Implementation of Islamic Religious Education Learning for Children with Special Needs, Mentally Disabled and Blind

Abstract

This study aims to determine how the implementation of Islamic religious education for children with special needs at SMPLB Amal Bhakti Sicincin Padang Pariaman. This study uses a descriptive qualitative method with a field research approach. Data sources were taken through in-depth interviews selected using purposive sampling techniques, informants consisting of the principal, homeroom teachers who are also Islamic religious education teachers, and parents of students. The results of the study showed that planning was quite optimal. The implementation of Islamic religious education for children with special needs was not optimal. However, outside of class hours in this SMPLB class there are religious activities such as kultum and wirid. In the evaluation, educators use the same evaluation techniques for mentally retarded and blind students. Supporting factors are that the principal and educators understand the management of Islamic religious education for children with special needs, and the parents of students support by providing motivation, both rewards and other things for the sustainability of their children's school. While the inhibiting factors for this SMPLB are not having teachers who are graduates of Islamic religious education in all classes, one room is divided into four classes so that teachers have difficulty in disciplining students and there is still a lack of facilities and infrastructure.