A Qur’an-Based, Tawhid-Oriented Spiritual-Educational Model for Children with Autism in Islamic Education Contexts

Abstract

This study analyzes the implementation and perceived outcomes of a Qur’an-based, tawhid-oriented spiritual-educational model for children with Autism Spectrum Disorder (ASD) in an Islamic education context. A qualitative descriptive design was employed using purposive sampling involving Qur’an teachers, parents, children with ASD, and an Islamic psychology practitioner. Data were collected through semi-structured interviews, participant observation across six sessions, and document analysis, then analyzed thematically with source and method triangulation. The findings identified five core components: Qur’anic auditory stimulation, simplified tawhid instruction, light makharij practice, short supplications and dhikr, and Qur’anic storytelling. Participants perceived these practices as supporting emotional calmness, learning readiness, engagement, and early spiritual awareness. The findings indicate that spirituality can be integrated as a structured affective-educational experience rather than treated as a supplementary intervention. The proposed model offers an inclusive framework responsive to the developmental characteristics of children with ASD while explicitly avoiding claims of therapeutic effectiveness or clinical impact.