<![CDATA[Inclusive education in Indonesia has evolved from mere policy discourse into a complex pedagogical reality, demanding profound transformation in learning management, particularly within Islamic Religious Education (PAI). This study aims to present a comprehensive analysis of inclusive PAI learning management, focusing on three crucial dimensions: the adaptation of religious competence policies, collaboration strategies between PAI Teachers and Special Companion Teachers (GPK), and the development of accommodative religious culture models. Employing a qualitative approach with extended library research methods and meta-synthesis of data from Sinta-accredited journals and national policy documents, this research unveils the dynamics of religious education for students with various impairments (visual, hearing, autism, and intellectual disabilities). The findings indicate that effective inclusive PAI curriculum management is not monolithic but applies a continuum of adaptation ranging from duplication, modification, substitution, to omission, based on Individualized Education Program (IEP) assessments. In the strategic realm, it is found that PAI teachers need to transform from mere textual transmitters into spiritual facilitators utilizing multisensory methods—such as the use of tactile 'control prayer mats' for visually impaired students and visual total communication methods for hearing-impaired students. Furthermore, this study identifies that the greatest barrier to serving the spiritual needs of students with special needs lies not in the students' cognitive limitations, but in the rigidity of school culture and the lack of collaborative competence among educators. Therefore, this research recommends a reorientation of the school's role from merely a provider of physical access to an inclusive spiritual ecosystem, where religious culture is translated not as ritual uniformity, but as a sincere acceptance of the diversity of God's creation.]]>
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