<![CDATA[This policy paper explores the strategy for implementing the Al-Qur'an Braille curriculum within Islamic Studies programs as a proactive measure to address the limited number of competent Al-Qur'an Braille instructors. The presence of the "Al-Qur'an Braille," facilitated by the Directorate General of Islamic Community Guidance (Ditjen Bimas Islam) of the Ministry of Religious Affairs for individuals with visual sensory disabilities, is crucial because they face limitations in acquiring information visually but optimize their senses of hearing and touch for interaction. Similarly, their interaction with the Al-Qur'an differs from the way the standard Mushaf Al-Qur'an is used in society. The Al-Qur'an for individuals with visual sensory disabilities is known as Al-Qur'an Braille, which is the Al-Qur'an with a system of raised dots that can be felt with the fingers. However, the limited distribution and high cost of the Al-Qur'an Braille cause individuals with visual sensory disabilities to have difficulty obtaining it. Furthermore, the number of Al-Qur'an Braille instructors is very limited, as it requires specific competencies and expertise to interact directly with them. Through a qualitative method employing a descriptive analysis approach to various curriculum implementation models and case studies of successful similar programs, this paper identifies key elements in designing a responsive curriculum, effective lecturer training methods, the provision of adequate resources, and the importance of collaboration with relevant institutions and the visually impaired community.]]>
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