<![CDATA[This research was conducted to find out the application of the Abata method in helpingchildren with special needs who are deaf memorize the Quran at the Abata Islamic Boarding School in2023. This research uses descriptive qualitative methods. Data collection was carried out usinginterviews, observation, and documentation instruments. The data that has been collected is analyzedusing the Miles and Huberman model analysis technique which consists of data collection, datareduction, and conclusion drawing. The results showed that the Abata method can help memorize theQuran for children with special needs who are deaf more easily. The application of the Abata methodconsists of several stages. The first stage, children will be taught to distinguish sounds or sounds firstwith a visual phonetic approach and trained to learn to spell letters by making sounds and using handsignals. The second stage, after the children are able to distinguish sounds, spell letters, and fluently usehand signals, the children will then be trained to recite the Quran to smooth their reading and as speechtherapy for their speech organs. The third stage, after fluency in the second stage, children will begin tobe taught to memorize the Quran as much as they can. The fourth stage, children are encouraged tomuroja'ah their Quran memorization. Supporting factors for the application of the Abata method include:1)The right method, 2)Children's enthusiasm, 3)Professional teachers. Factors inhibiting the applicationof the Abata method, among others: 1)Children's enthusiasm, 2)Mood changes, 3)There are still fewtherapists for deaf and speech impaired. In conclusion, the application of the Abata method is proven tobe able to help children with special needs deaf to memorize the Quran even though they experience totaldeafness and speech impairment but can memorize the Quran like people in general.]]>
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