Beyond Language: Rethinking English Learning for Muslim Learners with Disabilities in Junior Secondary Education through Islamic Values and Inclusive Pedagogy

Abstract

This study explores English learning for Muslim learners with disabilities in junior secondary education through the integration of Islamic values and inclusive pedagogy. Employing a qualitative descriptive design, the study was conducted in one junior secondary school involving Grade VII and Grade VIII students. Data were collected through classroom observations, semi-structured interviews with English teachers and selected students, and analysis of instructional documents. The data were analyzed thematically by focusing on the integration of Islamic values, inclusive pedagogical practices, accessibility of English learning, and student participation. The findings indicate that English learning can incorporate Islamic values such as respect, responsibility, cooperation, honesty, compassion, and fairness through classroom activities and interactions. Inclusive pedagogical practices were reflected in differentiated instruction, repeated explanations, multimodal learning materials, individual assistance, peer support, and flexible forms of participation. The findings further indicate that accessibility and student participation are closely related to the ways teachers adapt English learning activities to students’ diverse needs. The study highlights that English learning in an inclusive Muslim educational context can extend beyond linguistic competence by connecting language development with meaningful values, equitable participation, and culturally responsive pedagogy.