Inclusive Islamic Education for Students with Special Needs: Child-Friendly and Adaptable Design Approaches for Accessibility
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Abstract
This qualitative research examines the design of child-friendly and inclusive Islamic religious education (PAI) to improve accessibility and teaching approaches for students with special needs. Through systematic literature review methodology, the study identifies key principles of universal design for learning that can be adapted to PAI instruction, emphasizing multiple means of representation, expression, and engagement. Findings reveal that effective inclusive PAI design requires comprehensive accessibility in physical environment, learning materials, and pedagogical methods. Specific strategies for different disability types are discussed, including visual and tactile approaches for blind students, sign language and visualization for deaf students, structured concrete instruction for intellectual disabilities, and individualized sensory-sensitive approaches for autism spectrum conditions. The study highlights the importance of assistive technology, authentic assessment, teacher professional development, parental involvement, and collaborative support systems. Results indicate that inclusive PAI design is feasible and beneficial for all students, not only for those with special needs. The research provides theoretical foundations and practical guidance for developing inclusive religious education that respects diversity and ensures equitable access to spiritual development for every child.
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