Displayed Features of a Student with High-Functioning Autism During Qur’anic Learning

Abstract

Autism, a unique symptom commonly experienced by boys, is a problem in the neurodevelopmental spectrum and it affects various aspects of learning. Although many researchers have focused on related issues, less emphasis has been given to learning problems related to religious education, for example, reading the Qur’an, which is also associated with Islamic ritual prayer (ṣalāḥ). Non-Arabic speakers with autism have a right to be given an equal opportunity to perform their religious obligations. The objective of this article is to characterise the natural features displayed by an autistic student in reading the Qur’an. A Malay boy, 8 years old, having high-functioning autism, was chosen as the subject of a month-long programme with sessions conducted three times weekly. He had already attended Qur’anic classes for at least six months and was capable of communicating verbally. NVivo software was used for this analysis and findings of each experimental session were recorded audiovisually using a digital camera and voice recorder. Tests involved reading the first chapter of the Qur’an (al-Fatihah) using five different sets: (a) The Malay translation, (b and c) the complete sets of the chapter in rasm Uthmani and rasm Qiyasi, respectively, and (d and e) the unorganised and incomplete sets of the chapter in rasm Uthmani, respectively. The findings suggest a selection of reading materials suitable for autistic individuals. In addition, identification of certain demonstrated features during Qur’anic lessons, which should be considered by teachers and parents for effectiveness in learning the Qur’an.