<![CDATA[Students with disabilities encounter sensory, communication, cognitive, and behavioral barriers when learning the Qur’an through conventional pesantren instruction. This study analyses how Qur’anic learning methods are adapted to different learner characteristics, identifies observable learning-achievement indicators, and examines the supporting and constraining factors at Nurul Maksum Inclusive Islamic Boarding School, Semarang. The study employed a qualitative single-case study with embedded units of analysis comprising learners with visual, hearing, and behavioral-emotional disabilities. Data were collected on 19 May 2025 through classroom observation, semi-structured interviews with the pesantren leader, teachers, and participating students, and document analysis. The findings reveal a differentiated instructional pattern: Braille Qur’ans supported tactile recognition of hijaiyah letters and independent verse reading among blind students; oral-articulation guidance, SIBI signs, and the Abata sequence supported visual recognition, letter formation, guided reading, memorization, and review among deaf students; while the Fasih Al-Qur’an habituation model supported memorization, regular review, discipline, and behavioral regulation among students with behavioral-emotional difficulties. The study contributes an empirically grounded adaptation matrix that can guide pesantren in designing disability-responsive Qur’anic instruction. Practically, it implies the need for individual learning profiles, teacher training in Braille and sign-supported communication, accessible learning materials, and periodic progress documentation.]]>
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