<![CDATA[The limited intellectual development of children with intellectual disabilities, coupled with their minimal adaptive abilities, has a direct impact on their daily lives. Therefore, Islamic religious education plays a vital role in supporting their lives. This education aims to optimally develop the potential that children with intellectual disabilities still possess, so that they can live independently and adapt to their surroundings. In Allah’s view, human beings are regarded as a whole, not divided into specific parts. This article was written to analyze the guidance model used by Islamic education teachers for students with intellectual disabilities in achieving Sustainable Development Goal 4, while also understanding the strategies teachers employ to address their special needs. This study employs a qualitative research method using a case study approach. Data were collected through observation, interviews, and documentation, then analyzed through a process of data reduction and thematic analysis using NVivo, which enabled the researcher to systematically identify patterns, themes, and categories, allowing the research findings to be presented in detail and depth. The results of the study indicate that teachers employ specific Islamic education guidance models for students with hearing impairments in achieving Sustainable Development Goal 4, particularly in developing students’ skills through habituation, practice, communication, and repeated learning sessions. This study has revealed the dominant models used by Islamic education teachers in guiding students with hearing impairments to achieve Sustainable Development Goal 4. Furthermore, the results of this study can serve as a reference for teachers who instruct students with hearing impairments.]]>
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