ABSTRACT
Religion serves as a moral foundation and guide for human life, yet access to religious education for persons with disabilities remains limited due to various challenges. This article reviews existing guidelines for religious teaching for people with disabilities and identifies the obstacles they face. A systematic literature review was conducted using journal articles from the Scopus database over the past 20 years, focusing on final research articles published in English and available through open access. The analysis of 13 selected articles highlights several key challenges, including the abstract nature of religious concepts, insufficient learning media tailored for disabilities, the absence of a standardised curriculum, inadequate training and resources for teachers, caregivers, and facilitators, and restricted access to religious education opportunities. The article proposes comprehensive religious learning guidelines, such as implementing formal, informal, and non-formal education methods adapted to the needs, characteristics, and abilities of persons with disabilities, fostering positive development, and applying appropriate teaching strategies. These guidelines emphasise the roles of educational institutions, educators, and governments in expanding access, enhancing support systems, and creating inclusive environments. The findings contribute to advancing inclusive education programs and aligning with Sustainable Development Goals.
