<![CDATA[Fulfilling the right to education for children with special needs requires instruction that takes individual characteristics, needs, and abilities into account. However, research on educational values and teaching methods in the film The Miracle Worker and their relevance to Islamic education remains limited. This study aimed to analyze the representation of education for children with special needs in the film and identify the relevance of the teaching methods portrayed to concepts in Islamic education. The study employed a descriptive qualitative approach through library research. The primary data source was the film The Miracle Worker, while supporting data were drawn from relevant books, journals, and literature. Data were collected through documentation and repeated observation of scenes, dialogue, actions, and situations in the film, then analyzed using content analysis. The findings showed that Helen Keller’s education was depicted as a gradual and consistent process tailored to her characteristics and needs. The process included the development of independence, discipline, responsibility, and motivation, accompanied by family support. The teaching methods identified included demonstration, repeated practice, habituation, direct experience, rewards, and punishment. These methods have conceptual relevance to role modeling, tadarruj, ta’wid, at-tajribah, targhib, and tarhib in Islamic education. These findings illustrate connections between the representation of education for children with special needs and the principles of Islamic education and broaden the understanding of educational values and teaching methods through film analysis.]]>
