<![CDATA[Inclusive education requires learning models that provide equal access for students with special needs, including deaf students in Qur’an learning. Conventional Qur’an learning methods that rely on auditory abilities often create barriers for deaf students in recognizing hijaiyah letters, understanding reading patterns, and practicing pronunciation. This study aims to analyze the planning, implementation, and outcomes of the kitabah method using the Signal Qur’an Mushaf in improving Qur’an reading abilities among deaf students in an inclusive madrasah. This research employed a qualitative approach with a case study design at MI Terpadu Ar Roihan Lawang, Malang Regency, East Java. Data were collected through non-participatory observation, semi-structured interviews, and documentation involving teachers, Special Assistant Teachers (GPK), school administrators, students, and parents. The findings indicate that the implementation of the kitabah method was carried out through adaptive planning involving Individual Education Programs (IEP), gradual learning objectives, visual media, and teacher-GPK collaboration. The learning process integrated letter recognition, sign-based reading, imitation, writing exercises, repetition, and individualized evaluation. The results showed gradual improvements in students’ hijaiyah letter recognition, simple reading ability, writing accuracy, motivation, and participation. However, challenges remained regarding gesture consistency and differences in individual learning progress. In conclusion, the integration of the kitabah method and Signal Qur’an Mushaf provides an accessible and adaptive approach for Qur’an learning among deaf students in inclusive madrasahs.]]>
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