商品描述
This book offers a timely and interdisciplinary exploration of disability inclusion through the lens of Islamic education. Drawing on core Islamic values such as rahmah (compassion), ʿadl (justice), and karāmah (dignity), it presents a faith-informed framework for inclusive pedagogy in Muslim-majority contexts. The authors integrate theological insights from the Qurʾān, Ḥadīth, and maqāṣid al-Sharīʿah with contemporary educational practices, highlighting how religious ethics can inform systemic change in schools, mosques, and communities. Structured around six thematic chapters, the book addresses stigma and attitudinal barriers, curriculum adaptation, assistive technology, Universal Design for Learning (UDL), and spiritual development of learners with disabilities. Case studies from Indonesia and other Muslim contexts provide practical illustrations of inclusive strategies in Islamic Religious Education (PAI). This book contributes to the growing literature on culturally responsive education by bridging disability studies with Islamic pedagogy. It will be of interest to scholars in education, religious studies, and disability inclusion, as well as policymakers and practitioners seeking contextually grounded models for reform. By offering actionable insights and ethical foundations, the book supports efforts to create equitable learning environments that honor both faith and diversity.
商品描述(中文翻譯)
本書透過伊斯蘭教育的視角，提供了一個及時且跨學科的殘障包容性探索。基於伊斯蘭核心價值觀，如rahmah（慈悲）、ʿadl（公正）和karāmah（尊嚴），本書提出了一個以信仰為基礎的包容性教學框架，適用於穆斯林為主的環境。作者將《古蘭經》（Qurʾān）、聖訓（ḥadīth）和伊斯蘭法目的（maqāṣid al-Sharīʿah）的神學見解與當代教育實踐相結合，強調宗教倫理如何促進學校、清真寺和社區的系統性變革。
本書以六個主題章節為結構，探討了污名與態度障礙、課程調整、輔助技術、通用學習設計（Universal Design for Learning, UDL）以及殘障學習者的靈性發展。來自印尼及其他穆斯林背景的案例研究提供了在伊斯蘭宗教教育（PAI）中包容性策略的實際範例。
本書為文化響應教育的日益增長的文獻做出了貢獻，將殘障研究與伊斯蘭教學相結合。對於教育、宗教研究和殘障包容領域的學者，以及尋求具體背景的改革模型的政策制定者和實踐者，本書都將引起興趣。通過提供可行的見解和倫理基礎，本書支持創造尊重信仰與多樣性的公平學習環境的努力。
作者簡介
Khoiruddin Bashori is Faculty Member in the Department of Psychology at Ahmad Dahlan University, Yogyakarta. Born in Yogyakarta on October 2, 1962, he completed his doctorate in Educational Psychology at Gadjah Mada University (UGM), earning his S3 in Psychology in 2001. He previously served as Rector of Universitas Muhammadiyah Yogyakarta from 2002 to 2008, Chair of APTISI Region V (Special Region of Yogyakarta), and Director of the Postgraduate Program at Universitas Muhammadiyah Ponorogo. Currently, he holds several leadership positions: Deputy Chair of LP2M PP Muhammadiyah [Department of Islamic Boarding School Development, Central Board of Muhammadiyah]; Chair of the PDHI [Brotherhood of Indonesian Hajj Pilgrims] Executive Board; and Chair of the RSIY PDH. Zalik Nuryana earned his Bachelor's and Master's degrees in Islamic Education from Universitas Islam Negeri Sunan Kalijaga Yogyakarta, and completed his PhD in Curriculum and Didactic at the School of Education Science, Nanjing Normal University, China. He is currently an Associate Professor in the Department of Islamic Education at Universitas Ahmad Dahlan, Indonesia. His research focuses on Islamic Education, curriculum development, and mental health from various perspectives, with a particular interest in studies employing bibliometric analysis to map research trends and scholarly developments. He also serves as an editorial member of Discover Education published by Springer.
作者簡介(中文翻譯)
Khoiruddin Bashori 是雅加達哈馬達大學（Ahmad Dahlan University）心理學系的教職員。他於1962年10月2日出生於雅加達，並於2001年在加查馬達大學（Gadjah Mada University）獲得教育心理學博士學位（S3）。他曾於2002年至2008年擔任雅加達穆罕默德大學（Universitas Muhammadiyah Yogyakarta）校長，並擔任APTISI第五區（特別區域雅加達）的主席，以及雅加達穆罕默德波諾羅戈大學（Universitas Muhammadiyah Ponorogo）研究所的主任。目前，他擔任多個領導職位：穆罕默德中央理事會伊斯蘭寄宿學校發展部（LP2M PP Muhammadiyah）副主席；印尼朝聖者兄弟會（PDHI）執行委員會主席；以及RSIY PDH的主席。
Zalik Nuryana 在雅加達伊斯蘭國立大學（Universitas Islam Negeri Sunan Kalijaga Yogyakarta）獲得伊斯蘭教育的學士和碩士學位，並在中國南京師範大學（Nanjing Normal University）教育科學學院完成課程與教學的博士學位（PhD）。他目前是印尼雅加達哈馬達大學（Universitas Ahmad Dahlan）伊斯蘭教育系的副教授。他的研究重點是伊斯蘭教育、課程發展以及從不同角度探討心理健康，特別對於使用文獻計量分析來映射研究趨勢和學術發展的研究特別感興趣。他同時也是Springer出版的《Discover Education》期刊的編輯成員。
