Islamic Education for All: A Review of Strategies and Inclusion Frameworks for Students with Special Needs
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Abstract
Inclusive education has become a global commitment, but its implementation in Islamic Religious Education (IRE) subjects still faces many challenges. This academic paper based on literature study aims to synthesize findings on strategies and frameworks for inclusive IRE for students with special needs. The study was conducted using a qualitative approach with a thematic synthesis method of relevant literature. The results of the study show that inclusive PAI planning requires individual needs assessment, differentiated learning, and collaboration. The adaptation of materials, methods, and media must be specific to the disability, such as the use of tactile-auditory media for the blind, visual-sign language for the deaf, and a structured and concrete approach for students with autism. The success of implementation is greatly influenced by school leadership, resource availability, and inclusive culture, while the main obstacles are attitudes, budget constraints, and lack of support. The role of school management as a driver of change is a key determinant in overcoming obstacles. This paper concludes that realizing inclusive PAI requires integrated efforts involving policy transformation, strengthening teacher capacity, providing accessible resources, and building partnerships with all stakeholders to guarantee the spiritual rights of every student.
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