Inclusive Education for Children with Autism from the Perspective of Maqasid Syariah
Keywords:
Maqasid Syariah, challenges, autism, education, social responsibilityAbstract
Education is a fundamental right guaranteed to all individuals, including children with autism, in line with the principles of Maqasid Syariah, which emphasize the preservation of religion (hifz al-din), life (hifz al-nafs), intellect (hifz al-‘aql), lineage (hifz al-nasl), and property (hifz al-mal). However, gaps remain within Islamic educational settings in addressing the unique needs of autistic children in a fair, dignified, and inclusive manner. This study employs a qualitative systematic literature review and document analysis approach, examining peer-reviewed publications, institutional reports, and empirical studies (2019–2025) to explore the educational needs of autistic children through the lens of Maqasid Syariah. Thematic analysis was conducted deductively based on the five Maqasid domains to identify pedagogical, socio-emotional, spiritual, and policy-related requirements in early childhood education. Findings indicate that autism-inclusive education requires flexible, multisensory, structured, and spiritually grounded approaches supported by trained educators, visual-based learning, and consistent guidance. However, practical implementation is hindered by social stigma, curriculum rigidity, insufficient special-education training, limited financial resources, and inadequate policy support. This study contributes a Maqasid-driven conceptual model for inclusive Islamic education, proposes curriculum adaptation strategies, and highlights the mobilisation of zakat and waqf as enablers of equity. The findings support advocacy for teacher training, psychosocial support systems, and policy reform to safeguard the dignity, rights, and long-term well-being of autistic children in Muslim communities.
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