This study examines the usability of the Qur'anic Hand Code Method among Level 1 students with hearing impairment in Kuala Lumpur. It responds to an instructional access problem in Qur'anic learning, where the recognition and reading of huruf hijaiyyah are frequently taught through auditory input, oral imitation and speech-based correction. Guided by the Component of User Experience (CUE) Model and supported by Vygotsky's Sociocultural Constructivist Theory, this qualitative case study involved five Level 1 students at a special education school. Data were collected through usability responses, semi-structured interviews and classroom observations, and were analysed thematically with descriptive frequency summaries. The findings indicate a very high usability profile across usefulness, satisfaction and ease of use. All participants reported that the method helped them learn the Qur'an better, was useful, saved reading time, improved Qur'anic reading skills, was enjoyable, easy to use, quick to learn, memorable and user-friendly for deaf learners. The study contributes to inclusive Islamic Education by positioning the method as a visual-kinesthetic mediational tool for early Qur'anic literacy and as empirical support for module development, teacher training and standardised Qur'anic instruction.
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