<![CDATA[This exploratory qualitative study aimed to formulate a conceptual framework of Bilingual-Vocational Literacy integrated with kinesthetic-based learning to support the independence of students with disabilities in Special Senior High Schools (SMALB). Data were collected through observations, in-depth interviews with teachers, and an analysis of instructional documents, and were subsequently analyzed using thematic analysis. The findings indicate that vocational literacy encompasses functional abilities to understand work instructions, identify and use tools, communicate, conduct transactions, and solve problems within vocational contexts. Bilingual-vocational literacy extends beyond the use of Indonesian and English to include multimodal communication through visual symbols, gestures, simple texts, numbers, real objects, and digital media. Meanwhile, kinesthetic-based learning provides concrete learning experiences through activities involving preparation, production, packaging, product arrangement, service simulations, and promotion. Based on these findings, a conceptual framework was formulated integrating bilingual/multimodal literacy, vocational litera]]>
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