Abstract
Family communication is increasingly recognized as a critical factor in supporting the learning motivation of deaf children, yet empirical studies examining how communication strategies function within the family as a primary learning environment remain limited, particularly in developing-country contexts. This study explores the forms of family communication strategies employed by parents of deaf children, the enabling and constraining factors shaping their implementation, and their implications for children’s learning motivation and engagement. Adopting a qualitative case study design, data were collected through in-depth interviews and participant observation involving two mothers of deaf children in Tegal Regency, Indonesia. The findings reveal that parents employ a range of adaptive communication strategies, including sign language, total communication, visual media, body gestures, eye contact, and assistive hearing devices, to facilitate learning interactions at home. These strategies appear to be most effective when accompanied by emotional support, consistent parental involvement, positive reinforcement, and a supportive learning atmosphere, which together contribute to children’s confidence, participation, and persistence in learning activities. However, economic constraints, limited access to therapeutic and educational support services, and disparities in sign language proficiency pose significant challenges to the sustainability of effective family communication practices. The findings further suggest that responsive, child-centered, and context-sensitive family communication strategies function not only as instructional tools but also as motivational mechanisms by making learning accessible, creating psychological safety, reinforcing participation, and establishing consistent learning routines. The study underscores the central role of families in inclusive education and offers implications for the development of family-centered interventions, parent training, and supportive policies aimed at strengthening educational participation and learning outcomes among deaf children.