Worship Learning for Students with Autism in Inclusive Primary School

Abstract

Background: In Islamic inclusive primary schools, worship learning is a prioritized learning that is based on the philosophy, vision and mission of the schools. Worship learning for students with autism entails diverse approaches to support the effectiveness of worship learning for students with autism.

Objectives: This study aims to describe worship learning for students with autism in inclusive Islamic primary school.

Methods: It is a qualitative phenomenological study, involving five students with autism in 2th-5th grade of primary school as the subjects, and three Islamic Education teachers, five classroom teachers, and five shadow teachers as informants.

Results: The findings show worship learning consists of planning, implementation, and evaluation with several modifications of curriculum, learning outcomes, strategies, learning media, and evaluation. Lesson plans are designed based on the assessment and observation of shadow teacher, inclusive education team, and parents. Implementation emphasizes the collaboration between teachers using practice, demonstration, and habituation methods. Evaluation consists of process evaluation and outcome evaluation on a continuous basis.