<![CDATA[This study was motivated by the importance of developing Islamic Religious Education and Character Education (PAIBP) teaching modules that accommodate the individual needs of students with intellectual disabilities within the Merdeka Curriculum. Teaching modules in special schools must be able to address the diverse cognitive, communicative, and developmental characteristics of students with special needs, while most prior studies have only addressed disability-based modules at the group level. This study aims to describe the design of an individual-needs-based PAIBP teaching module and to analyze its implementation at SLB Putera Mandiri Kawunganten. This qualitative field research involved the school principal and the PAIBP teacher as research subjects. Data were collected through non-participant observation, unstructured interviews, and documentation, then analyzed using the Miles and Huberman interactive model, with source triangulation used to verify data validity. The results show that the module design covers module identity, initial competence, learning objectives, graduate profile, meaningful understanding, guiding questions, learning preparation, learning steps, assessment, and remedial/enrichment components, all of which are built upon an individual needs assessment rather than group-level characteristics. Implementation was carried out through introductory, core, and closing activities applying modeling, task analysis, prompting, shaping, and fading strategies, supported by concrete media, multisensory learning, differentiation, and observation-based assessment. Learning was conducted flexibly according to students' emotional and developmental conditions, supporting adaptive, humanistic, and meaningful PAIBP learning for students with intellectual disabilities.]]>
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