Implementation Strategy of Religious Moderation Values for Children with Special Needs

In its implementation, religious moderation is not only a partial concept that is only applied within the scope of public schools, but it also requires moderate religious understanding for children with special needs with all the dynamics and problems faced by teachers in the field. This research is motivated by the challenges faced by teachers in fulfilling religious education and moderate religious understanding in special education institutions for children with special needs based on the classification of disability in SLBN 1 Buleleng. The method used in this research is qualitative research with descriptive data analysis. The results showed that the strategy of implementing religious moderation values applied to classification A (visually impaired) and classification B (hearing impaired) disability groups was through directives and direct practice as well as classification D (physically disabled). Meanwhile, classification C (mentally disabled) of this group is implemented through a process of habituation and continuous guidance. The strategies that teachers play in the classroom certainly get their own challenges with the diverse characteristics of student disabilities. Therefore, the acceptance and practice of religious moderation values for children with special needs also have special treatments.