Tahfiz Education for Visually Impaired Students: An In-Depth Analysis of Survey Findings from Teachers and Students on Barriers and Developments at the Tahfiz for the Visually Impaired (TVI)

Abstract

This article critically examines the complex implementation of the Al-Quran Tahfiz (Memorization) program for Visually Impaired Students at the Tahfiz for the Visually Impaired (TVI), focusing on the analysis of perceptual divergence between teachers and students. The study employed quantitative field survey data collected from Teachers (N=3) and Students (N=7). The findings reveal a compelling Ecological Paradox: while the program achieves superior spiritual and personal efficacy (mean agreement exceeding 4.90), it confronts three critical, yet divergently prioritized, systemic challenges, indicating a failure in execution across various ecological system levels. Students identified the Absolute Lack of Modern Assistive Technology (Digital Braille) as the single most severe barrier (with an absolute mean of (5.00), representing a direct failure in the TVI's Microsystem. Conversely, teachers acknowledged the Urgent Need for Specialized Training in Inclusive Pedagogy as their top priority (4.67), signalling a deficit within the Mesosystem (the interface between teacher training and the institute). Furthermore, the exceptionally high student demand for Specialized Psychological Counselling Services (4.86) confirmed a deep emotional support gap. This paper provides an in-depth analysis of these divergences, framing them within Bronfenbrenner’s Ecological Systems Theory, the principles of Maqasid Shariah (Objectives of Islamic Law), and Universal Design for Learning (UDL). It details an Action Oriented Roadmap to translate the spiritual success of the program into sustainable technical and methodological competence at TVI.