This chapter examines curriculum adaptation and pedagogical strategies for inclusive Islamic Religious Education (Pendidikan Agama Islam, IE), with a focus on accommodating learners with disabilities in Muslim school contexts. Drawing on Islamic ethical principles and contemporary inclusive education theory, the chapter argues that meaningful inclusion in IE requires adaptive curriculum design, learner-centered pedagogy, and ethical institutional commitment. Through analysis of practices in Indonesian inclusive schools, the chapter highlights the use of multisensory instruction, differentiated learning, Individualized Education Programs (IEPs), and inclusive assessment to enhance participation and spiritual engagement. The findings demonstrate that adaptive pedagogies not only improve learning outcomes but also affirm human dignity, justice, and mercy as core Islamic values. By integrating moral theology with classroom practice, the chapter positions inclusive IE as both a pedagogical innovation and an ethical enactment of Islamic educational philosophy.