<![CDATA[MAN 2 Klaten is an inclusive school that integrates disabled students, including the blind, into regular classes, achieving learning outcomes in Arabic subjects comparable to other students. This qualitative research aimed to explore the implementation of Arabic language learning for blind students, challenges faced by teachers, and their solutions. Conducted in Class XII, the study involved Arabic teachers, blind students, classmates, and accompanying teachers, using interviews, observation, and documentation for data collection. The findings show that learning plans for blind students are similar to those for other students, utilizing the same methods and materials. However, blind students receive additional explanations individually after class sessions and use laptops with JAWS software for accessibility. Daily assignments are conducted orally with the same questions as those for their peers. Challenges include difficulties in explaining unfamiliar vocabulary, divided teacher focus, and the inability of teachers to use Braille, resulting in blind students writing assignments in transliterated Arabic. Solutions involve detailed explanations, improved focus management, and adaptations in assignment formats. These findings highlight the importance of training teachers in Braille and assistive technologies to further enhance inclusive learning.]]>
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