Challenges and Elements Needed for Children with Learning Disabilities in Teaching and Learning the Quran

Area of Science:

• Education
• Special Education
• Islamic Studies

Background:

• Children with disabilities have a right to Quranic education.
• Current Quranic teaching methods face challenges with special learning needs.
• Teacher readiness and resources are key concerns in inclusive Quranic education.

Purpose of the Study:

• Identify challenges in teaching Quran to students with learning disabilities.
• Determine the necessity for a specialized Quranic teaching model.
• Outline essential elements for developing an effective Quranic learning model for children with disabilities.

Main Methods:

• Qualitative methodology using a case study design.
• Involved eight volunteer informants.
• Data collected through in-depth interviews and observations.

Main Results:

• Seven key challenges identified: lack of stimulus, knowledge gaps, time constraints, behavioral issues, traditional methods, disability impact, and low parental commitment.
• Three themes highlight the need for a new model: outdated approaches and the right to education.
• Four essential elements for the model: digital aids, multimodal learning styles (visual, auditory, kinesthetic), ability-tiered activities, and sensory support.

Conclusions:

• A tailored Quranic teaching and learning model is crucial for children with learning disabilities.
• The proposed model emphasizes inclusive, adaptive, and resource-rich educational strategies.
• Findings offer guidance for educators to enhance Quranic instruction for diverse learners.