Religious Practices of Students with Special Educational Needs (SEN) from Parents' Perspective

Students with special educational needs (SEN) face learning challenges that require suitable approaches according to individual needs. There are various perceptions of the disabled and the issues they face in practicing religious demands. This study aims to identify parents' practices regarding the importance of religious life among students with SEN, with the objective of understanding parents' knowledge and involvement in understanding these practices. This study uses a survey design with qualitative methods involving five parents who have children with special educational needs. Epstein's theory of involvement is used as a guide, emphasizing elements of parenting, communication, and home learning. The findings show that parents' knowledge of the importance of religious life includes teaching and understanding religious knowledge, awareness of responsibility, and moral formation. In terms of parental involvement, it involves observing, interacting (parent-child), using aids like technology, and providing worship tools. The study's implications include improving teaching strategies and support for students with SEN, and providing practical guidance for parents and educators.