Inclusive Education as a Maqāṣidic Obligation

Addressing the Needs of Students with Learning Disabilities in Light of Ḥifẓ Al-‘Aql

Abstract

Ensuring both inclusivity and equity remains a central challenge in education, particularly for a significant proportion of children worldwide with learning disabilities such as dyslexia, dyscalculia, and dysgraphia. Often erroneously perceived by their teachers as being “slow”, these children frequently suffer from low self-esteem, withdrawal from academic and social engagement, and a heightened risk of psychological and emotional problems if they do not receive timely intervention. Highlighting the case of children with dyslexia, this conceptual and analytical essay focusses on the application of Maqāṣid al-Sharīʿah in the preservation of the ‘aql (intellect), which would entail the providing of a good and sound education to all members of society, leaving no child behind. It then proceeds with a discussion on the challenges these children face in school; the preparedness of teachers in addressing their educational needs in an inclusive education setting; and the importance that Islam places on the inclusion of students and individuals with physical and learning disabilities in the education system. The authors conclude the article by emphasising the fact that when viewed from the higher purposes and intent of the maqṣid, or objective, of the sharīʿah, addressing the needs of children with learning disabilities is a darūriyyah (necessity) and thus, an urgent obligation for us to fulfil.