From Exclusion to Inclusion: A Transformation of Learning Practices in Islamic Elementary Schools

Abstract

This study examines the transformation of learning practices from exclusion to inclusion in Islamic elementary schools in response to the growing demand for equitable education for students with diverse learning needs, including students with intellectual disabilities, learning difficulties, and socio-emotional challenges. Conducted at an Islamic elementary school implementing inclusive education, this qualitative case study explores how inclusive values are translated into leadership policies, classroom practices, and institutional documentation. Using purposive sampling, data were collected through in-depth interviews, classroom observations, and analysis of school documents, and analyzed thematically with credibility ensured through researcher engagement, triangulation, and systematic field notes. The findings indicate that inclusive transformation is driven by leadership commitment, curriculum adaptation, differentiated instruction, peer-assisted learning, and structured psychosocial support services. Islamic values such as compassion (rahmah), justice (‘adl), and mutual cooperation (ta’awun) function as ethical and pedagogical foundations that strengthen teachers’ acceptance of diversity and foster an inclusive school culture. Based on these findings, the study proposes an integrated inclusive education model for Islamic elementary schools that aligns leadership governance, adaptive pedagogy, guidance and counseling services, and inclusive documentation practices to support sustainable inclusive transformation. Despite being limited to a single institutional setting, this study offers contextually grounded insights into how faith-based values can reinforce inclusive educational practices.