<![CDATA[This research was motivated by the fact that some students with visual impairments were still unable to perform the prayer independently, even though prayer activities had been conducted according to a regular schedule at State Special School 1 of Agam Regency. This was evident from the difficulties experienced by some students in remembering the correct prayer movements, determining the direction of the qibla, and avoiding repetitive movements during prayer, which required guidance from teachers. Therefore, efforts by Islamic Religious Education (PAI) teachers are necessary to foster prayer independence among students with visual impairments. This study employed a qualitative approach using descriptive field research. The research was conducted at State Special School 1 of Agam Regency from May 2026 until completion. The research informants consisted of Islamic Religious Education teachers as the main informants, as well as the principal and students as supporting informants. Data were collected through observation, interviews, and documentation. Data validity was tested through source triangulation and technique triangulation, while data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results showed that the efforts of PAI teachers to foster prayer independence were carried out through direct guidance and assistance during prayer practices, habituation of prayer recitations through repetition and the use of learning media, as well as motivation to encourage students to perform prayers independently. Supporting factors included the support of the principal, cooperation with parents, and the students’ enthusiasm for learning. Meanwhile, inhibiting factors included differences in students’ abilities and visual limitations. These efforts helped students perform prayer movements and recitations more independently according to their respective abilities.]]>
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