In Indonesia, the country with the world’s largest Muslim population, deaf and hard-of-hearing children have long faced major barriers in religious education. Most traditional teaching in mosques and Quran schools is done orally, leaving these children excluded. In Yogyakarta, a university city on the island of Java, a groundbreaking school has been created: here, deaf children learn to read and recite the Quran in Arabic Sign Language.
This project is unique in Indonesia and offers children not only spiritual access but also new opportunities for education, self-confidence, and social participation.
Origins of the Project
The school was founded in 2019 by Abu Kahfi, who realized that deaf children in Indonesia were almost entirely excluded from religious education. There were hardly any programs tailored to their needs.
After meeting deaf people and seeing their challenges, he decided to establish a madrassa (Islamic boarding school) exclusively for deaf children. His goal was to give them the opportunity to learn about their religion in a form they could truly access – through sign language.
The founding was a bold step, as no similar institution had existed before. Today, the Yogyakarta school is seen as a model project for both inclusion and religious education.
Structure and Teaching
Currently, more than 110 students attend the school. They come from across Indonesia, often from poor families. For many, tuition, accommodation, and materials are free, thanks to donations from supporters.
Teaching Approach
Learning is a big challenge:
- The children must study the Quran in Arabic Sign Language, even though their first language is usually Indonesian.
- Religious texts are abstract, requiring patience and creativity from the teachers.
In class, the students usually sit together in a circle, fully focused. Verse by verse, the Quran is expressed in signs. Key teaching methods include:
- Repetition: Lessons are reviewed multiple times until they are memorized.
- Group encouragement: Applause, high-fives, and peer motivation play an important role.
- Holistic education: Beyond religion, the school also teaches mathematics, science, and foreign languages, to prepare students for higher education.
This method combines spiritual learning with academic knowledge, supporting the children’s full development.
Personal and Social Impact
The school has an ambitious goal: some students are training to become hafiz, people who memorize the entire Quran – a highly respected status in the Muslim world.
But the impact goes far beyond memorization:
- Self-confidence: Many children now feel proud to sign and are no longer ashamed to use sign language in public.
- Equality: Parents report that their children finally feel understood and valued.
- Community: The school offers friendship and recognition, which many students had previously missed in their lives.
In this way, the school changes not only the lives of individual children but also society’s attitudes toward deaf people.
A Rare Model in Indonesia
In Indonesia, madrassas are central to education: around 27,000 Islamic boarding schools serve about 4 million students. But for deaf children, there are only a handful of specialized schools across the entire archipelago.
This makes the Yogyakarta project especially valuable. It demonstrates that religious education can be made accessible and that inclusion can go hand in hand with academic quality.
International media have already reported on the school, and many families see it as a source of great hope.
Voices from the Students
Personal stories highlight how important the school has become:
- Laela, 20 years old, dreams of becoming a teacher at the school. Her family is very proud, as she has not only gained religious knowledge but also a clear career goal.
- Muhammad, 13 years old, has already memorized nine chapters of the Quran in sign language. He says the school gave him the friends and recognition he had been missing at home.
These experiences show how education can create belonging and inspire confidence.
Challenges and the Future
Despite its success, the school faces important challenges:
- Funding: The project relies almost entirely on donations. Long-term stability is needed to keep tuition and housing free.
- Teacher training: There are very few educators with skills in both Islamic theology and sign language.
- Expansion: Many families across Indonesia wish for similar schools in their regions.
For now, the Yogyakarta madrassa is a single example – but it has the potential to inspire others nationwide.
Lessons and Tips for Similar Projects
The school’s experience offers valuable lessons:
- Accessibility matters: Education, whether religious or general, should be available in a language children understand.
- Holistic teaching: Religious education must be combined with general subjects to prepare children for the future.
- Build self-confidence: Praise, encouragement, and community are essential for children who have often faced exclusion.
- Involve parents: Family support strengthens both motivation and long-term success.
- Create networks: International recognition and partnerships can help secure stable funding.
Conclusion
The Quran school in Yogyakarta is more than a place of learning – it is a symbol of inclusion, hope, and equal opportunity. For the first time, deaf children in Indonesia have true access to religious education and can experience their faith in their own language.
At the same time, the school empowers them with academic knowledge, strengthens their confidence, and makes them visible members of society.
This project is living proof that barriers can be broken when courage, creativity, and support come together. Hopefully, this example will inspire not only more schools in Indonesia but also similar initiatives around the world.
Source: france24
