Kehidupan beragama adalah suatu yang amat penting dalam melahirkan modal insan berkualiti sebagai aset utama pembangunan negara. Individu yang memiliki berpegang teguh kepada ajaran agama akan memiliki cara dan budaya hidup yang lebih teratur, motivasi kerja yang tinggi, dan lebih bersemangat untuk meningkatkan kualiti hidup. Keutuhan untuk hidup mengikut lunas agama merupakan keperluan bagi setiap individu sekalipun kepada Orang Kurang Upaya (OKU) Pendengaran. Malangnya, golongan ini telah dikenal pasti sebagai golongan yang keciciran dalam pembangunan keagamaan. Pencapaian pelajar OKU Pendengaran dalam mata pelajaran pendidikan Islam dilaporkan sangat lemah. Malah, persepsi mereka terhadap pembelajaran fardu ain adalah membimbangkan apabila menyatakan pengajian ini membosankan dan rasa kurang minat mereka untuk mengikutinya. Kajian yang dijalankan mendapati golongan OKU Pendengaran secara umumnya mempunyai latar belakang pendidikan yang rendah dan ketinggalan dalam arus pendidikan formal. Justeru, kajian ini akan meneliti berkaitan bentuk permasalahan dan cabaran yang dihadapi dalam pengendalian pembelajaran dan pengajaran (PdP) fardu ain kepada golongan ini. Kajian yang dikemukakan adalah bersifat kualitatif dengan menggunakan analisis dokumen dan temu bual separa struktur dengan pihak atau individu berkepentingan dalam isu yang dikaji. Empat cabaran utama telah dikenal pasti menjadi kekangan dalam pengendalian PdP fardu ain iaitu faktor sikap dan tahap kecerdasan, kurangnya kesedaran, kekurangan kemudahan info dan infrastruktur yang relevan dan sesuai dan kesukaran untuk mendapatkan pengajar agama yang berkemahiran berbahasa isyarat. Diharapkan kupasan yang dikemukakan berhubung isu ini dapat dijadikan asas untuk pihak berkepentingan dan pemegang taruh dalam memastikan pembangunan keagamaan OKU pendengaran dapat dilaksanakan sebaik mungkin.

Based on the review of past PMR results (the lower secondary school examinations) of the deaf community on Islamic Education in Malaysia, their achievement in the subject is relatively poor, which lends a general observation that the deaf community is lagging behind when it comes to religious development. Thus, this study aims to explore the attitude of the deaf community towards religious education. A self-administrated questionnaire was distributed to 80 respondents from the Special Education School (Deaf), Kota Kinabalu and the Centre for Deaf Activity, the Deaf Welfare Association of Terengganu. The findings of this study reveal that the deaf community�s attitude towards religious education is positive. However, their results are not on par with the non-deaf in the same examination. The findings provide information to the government agencies to improve the existing education system for the deaf. At the same time, the deaf association, other NGOs and the Malaysian society can benefit from the findings of this study to enhance their programmes and activities for the deaf.

The religious practice in everyday life is part of the manifestation of religion and belief of every human being. Within the Islamic context, for example, religious practices must be one that stems from the Islamic religious laws. All Muslims, including the deaf, need to perform their religious obligations within their abilities. However, not much attention is given to people with disability, such as the deaf, with regards to observing their religious practices and in understanding the related problems that they face. This article serves to explain religious practices of the deaf Muslims through a research conducted at a Special Education School (for the Deaf) in Kota Kinabalu, Sabah and the Activity Centre, Society for the Welfare of the Deaf in Terengganu, Malaysia. This study employs the survey method, which uses the questionnaire as an instrument for data collection. Among the aspects of religious practices observed are acts of worship like prayer and fasting, as well as general practices like eating habits, and ways of dressing. The study showed that the hearing impaired also perform religious practices in their daily life, although a majority of them are unable to perform them completely.