No abstract

The development of mass media to obtain information needs to be supported by providing accessibility for the deaf. Easy access with the principle of equality in diversity and responsiveness to the needs of persons with disabilities in public services. The purpose of accessibility services is to provide convenience in listening, receiving, and understanding the delivery of information easily with certain media, but it is not optimal and comprehensive. Through a qualitative approach, data were collected from various kinds of literature regarding the accessibility of information media for the deaf. The literature search was conducted through Google Scholar, ScienceDirect, Springerlink, Mendeley, ACM Digital Library, Proquest, IEEE Xplore, Researchgate, and Semantic Scholar. The provision of accessibility as accommodation for obtaining information for the deaf already exists in various public services, dominated by the provision of sign interpreters, subtitles, and the development of immersive technology products to accommodate information acquisition. Therefore, the fulfilment of the right to obtain information and knowledge must continue to be developed with collaboration and cooperation to provide more friendly and useful accessibility with professional resources.

Text-rich, interesting, and accessible literacy for Special Education Needs (SEN). This study aims to describe the embodiment of the text-rich, attractive, and accessible literacy classroom environment in supporting the literacy movement in Special Education Needs Schools. A qualitative approach with a single holistic case study method review design is applied. The research procedure includes problem identification, objectives, research questions, literature review, case selection and limitation, data collection, data analysis, triangulation, and integration of findings. The results show that the school literacy environment is quite good, especially to support the school literacy movement focused on activities 15 minutes before learning; the text-rich, accessible, and engaging literacy classroom environment has not been realized and has not supported literacy learning, the role of teachers, literacy teams, school committees, and leadership is not optimal. There are complex problems in realizing a literate classroom environment in special schools, including financing, commitment, and creativity of school residents (literacy team, teachers, students, and parents/stakeholders).