023). Interpreting services and access equity for Deaf communities in public institutions. International Journal of Disability Studies, 14(2), 112–128.
Padden, C., & Humphries, T. (2005). Inside Deaf culture. Cambridge, MA: Harvard University Press.
Perdana, A., & Yuniarti, S. (2021). Tantangan layanan juru bahasa isyarat pada pelayanan publik di Indonesia. Jurnal Pengabdian Masyarakat Inklusif, 6(2), 77–88.
Skutnabb-Kangas, T. (2012). Linguistic human rights for Deaf communities: Sign languages as minority or indigenous languages. International Journal of the Sociology of Language, 217, 155–178.
Supena, I. (2019). Bahasa isyarat dan penguatan identitas Tuli. Jakarta: Pusat Studi Disabilitas Indonesia.
U.S. Department of Justice. (2020). ADA requirements: Effective communication. Civil Rights Division.
UNESCO. (2018). Guidelines on inclusive communication. Paris: UNESCO Publishing.
World Federation of the Deaf. (2021). WFD position paper on sign language rights and accessibility. Helsinki: WFD Publications.
Yusuf, M., & Handayani, R. (2020). Implementasi komunikasi aksesibel dalam pelayanan administrasi publik bagi penyandang disabilitas rungu. Jurnal Administrasi Publik dan Kebijakan, 5(3), 215–230.
