Abstract
Introduction: This study aims to examine the potential of Religious Culture and Moral Education (RCME) textbooks to support the social skill development of students with special educational needs. Social skills constitute fundamental competencies that enable individuals to communicate effectively, sustain social relationships, and adapt to their environment. For students with special needs, it is critically important that these skills be reinforced through structured, concrete, and well-designed instructional processes.Method: The RCME textbooks used at the primary and lower secondary levels within the Ministry of National Education were analyzed through qualitative content analysis. Written content was systematically coded and categorized according to social skill themes, visual materials, activity samples, and explanatory texts.Findings: The analysis revealed that the textbooks include social skill themes such as empathy, tolerance, honesty, sharing, communication, and responsibility at varying levels of intensity. Activities involving everyday social behaviors-such as exchanging greetings or expressing gratitude-support students in reinforcing these skills through concrete examples. Furthermore, visual materials were found to facilitate the comprehension of abstract concepts, particularly for students with special educational needs.Discussion: The findings indicate that RCME textbooks offer a holistic structure that supports not only cognitive development but also social and moral growth. However, adaptations addressing the individualized learning needs of students with special needs remain limited. Revising textbooks to incorporate greater visual support, concrete activities, and individualized learning strategies would enhance the effectiveness of social skills education. Additionally, enabling teachers to make pedagogical modifications during instruction is essential for the sustainability of social skill acquisition. Integrating guidance practices that strengthen home–school collaboration may also provide a multidimensional learning environment that supports students’ social development. This holistic approach enhances the continuity of the learning process and increases the potential for establishing lasting behavioral change.