This systematic literature review examines pedagogical approaches in Islamic Education for students with special needs within inclusive education settings. It aims to identify the approaches used, analyse their implementation, and examine the challenges faced by teachers. Guided by the five phases of SLR proposed by Khan et al. (2003) and the PRISMA framework, 10 articles published between 2021 and 2025 were analysed using thematic analysis. Four main themes emerged: adaptive and learner-centred pedagogical approaches, the use of teaching aids and digital technology, communication approaches, and challenges related to teacher professionalism. The review shows that flexible teaching strategies, interactive learning activities, visual materials, digital tools, and alternative communication methods support students’ understanding and engagement in learning. However, teachers continue to face challenges related to special education training, pedagogical skills, teaching resources, and diverse student needs. This study highlights the importance of strengthening inclusive pedagogical practices in Islamic Education to better support the diverse learning needs of students with special needs.
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