Metode Pembelajaran Pendidikan Agama Islam Anak Berkebutuhan Khusus di Sekolah Menegah Kejuruan Negeri (SMKN) 8 Surakarta Tahun Pelajaran 2018/2019

Religious Education is a right that all students have in accordance with their religion, including for children with special needs. There is no differentiation of rights between regular students and students with special needs in obtaining education. Children with special needs also have the right to educate themselves, in accordance with the contents of the declaration of human rights of persons with disabilities. At SMK Negeri 8 Surakarta there are several students with special needs, and there is no distinction in providing teaching materials. And the curriculum used for regular students with students with special needs is the same, namely the 2013 curriculum. This research is about the learning method of Islamic Education for children with special needs at SMK Negeri 8 Surakarta which aims to explain the PAI learning method used by teachers to teach students with special needs and explain the relationship in learning for children with special needs. This research included field research using a qualitative approach. The technique of collecting data is by interview, observation and documentation. While in analyzing the data with the inductive method, namely analyzing data in general to draw conclusions specifically.The results of the research carried out by the researcher, it can be concluded that at SMK Negeri 8 Surakarta have 3 PAI teachers who teach students with special needs. In each teacher has its own characteristics in teaching in the classroom with different methods. Mrs. Hera as a PAI teacher who teaches musical arts with blind students often uses lecture and question and answer methods. While Mr. Khoirul as a PAI teacher who teaches musical arts with blind students as well, uses lectures, discussions and sometimes uses cards. Unlike the other two teachers, Mr. Rasyid as a PAI teacher who taught dance with slow learner students used the Jigsaw active learning method. And the obstacles faced by each teacher are also different. In the class of Mrs. Hera and Mr Khoirul there were no obstacles in teaching students with special needs. In class, Mr. Rasyid had a few obstacles in his learning, namely the integration of classes and the unavailability of LCDs in each class