From deficit-based support to flourishing: Integrating Islamic religious education and positive psychology for children with special needs
DOI:
https://doi.org/10.55749/sdes.v1i1.195Keywords:
Children with special needs, Flourishing, Islamic religious education, Positive psychology, Well-beingAbstract
Education for children with special needs is often framed through a deficit-based perspective that emphasizes limitations, barriers, and remediation. Although such support is necessary, it may overlook the emotional, moral, spiritual, and personal strengths that children need to develop meaningful learning experiences and positive self-understanding. This article proposes an alternative conceptual perspective by integrating Islamic Religious Education with positive psychology to support the holistic development of children with special needs. Using a literature-based conceptual approach, this study examines how Islamic values and positive psychology constructs can be connected to strengthen well-being, resilience, gratitude, optimism, self-confidence, and social relationships. The analysis shows that Islamic Religious Education can function not only as a subject for transmitting religious knowledge, but also as a transformative space for developing positive character and psychological strength. Concepts such as syukur or gratitude, sabar or patience, tawakkal or trust in God, compassion, and moral responsibility are closely related to positive psychology constructs such as positive emotion, meaning, resilience, engagement, and positive relationships. For children with special needs, this integration can be implemented through adaptive religious instruction, strength-based feedback, emotional support, meaningful routines, storytelling, reflective activities, and inclusive classroom interaction. The study contributes a conceptual foundation for positive and inclusive Islamic Religious Education that moves beyond deficit correction toward flourishing, dignity, and character formation among children with special needs.
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