<![CDATA[Islamic religious education plays an important role in shaping students’ religious character, including children with special needs in Special Schools (Sekolah Luar Biasa/SLB). However, the implementation of IRE for children with special needs faces various challenges due to differences in students’ characteristics and learning abilities, which require adaptive and inclusive instructional strategies. This study aims to theoretically analyze the strategies employed by IRE teachers in developing the religious character of children with special needs in SLB based on previous research findings. This study employs a literature review method with a qualitative descriptive approach by analyzing six relevant national research articles published between 2014 and 2025. Data were analyzed through stages of identification, classification, and thematic synthesis to identify patterns of instructional strategies, teacher roles, and supporting and inhibiting factors. The results indicate that effective IRE teacher strategies include systematic instructional planning, the use of methods and media adapted to students’ needs, habituation of religious practices, teacher role modeling, the use of assistive technology, and continuous motivational and emotional support. IRE teachers play roles not only as instructors but also as spiritual mentors and agents of religious character formation. Nevertheless, the implementation of IRE in special schools has not been fully optimal due to limited teacher competencies in inclusive education, a lack of adaptive learning resources, and insufficient policy support. Therefore, strengthening teacher competencies, developing adaptive learning media, and providing institutional support are essential to realize inclusive IRE that effectively fosters the religious character of children with special needs.]]>
