How to Teach Religious Education to Special Needs Students

Religious Education as one of the compulsory subjects for all levels of education in the national education system. Religious education is filled with abstract concepts that must be understood learners especially the application of religious values and religious attitudes in community life. Religious education serves to prepare learners to be members of the community who understand and practice the values of their religious teachings and / from their main source through guidance, teaching, training,
Achieving optimal education for children with special needs will certainly face challenges in various aspects of the students themselves, both physical, mental and social aspects.
In general we understand that there are some obstacles that occur for a child who is Disable, let alone who has an IQ below average, religious education that is more memntingkan faith for us that normally sometimes still require learning ekststra, what about those below average , certainly studying the abstract is very difficult, including religious education.
In relation to these conditions, ABK in the context of religious education learning requires more learning strategies for individual services, those with disabilities should be provided with religious education with very specific methods and strategies, and certainly different from the average learner. to achieve good output, of course the process in religious learning is supported by several factors ranging from teacher, learning media, curriculum, facilities and infrastructure as well as learning resources, and each level of education (SDLB and SMPLB) and type of difabel require model -a specific learning model, this needs further review.
This in-depth study in the form of this study is expected to contribute positively to improving the understanding of religious education, we realize that in some cases religious education is abstract, while the ability of children with disabilities is sometimes the biggest obstacle in understanding, especially for children with disabilities who have psychic abilities that are below the average person in general.
Other supporting factors as mentioned between the internal elements directly perceived by the educator and the education, in addition to external factors must also get attention, because this sometimes less attention, whereas in the process of learning external factors sometimes play an important role in improving the quality of education.