<![CDATA[This study aims to describe the reality of integrative-inclusive Islamic Religious Education (IRE) learning at SLB Negeri Purbalingga and to identify the strategies employed to accommodate the learning needs of students with special needs. The study is motivated by the importance of implementing IRE learning that emphasizes not only cognitive aspects but also the integration of Islamic, social, and humanitarian values in an inclusive manner. This research employed a qualitative method with a descriptive approach. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data presentation, and conclusion drawing. The findings reveal that integrative-inclusive IRE learning at SLB Negeri Purbalingga is implemented by adapting teaching methods, media, and assessment to the characteristics and needs of each student. Teachers play a significant role in creating a humane and adaptive learning environment that enables students to understand and practice religious values gradually. Despite limitations in facilities and differences in students’ abilities, IRE learning remains effective through collaboration among teachers, parents, and the school community.]]>
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