<![CDATA[Purpose of the study: This study aimed to explore the adaptation of mathematics learning models for deaf students through a visual communication approach. Particular attention was given to instructional planning, classroom implementation, communication practices, learning media, and students’ learning experiences within the context of mathematics education for students with hearing impairments. Methodology: A qualitative approach with a case study design was employed. Participants consisted of one mathematics teacher and six eleventh-grade deaf students selected through purposive sampling. Data were collected using classroom observations, semi-structured interviews, and documentation. Data analysis followed the Miles and Huberman interactive model involving data reduction, data display, and conclusion drawing. Main Findings: Results indicated that mathematics learning adaptation was supported by visual communication strategies, including lip movements, hand gestures, facial expressions, repeated explanations, and the Maternal Reflective Method. Various concrete learning media facilitated students’ understanding of mathematical concepts. Positive student responses and active participation were observed during classroom activities. Learning outcomes demonstrated satisfactory achievement despite differences in communication abilities and mathematical competencies among students. Novelty/Originality of this study: Novelty of this study lies in emphasizing visual communication as an integral component of mathematics learning adaptation for deaf students. Unlike previous studies focusing mainly on learning outcomes, the present study highlights how communication strategies are embedded within instructional planning, classroom interaction, and the use of learning media to support meaningful mathematics learning experiences.]]>
