ISLAMIC FRIENDLY’s EDUCATION TO PEOPLE’s DISABILITIES: BUILDING RELIGIOUS MODERATION THROUGH AN INCLUSIVE APPROACH

Abstract

The students with intellectual disabilities often face difficulties understanding concepts such as faith, worship, and morals. This condition requires teachers to apply inclusive and moderate learning so that religious values can be understood according to the students' abilities. This study describes the strategies Islamic education teachers use in designing and implementing inclusive learning and instilling the values of tolerance, mutual respect, and religious moderation at the SLB Negeri Campurdarat. The method used is a qualitative approach with a case study type through in-depth interviews, participatory observation, documentation studies, and data validation using source and method triangulation. The study results show that teachers simplify abstract material into concrete material, use multisensory media, instill social values through habituation, and involve parents so habituation continues at home. Despite limitations in students' cognitive abilities and learning facilities, teachers can still create inclusive, friendly, and religious learning to strengthen the value of religious moderation.