INCLUSIVE ISLAMIC EDUCATION: UNDERSTANDING THE NEEDS OF STUDENTS WITH DISABILITIES

Abstract

Islamic education for children with disabilities faces significant challenges, including limited teacher preparedness, insufficient assistive tools, communication barriers, and a lack of professional training. These factors hinder equal access to education and limit opportunities for social integration. This study aims to analyze effective inclusive Islamic education practices that support students with disabilities. This research employs a qualitative approach using a library research method, which involves collecting, selecting, and analyzing scholarly literature to understand the implementation of inclusive Islamic education for students with disabilities. The findings indicate that the acceptance of students with disabilities according to Islamic teachings emphasizes justice, compassion, and human dignity, while also supporting their social participation and educational rights. Islamic education strengthens spiritual coping through guidance derived from the Qur’an, Hadith, supplications (duʿāʾ), remembrance (dhikr), and acts of worship, thereby fostering emotional resilience, empathy, and character development among students. Adaptive learning methods, including the use of Hijaiyah sign language, visual aids, technology, and the VARK learning approach, enable students with hearing impairments to access the Qur’an and other religious learning materials. Support from teachers, parents, and the community plays a crucial role in creating an effective, equitable, and empowering model of inclusive Islamic education, allowing all students to develop academically, spiritually, and socially. In conclusion, inclusive Islamic education promotes equal access, spiritual development, and adaptive learning for students with disabilities in both academic and social contexts. This study provides practical guidance for teachers, parents, and communities in fostering inclusive and empowering Islamic education