<![CDATA[This research is motivated by the implementation of Islamic religious learning in Padang Perwari SLB conducted by a teacher who is blind in the sense that the teacher center teacher is more dominant as transferring knowledge to children. The purpose of this study describes the learning process that is carried out by the Islamic religion blind teacher in three events. The first design, implementation, and evaluation. Objectives of this study used a qualitative approach to data collection techniques applied are interviews, observations and review documentation. The results showed teachers were designing learning, already implemented with conventional, dominant teacher as giver of knowledge but the management of the learning process in collaboration with classroom teachers, such as the practice of ablution and prayer. Such activities can not be observed by the teacher because of limited vision and also the teacher can not use props or media, procedures and implementation prayer ablution. But reading prayer is always a concern because children can hear the teacher reading the prayer child, if one repeated and repair. In the evaluation tests conducted orally and in writing , but the writing test was carried out by the class teacher to help. The successful implementation of Islamic religious learning constraints are factors such as limited vision teacher "S" but there are contributing factors that facilitate the implementation process of learning such as principals, teachers, funds, foundations, learning infrastructure. And the results are already reflected in the evaluation of learning, but teachers need to enhance the learning process by maintaining Islamic religious education co-operation and solidarity]]>
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