Distance learning is a learning model that is applied as one of the policies of the world government in the field of education to break the chain of the spread of the covid-19 virus. Many problems occur during distance learning, including in special education, one of which is deaf children, where deaf children have barriers in communicating but must follow learning without meeting in person in the classroom. This study aims to find out what information technology is most mastered by deaf children as a means of supporting distance learning. This research was conducted on deaf children at the high school level in extraordinary schools that during the covid 19 pandemic the school implemented an online learning system. This study uses descriptive analysis with the questionnaire filling method. Data collection is done by disseminating questionnaires containing questions related to the mastery of applications on smartphones aimed at deaf children. Furthermore, the data is analyzed using inductive and thematic analytics. Dai this research can be known that from the use of Whatsapp Application as a means of communication used to receive distance learning materials is 94.74%, zoom meeting application mastery rate 0.00%, then youtube application mastery level in receiving information 100.00%. And the most preferred time for deaf children to learn is free, which is 65.79%. So it can be concluded that the smartphone application that is most mastered by deaf children in high school in learning and receiving information is a Youtube application and the preferred time for deaf children in learning is free or unspecified. Keywords: Mastery of Smartphone Applications; Deaf Children; Distance Learning

This study aims to find out the relationship of prosocial behavior with the intensity of teacher social interaction towards children with special needs in inclusion schools in Surakarta. The method used in this research is quantitative correlational method. The sampling method is to use purposive sampling method, with a research subject of 30 teachers of inclusion school class in Surakarta. Data collection techniques in this study used questionnaires with the scale of prosocial behavior and social interaction. The result of data analysis using Pearson Correlation Product Moment technique with the help of SPSS 23.0 program obtained correlation of r= 0.919, (p>0.05), thus means Ha rejected and Ho accepted, so it can be concluded that; 1) There is no significant link between prosocial behaviour and the intensity of teacher social interaction towards children with special needs in inclusion schools, 2) The embodiment of prosocial behavior also does not have to give rise to interactions between teachers and students with special needs but a teacher tends to give indirect assistance to students, and 3) The development of increasingly sophisticated technology makes a person, especially children with special needs less social and reduce their social attitudes. So it tends to do things based on its own interests.

This study aims to find out the ability to compose sentences of deaf children in outstanding schools. This study was conducted using qualitative case study method in the form of interviews and documentation studies of students' learning outcomes, interviews were conducted on 14 elementary school teachers. This research was conducted by two schools, namely in SLB-B YRTRW and SLB YAAT surakarta. The results showed that deaf children have problems in composing sentences and understanding the meaning of sentences. This is due to, 1) the receptive ability of children who are hampered by hearing ability, 2) the interest in learning deaf children in indonesian language is low, and 3) the use of non-standard sign language systems in communication between deaf children in activities outside the classroom. According to the class teacher, most deaf children also think that indonesian language is a difficult and boring lesson. Therefore, teachers need to increase innovation and creativity in the delivery of Indonesian language materials to be more interesting, either by using media or props that are fun and worth using to increase the motivation of learning deaf children and help the understanding of materials composing Indonesian sentences.