Transforming Ethical Concern into Educational Justice: Disability Inclusion in Islamic Early Childhood Education
DOI:
https://doi.org/10.24256/tunascendekia.v9i1.12705Keywords:
disability inclusion, Islamic Early Childhood Education, educational justice, Maqasid Al-Shariah, Karamah Insaniyyah, social justiceAbstract
Children with disabilities continue to experience barriers to meaningful participation in educational settings, including limited recognition, accessibility, and institutional support. In Islamic early childhood education, responses toward disability are often shaped by ethical values of compassion, care, and moral responsibility. However, when these values remain limited to benevolent assistance, inclusion may depend on individual goodwill rather than becoming a sustainable educational responsibility. This study aims to develop a conceptual framework that transforms ethical concern into educational justice for children with disabilities in Islamic early childhood education. This study employs a conceptual-critical library research approach by analyzing relevant literature on disability inclusion, Islamic educational ethics, maqasid al-shariah, karamah insaniyyah, and social justice. The analysis develops the Benevolence-to-Justice Framework, which explains the transformation of inclusion from moral concern toward institutional accountability. The framework positions benevolence as an ethical foundation, while dignity recognition, rights awareness, and justice-oriented practices provide pathways for establishing sustainable inclusion. This study contributes to Islamic early childhood education by reframing children with disabilities not merely as recipients of compassion but as dignified members of educational communities with rights to participation, development, and belonging. The integration of Islamic ethical principles and social justice perspectives provides a conceptual foundation for strengthening inclusive pedagogy, family engagement, and institutional responsibility. This study is limited by its conceptual nature and the absence of empirical validation; therefore, future research should examine the applicability of the proposed framework in diverse Islamic early childhood education contexts.
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