People with hearing disabilities especially pupils with special needs have their own form of communication. The learning of the Al-Quran, which is one of the components in Islamic Education, focuses on three main aspects: reading, memorization and comprehension. Since the level of hearing and speech impairment of the pupils with special needs are limited, it is essential that the communication aspect in teaching should be taken into the teachers' consideration. The objective of this study is to explain the form of communication used by the hearing impaired in Malaysia as well as the method of communication used by teachers in teaching them the Al-Quran. This study utilized the qualitative approach in the form of a case study, using the interview technique and document analysis to obtain data. This study also utilized the model of communication presented by Bernice Burnip in Louise Porter. Some of the findings showed there were inconsistencies in the teachers' communication in delivering the Al-Quran to the pupils. Lack of proper codes or signs in studying the Al-Quran was one of the reasons for lack of communication between the teachers and pupils with hearing impairment. Hence, an appropriate and effective communication system should be studied so that pupils with hearing disabilities are not being left behind in learning the Al-Quran.

Islamic Education’s formal teaching and learning for deaf students in schools are based on the Special Education Curriculum. In order to improve the achievement in the teaching and learning of deaf students, teachers should utilize teaching aids that are appropriate to the learning content and the students’ ability. The objective of this study is to explore the use of teaching aids by teachers teaching Islamic Education subjects to deaf students at the primary school level in Selangor. This study utilized the qualitative approach in the form of case studies by using the interview technique and document analysis to obtain data. Seven teachers from schools offering the Special Education Integration Program (Program Pendidikan Khas Integrasi) and one teacher from the Special Education School (Sekolah Pendidikan Khas) were selected as study respondents. The study respondents were selected based on the purposive sampling technique and had at least five years of teaching experience in Islamic Education subjects to deaf students. The findings showed there were several main types of teaching aids used by the respondents. They were printed materials, the use of Information and Communication Technology and by-product materials. The study also discovered several challenges faced by the respondents when using the teaching aids such as lack of appropriate and limited materials as well as the information and communication technology software was less friendly to deaf students in the learning of Islamic Education. This study contributes in terms of the recommendations of the production of appropriate teaching aids in order to assist teachers in teaching and helping to improve students’ achievement in Islamic Education learning.

A balanced human capital from physical and spiritual aspects are the most important asset in the development of a country. Formerly the People with Disabilities (OKU) were considered as those who are unable to contribute to the development of country and merely expected help from others. But now, the view is no longer relevant, even people with disabilities cannot miss in developing countries even they experienced physical and sensory disabilities. Their disability cannot be likened to a typical human being capable of contributing to national development through physical and intellectual skills. Hence, this paper focuses on the aspect that Muslims OKU can achieved to be a human capital in the development of the country. The main aspect that needs to be developed to produce human capital is the spiritual aspects through Islamic Education. The goal of Islamic Education is not only to cultivate faith in God, but also to develop moral character, attitudes and values for the Muslims OKU. The goal is very important so that they are able to meet the challenges of world development in the future. Through spiritual development, they will always enthusiastic and seek to develop themselves despite of diversity in disabilities. As a measure and strategy to develop human capital of the Muslim OKU, it is supposed governance of Islamic Education for those groups need to be empowered. The curriculum adjustment, the production of skilled instructors, accessibility and research and development activities need to be enhanced to ensure the teaching and learning objectives of Islamic Education for Muslim OKUs are achieved. Abstrak Modal insan yang seimbang dari aspek fizikal dan spritual merupakan aset terpenting dalam pembangunan sesebuah negara.Dahulunya golongan Orang Kurang Upaya (OKU) dianggap sebagai golongan yang tidak mampu menyumbang kepada pembangunan negara dan cuma mengharap belas ihsan semata-mata. Namun kini, pandangan  tersebut  tidak  lagi  relevan, bahkan golongan OKU  tidak  boleh  ketinggalan  dalam membangunkan negara walaupun  mereka  mengalami  ketidakupayaan dari sudut fizikal dan pancaindera. Ketidakupayaan  mereka  tidak  boleh  disamakan  seperti  insantipikal  yang  mampumenyumbang  kepada pembangunan negara melalui kemahiran fizikal dan intelektual. Justeru, kertas kerja inimemfokuskanaspek yang  mampu  dicapaioleh  OKU  Muslim untuk  menjadi  modal  insan  dalam  pembangunan negara. Aspek utama yang perlu dibangunkan bagi menghasilkan modal insan OKU Muslim adalah aspek spiritual melalui Pendidikan  Islam. Matlamat  Pendidikan  Islam  bukan  sahaja memupuk  keimanan  kepada  Tuhan,  bahkan membentuk akhlak, sikap serta nilai-nilai murni bagi OKU Muslim. Matlamat tersebut amat penting supaya mereka mampu mengharungi  cabaran  perkembangan  dunia  pada  masa  hadapan.Melalui  pembangunan spiritual  dan  rohani,mereka akan bersemangat  dan  berusaha  memajukan  diri  walaupun mengalami kepelbagaian  ketidakupayaan.Sebagai  langkah  dan  strategi  untuk  membangunkan  modal  insan  OKU Muslim, seharusnya urus tadbir Pendidikan  Islam bagi golongan tersebut perlu diperkasakan. Penyesuaian kurikulum, penghasilan tenaga pengajar mahir, kebolehaksesan serta aktiviti penyelidikan dan pembangunan perlu dipertingkatkanbagi memastikan matlamat pengajaran dan pembelajaran Pendidikan Islam bagi OKU Muslim tercapai.

The formal teaching and learning of the Quran for the hearing-impaired students in Malaysia is carried out at Special Education Schools offering Special Education Integration Program, locally known as ‘Program Pendidikan Khas Integrasi’(PPKI). The teaching and learning of the Quran for hearing-impaired students are based on the Special Education Curriculum of the Islamic Education subject. In order to enhance the achievement of deaf students in learning the Quran, teachers need to plan lessons relevant to the content of the learning of the Quran and students’ abilities. The objective of this study was to explore the activity-based teaching, such as reading and memorizing, employed by teachers who were teaching the Quran to deaf students in eight primary schools offering PPKI. This study utilized the qualitative approach in the form of case studies, using the interview technique and document analysis to obtain data. The findings showed the main activities inculcated in the learning of the Quran were reading and writing skills. These activities were carried out individually and in groups based on the different characteristics of the deaf students. Therefore, teachers should be aware of students’ ability levels and the different characteristics of the students’ hearing impairments such as mild, severe, and profoundly deaf so that the planned learning activities could be conducted smoothly during the teaching and learning sessions.

Tourism has emerged as an important socio-economic activity as it is a promising sector in the global economy. In every industry, intellectual capital is a crucial knowledge-based asset. It has become the most potent element in the production of organizational wealth. This article intends to shed some light on intellectual capital from the Islamic Value dimension towards Muslim-friendly Medical Tourism. This study employed a case study approach on five hospitals. The data was collected through in-depth discussions, hospital tours, and interviews. Within-case analysis was conducted in analyzing the data. This study found that, the hospitals’ management highlighted that taqwa to Allah Subh’anaHu Wa Ta-A’la, worship to Allah Subh’anaHu Wa Ta-A’la, halal, trustworthy, and concern about the welfare are Islamic value dimensions of intellectual capital towards Muslim-friendly Medical Tourism. This study gives some directions for the hospital’s management in developing and managing the hospital’s intellectual capital and Islamic values, and how they can better leverage their intellectual capital and create added value in order to respond successfully to the increasingly competitive environment. This is pioneering research that develops a theoretical model to incorporate Intellectual Capital dimensions and Islamic Values in Muslim-friendly Medical Tourism.