Ibn Khaldun’s Educational Thought and Its Relevance to Inclusive Education for Persons with Disabilities

Abstract

Inclusive education remains a global challenge in providing equal opportunities for persons with disabilities, as many educational systems still face barriers in accessibility, discrimination, and student participation. While previous scholarship has explored Ibn Khaldun’s views on human development, knowledge acquisition, and socialization, their specific relevance to disability-inclusive education remains largely unexamined. This study investigates Ibn Khaldun’s educational thought and evaluates its applicability to contemporary inclusive educational frameworks. Adopting a qualitative library research method, data were gathered from Ibn Khaldun’s seminal work, the Muqaddimah, alongside contemporary literature on inclusive education and disability studies. The material was analyzed through content analysis to identify foundational educational principles that foster inclusion. The findings indicate that Ibn Khaldun strongly emphasized individual differences, gradual learning, environmental influence, and human dignity. These insights closely align with modern inclusive frameworks championing accessibility, active participation, and diversity. Moreover, his perspective on human potential implies that education must be accessible to everyone regardless of physical or cognitive differences. Ultimately, Ibn Khaldun’s humanistic philosophy provides profound theoretical insights for advancing disability-inclusive educational practices, educational equity, and broader social inclusion.