<![CDATA[This study aims to analyze the practice of symbolic communication in Islamic religious learning for children with special needs. This study uses a qualitative method with a case study type. Informants consisted of eight people including Islamic religious education teachers, students with special needs, parents, and the principal. All interview data were analyzed using the Miles and Huberman technique which includes data reduction, data presentation, and drawing/verifying conclusions interactively. The findings of this study show six practices of symbolic communication in Islamic religious learning for children with special needs. The six practices are the use of media images, worship props, concrete movements, role models, continuous habituation, and emotional touch. The implications or benefits are that with these findings, students are easier to understand the learning, more effective and efficient and help students achieve independence in learning as seen by increased understanding of symbols, consistency in worship implementation, and positive student responses.]]>
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