<![CDATA[This study aims to analyze in depth the curriculum management of Islamic Religious Education (PAI) for children with special needs (mentally retarded) at SLB IT Baitul Jannah Bandar Lampung. The research focus includes three main stages of curriculum management: planning, implementation, and evaluation. This study uses a qualitative approach with descriptive methods. Data were collected through participatory observation techniques, in-depth interviews with the principal, vice principal of curriculum, and PAI subject teachers, as well as through documentation studies. Data analysis techniques were carried out systematically through data reduction, data display, and drawing conclusions to ensure the validity of research findings. The results showed that: (1) PAI curriculum planning is carried out adaptively by modifying teaching modules and competence indicators to match the cognitive capacity and individual characteristics of mentally retarded students. (2) The implementation of the PAI curriculum emphasizes direct practice methods (demonstrations), individual approaches, and routine religious habits such as joint prayers, congregational dhuha prayers, memorizing short surahs, and forming noble character which are carried out repetitively to strengthen students' long-term memory. (3) The evaluation of the PAI curriculum emphasizes process assessment and behavioral changes (affective and psychomotor aspects) to measure the level of students' real independent worship, not just theoretical cognitive achievement. The main challenge lies in the heterogeneity of the level of students' intellectual disabilities, so that policy makers are advised to develop an operational curriculum that is more deeply segregated.]]>
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