Faith, Values, And Inclusion: Developing Moral Education For Special Needs Students

Abstract

This study investigates the integration of faith-based values in the moral education of special needs students within special education schools. Using a mixed-methods approach, it evaluates the impact of structured moral education interventions on students’ ethical behavior, social integration, and emotional well-being. The intervention, which included storytelling, role-playing, group discussions, and interfaith activities, was tailored to address the cognitive and emotional needs of students with hearing impairments, ADHD, and learning disabilities. Quantitative results demonstrated significant improvements in moral reasoning, empathy, and peer interactions across all groups, while qualitative findings highlighted the role of interactive activities in fostering inclusivity and mutual respect. Challenges such as resource constraints and the need for specialized teacher training were identified, underscoring the importance of collaboration among educators, policymakers, and communities. This study provides actionable insights for designing and implementing faith-based moral education programs that promote ethical development and inclusivity in special education contexts.