Family-based adaptive Islamic religious education for children with special needs: An integrative literature review on character development
DOI:
https://doi.org/10.55749/sdes.v1i1.193Keywords:
Adaptive Islamic, Character development, Children with special needs, Family involvement, Inclusive education, Religious EducationAbstract
Family involvement plays a crucial role in supporting the learning process and character development of children with special needs, particularly in Islamic Religious Education. However, existing studies tend to discuss parental involvement in special education in general, while limited attention has been given to how families support adaptive Islamic Religious Education for children with special needs in home-based contexts. This study aims to synthesize the forms, strategies, challenges, and implications of family involvement in adaptive Islamic Religious Education for the character development of children with special needs. This research employed an integrative literature review by examining scholarly articles, books, and educational policy documents published between 2015 and 2025. The data were analyzed using thematic content analysis to identify recurring patterns related to family roles, adaptive learning strategies, barriers, and character outcomes. The findings indicate that families contribute through three main roles: learning companions, advocates, and home-based religious educators. Effective strategies include daily worship habituation, individualized guidance, visual and concrete learning media, emotional support, and collaboration between parents and teachers. The review also reveals several challenges, including limited parental knowledge of adaptive religious education, caregiving stress, time constraints, and insufficient school-family collaboration. These findings suggest that family-based adaptive Islamic Religious Education can support the development of religious, moral, social, and emotional character among children with special needs when implemented consistently and collaboratively. This study contributes to the development of a conceptual framework for inclusive Islamic Religious Education that positions families as active partners in character formation.
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