Mohd Asraf, Ratnawati and Murad, Tahraoui Ramdane and Mulalic, Almasa
(2026)
Inclusive education as a Maqāṣidic obligation: addressing the needs of students with learning
disabilities in light of Ḥifẓ Al-‘Aql.
Al Shajarah, 31 (1).
pp. 55-85.
ISSN 1394-6870
E-ISSN 2735-1866
Abstract
Ensuring both inclusivity and equity remains a central challenge in
education, particularly for a significant proportion of children
worldwide with learning disabilities such as dyslexia, dyscalculia, and
dysgraphia. Often erroneously perceived by their teachers as being
“slow”, these children frequently suffer from low self-esteem,
withdrawal from academic and social engagement, and a heightened
risk of psychological and emotional problems if they do not receive
timely intervention. Highlighting the case of children with dyslexia,
this conceptual and analytical essay focusses on the application of
Maqāṣid al-Sharīʿah in the preservation of the ‘aql (intellect), which
would entail the providing of a good and sound education to all
members of society, leaving no child behind. It then proceeds with a discussion on the challenges these children face in school; the
preparedness of teachers in addressing their educational needs in an
inclusive education setting; and the importance that Islam places on
the inclusion of students and individuals with physical and learning
disabilities in the education system. The authors conclude the article
by emphasising the fact that when viewed from the higher purposes
and intent of the maqṣid, or objective, of the sharīʿah, addressing the
needs of children with learning disabilities is a daruriyyah ̄ (necessity) and
thus, an urgent obligation for us to fulfil.
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