To fulfill its commitment to the Sustainable Development Goals (SDGs)—specifically regarding quality education (SDG 4), decent work (SDG 8), and reduced inequalities (SDG 10)—the Faculty of Education and Psychology (FIPP) at Universitas Negeri Semarang (UNNES) continues to promote community empowerment programs. One concrete step taken is the launch of a community service program at SLB Negeri Semarang (State Special School for the Deaf), specifically focused on strengthening career readiness for deaf students.
Deaf students often face limited access to inclusive information regarding employment and uncertainty about their future paths, despite possessing significant potential for technical skills. To bridge this gap, the Inclusive Career Pathways (ICP) model was introduced. Unlike conventional vocational training that focuses solely on honing technical skills (hard skills), this method relies on visual accessibility and experiential learning—utilizing interactive media—to help students grasp abstract concepts related to the working world.
This transitional learning innovation is driven by an FIPP UNNES community service team led by Talitha Lintang Pertiwi, S.Psi., M.Si. Working alongside fellow lecturers Faiz Fatihul ‘Alwan, S.Pd., M.Pd., Khairul Arifin, S.Pd., M.Pd., and Adinuringtyas Herfi Rahmawati, S.Pd., M.Pd., and supported by FIPP UNNES students, the initiative embodies the spirit of interdisciplinary collaboration. The involvement of teachers from SLB Negeri Semarang is also crucial, ensuring that guidance and sign language interpretation are effective throughout the program.
The program began with an initial assessment involving the completion of a self-reflection worksheet, facilitated directly by Adinuringtyas Herfi Rahmawati, S.Pd., M.Pd. After identifying their potential and fundamental interests, participants moved on to a presentation on various career options by Faiz Fatihul ‘Alwan, S.Pd., M.Pd. Here, 11th and 12th-grade students broadened their horizons regarding disability-friendly job opportunities, pathways for choosing university majors, and available scholarship programs.
Student enthusiasm surged during the interactive “Profession Cards” game session led by Talitha Lintang Pertiwi, S.Psi., M.Psi. Through this group simulation, students actively discussed matching job profiles with appropriate qualifications, interests, and talents. The program continued with Khairul Arifin, S.Pd., M.Pd. presenting interactive videos showcasing the success stories of deaf individuals in the professional world; these served as a source of motivation—providing “vicarious experiences”—to help students look toward the future with greater confidence.
At the end of the session, students were guided by Adinuringtyas Herfi Rahmawati, S.Pd., M.Pd.—in collaboration with special education teachers—to create a worksheet outlining their goals and aspirations. Through this intensive guidance, each student successfully formulated post-school targets and concrete action plans with greater independence, marking the emergence of a generation of deaf individuals ready to compete in an inclusive workforce.
