Educational Integration of Persons with Disabilities in Early Islamic Society: A Historical and Analytical Study

Abstract

This study explores the Islamic perspective on the education and social inclusion of persons with disabilities (khusūsī afrad) by examining historical evidence from the prophetic era and early Islamic society. Contrary to modern assumptions that disability historically resulted in exclusion, Islamic teachings,derived from the Qur’an, Sunnah, and early Muslim practice,establish a framework of dignity, capability, and social participation for individuals with disabilities. The research highlights how the Prophet ﷺ provided taʿlīm wa tarbiyah (education and moral training) to persons with disabilities and entrusted them with key responsibilities in society. Prominent examples such as ʿAbdullāh ibn Umm Maktūm, who served as a mu’adhdhin and teacher; ʿItbān ibn Mālik, who led congregational prayers despite blindness; and eminent scholars like ʿAbdullāh ibn ʿAbbās, whose blindness did not hinder his scholarly contributions, demonstrate Islam’s practical approach to empowerment rather than exclusion. These historical precedents reveal that early Muslims adopted an inclusive educational model based on ability, piety, and service, rather than physical perfection. Through textual and historical analysis, this paper argues that Islamic civilization laid the foundations for an equitable educational philosophy long before the emergence of modern concepts of special education. The findings affirm that integrating persons with disabilities is not only a social need but an Islamic obligation rooted in Qur’anic principles of justice, mercy, and human dignity.