<![CDATA[This study aims to analyze reading learning obstacles in deaf students through observational studies in grade II at SLB C Muzdalifah. This research uses a qualitative descriptive approach with a subject of one student with the initials "AL," who is categorized as moderately deaf and does not use hearing aids. Data collection techniques were carried out through direct observation during the learning process, interviews, and documentation. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that the student has basic reading skills, such as reading short texts and following teacher instructions well. However, the student still experiences obstacles in understanding complex vocabulary and experiences concentration difficulties due to mood changes. In addition, the total communication method used by the teacher helps students understand the material through a combination of spoken language, sign language, finger spelling, lip movements, facial expressions, as well as through writing and illustrations. From an inclusive perspective, the learning barriers experienced by students indicate the need for adjustments in learning strategies that are more adaptive, visual, and centered on the students' needs.]]>
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