![](bg4.png)
based on the empirical fact that hearing impaired
children have limitations in sound or sound
perception, the impact is the impediment of language
development and speech to deaf children. As a result
of the limitation of speech and communication skills
in extreme conditions, deaf children who are not
educated look like a fool, indifferent, not
communicative, and difficulty adapting (Efendi,
2017b).
Starting from that thinking, important things to
consider in order to maximize the potential
development of children with hearing impairment
include: (1) early child start to school all the time
directed and used to develop language and
communication skills, (2) development of good
communication skill at children with hearing
impairment, it is hoped that they will be able to open
up the isolation of their limitations in the field of
languages and communications (Efendi, 2017a).
Because of the bigger goals, the main target of
education for children with hearing impairment is the
same as other normal children, that is, to create
skilled, intelligent, faithful, pious, noble,
independent, creative learners to become a
democratic and responsible citizen.
The last activity, before ending learning activities
there are some related activities that should be done
by teachers, including: make conclusions or
summaries on each material / theme taught, inform
the program activities that have been implemented
and level achievement, inform the action plan
activities continue with what has been learned or
trained, providing insight into the material you have
learned to apply in your daily life. Associated with the
final session of learning, it turns out 67.57% of
special education teachers admitted experiencing
difficulties. This condition occurs, originating from
the same cause as before.
Theoretically, under any circumstance, ideally a
specialized teacher of professional education in the
context of learning, in addition to having the ability
to make informed decisions in organizing learning,
also can implement and evaluate learning (Burden
and Byrd, 2007). More specifically, the
professionalism of teachers is reflected in: their
ability: (1): plan what should be prepared in the
learning process, (2) create situations, lead, stimulate,
move and direct learning activities according to plan,
(3) the learning process based on established criteria,
both on the aspect of activity activeness and product
qualification (Makmun, 2003).
Recognizing the difficulties experienced by
special education teachers when interacting
accurately with deaf children in the learning process,
they recognize the importance of fiscal learning
media aid that can be used as a bridge for the
interaction between teachers with students and among
the deaf students. For that reason, 76.98% of
respondents think that there is a need for alternative
media that is feasible to help of difficulties special
education teachers on scouting education, easy to
access by deaf students based on ICT, and able to
improve communication of special education
teachers with deaf children, or among fellow children
deaf.
Starting from the learners who became the target
in this research is still in the category of concrete
Operational. Then the use of 2D and 3D images in
one multimedia format when implemented properly
can certainly have a positive effect. Jusoh & Majid
(2017) concluded the results of his research, The
application of PECS successfully stimulates utterance
among the students. This study is expected to enhance
communication and social interaction development of
children. Research on the use of similar media about
the prototype of the pictorial book has contributed to
improving deaf children's understanding of nature
and its surroundings, especially, through the ability to
read and understand the meaning of language, the
ability to write and understand the meaning of
language, as well as a functional knowledge of the
language (Efendi, 2017b). The findings show that text
with pictures can help to improve reading
comprehension for students with hearing impairment
(Razalli and Thomas, 2018), the scientific approach
of image media in learning to read the understanding
of procedure text succeeded in improving the learning
result of deaf students (Hastuti and Muhari, 2017).
Whenever 2D and 3D media are elaborated into
the format of pop up augmented reality book was able
to increase the autistic student appreciation on objects
introduced to him (Nazaruddin and Efendi, 2018).
The indicator can be seen from the increased interest
in design, the duration of observation, exploration of
curiosity, and mastery of message content,
communication when observing objects or things
introduced to them. Undoubtedly, the proper use of
multimedia in every learning has a positive impact on
the quality of learning, the indication as seen from the
increase in motivation, enthusiasm, and
understanding of learners. The effect of learning
outcomes of learners has increased both individually
and in groups (Rusmiyati, Nurkamto and Haryanto,
2014), will stimulate thoughts, feelings, concerns,
and wishes of students to encourage the learning
process more interactive and communicative and can
enhance students' learning experiences become more
concrete (Atmawarni, 2016). In general,
3