Religious Education for Students with Autism According to Their Families and RCMK Teachers

The lives and experiences of individuals with autism differ in terms of social norms and differ not only from normal individuals but also among themselves. This situation necessitates making some special arrangements in education. A considerable amount of scientific work has been conducted on how to provide education for students with autism. However, it is difficult to say that the desired level has been reached at the point of religious education, which constitutes an important area of education. Religious education can play a crucial role in the entire development of students with autism, impacting not only their personal growth but also contributing to the formation of a healthy social structure and progress. For this reason, the effects of religious education on students with autism require further exploration through scientific studies. These studies can shed light on the specific benefits and challenges that religious education presents for individuals with autism. By examining the impact of religious education on cognitive, emotional, and social development in students with autism, researchers can identify strategies that promote inclusivity, engagement, and meaningful learning experiences. This knowledge can help educators, parents, and policymakers make informed decisions about implementing religious education programs for students with autism. Moreover, scientific studies provide an opportunity to develop evidence-based interventions and support systems that address the specific requirements and potential barriers faced by autistic students in religious education practices. This study aims to determine the religious education needs of students with autism and how these needs can be met. In the study, which was prepared in a qualitative design, data were collected through the interview technique. Considering the religious education needs of students with autism and the fact that their families and teachers are very experienced in meeting these needs, their opinions were consulted. The research study group consists of 6 parents and 5 teachers with different characteristics. The data of the research were generally analyzed using the descriptive analysis method. As a result of the research, it was seen that very few participants in the study group thought that religious education is not necessary for students with autism. In terms of which theories, methods and techniques should be used in religious education for students with autism, it has been presented that the most appropriate theory to be based on in the education of students with autism is behavioral learning theories with external control. Regarding what should be taken into consideration when using materials in religious education for students with autism, it has been stated that teaching materials should be prepared by considering the performance and development of students as well as the principles of material development to contribute to the student. It has been observed that classroom management is not difficult in cases where the students with autism are mild and their number is limited to one or two, but as the number of these students increases, difficulties are experienced in classroom management. It has been reported that in monitoring the development of students with autism, measurement and evaluation should be process-centered and all developmental areas of the student should be considered. Finally, it has been stated that teachers' negative attitudes towards students with autism and their inadequacy in designing instruction cause the most important problems in the religious education of students with autism. As a result of the study, it has been seen that it is essential to determine the appropriate teaching objectives for the students, to use methods and techniques, to prepare teaching materials, and to carry out assessment and evaluation by considering their characteristics and developments.