Inclusion in Quranic Schools: Teacher Perspectives on Special Needs Admissions

Abstract

Inclusive education as the main focus in building a responsive and equitable education system, ensures equal learning opportunities for all students, including those with special needs. Many countries including Al-Quran educational institutions in Malang, implement inclusion policies to integrate children with special needs into schools. However, its implementation is often hampered by limited understanding and readiness of institutions, as well as the perception and involvement of teachers as the main agents of learning. A case study at the Al-Quran Educational Institution (LPQ) Malang, through a survey and quantitative analysis, highlights aspects of accepting students with special needs, teachers' views on the positive impacts or obstacles in dealing with them and the perceptions of teachers and principals regarding accepting students with special needs. These findings are expected to provide an in-depth understanding of the success and challenges of implementing inclusion policies at Al-Quran educational institutions in Malang. The implications can help institutions in evaluating and improve their inclusive strategies, as well as provide guidance for other institutions looking to improve inclusivity in education.