The Role of Teachers and Parents in Fostering and Supporting Inclusive Islamic Character Education for Autistic Students

Abstract

Fair and equitable inclusive education is essential to ensure that all children, including those with special needs such
as autism, have equal opportunities to develop and play a role in society. Religious activities such as congregational prayers,
memorizing prayers, and getting used to Islamic etiquette can be a meaningful learning medium for autistic students. The
synergy of the role of teachers as role models and parents as companions means that character education not only forms
understanding, but also fosters feelings and directs autistic students' actions in a more Islamic and characterful direction. The
Darul Fatonah Singocandi Kudus Foundation is one of the institutions that seeks to integrate Islamic character education with
behavioral and communication therapy for autistic students. The inclusive concept applied emphasizes acceptance, respect for
differences, and collaboration between teachers and parents. This study focuses on the contributions of teachers and parents
in optimizing Islamic-based inclusive character education for autistic students at Yayasan Darul Fatonah Singocandi Kudus.
The research employed fieldwork with a descriptive qualitative approach. The participants consisted of teacher and parents.
Data were collected through observation, in-depth interviews, and document analysis, and were further examined through
data reduction, presentation, conclusion drawing, and verification using source triangulation. The findings that: The role of
teachers and parents is crucial, with teachers serving as role models and facilitators who apply adaptive methods, while parents
reinforce the internalization of Islamic values through habituation at home.