Doha, October 11 (QNA) - Director of the Special Education and Inclusive Education Department at the Ministry of Education and Higher Education, Amina Ali Al Mulla, affirmed that the expansion of the inclusive education system is advancing in parallel with enhancing school readiness, qualifying specialized staff, providing assistive educational tools and equipment, and developing monitoring and assessment mechanisms to meet students' diverse educational needs.
In an exclusive interview with Qatar News Agency (QNA), Al Mulla said broadening inclusive education services for students with disabilities constitutes a key pillar in the ministry's strategy to advance special education. She noted that these services are currently available across 81 government schools, in addition to 18 schools in outlying areas, bringing educational support closer to students and their families.
She explained that expanding inclusive education goes beyond increasing the number of participating schools, but also enhancing the quality of academic and support services delivered to students.
Regarding preparations for accrediting new inclusive schools, Al Mulla indicated that the process begins by studying geographical distribution and selecting suitable campuses. This is followed by preparing the learning environment to align with the needs of students with disabilities through appropriate furniture, modern facilities, and assistive learning aids. She added that individual educational plans (IEPs) are developed and tailored to each student's specific needs and capabilities. Alongside recruiting specialized academic and administrative staff, training and professional qualification programs are conducted to raise their competencies in addressing students' educational requirements.
Al Mulla emphasized the ministry's commitment to foster a culture of teamwork within schools, making the support of students with disabilities a shared institutional responsibility rather than the sole remit of special education teachers. She stressed that the true success of integration is measured by its tangible impact on student learning, active participation, and independence, rather than mere enrollment figures or facility counts.
Addressing the integration of students with hearing impairments, the Director noted that the ministry is developing transition pathways from specialized schools into inclusive settings. She explained that integrating fifth- and sixth-grade students from Audio Education Complex into Umm Al Qura and Zekreet schools serves as a structured educational pilot aimed at enabling students to learn alongside their peers, fostering their academic and social engagement.
She pointed out that this initiative will yield vital performance indicators regarding school readiness and requirements for integration at higher educational stages. Prior to implementation, the educational environment is audited to ensure the removal of communication barriers, providing assistive technologies, modern educational tools, and certified sign-language specialists within inclusive schools. Al Mulla stated that integrating fifth- and sixth-grade students during the current 2026/2027 academic year serves as a preparatory step for an expanded rollout during the 2027/2028 academic year, covering the integration of Audio Education Complex students into preparatory and secondary government schools.
Within the framework of developing specialized education facilities, she highlighted the opening of Al-Hidaya Special Needs School in the Mebaireek area. She affirmed that the ministry relies on comprehensive individual assessments to determine the optimal learning environment for each student. While inclusive education represents the most suitable option for many, others require specialized environments offering intensive therapeutic services, such as physical therapy, occupational therapy, speech-language therapy, and psychological-behavioral support, as a bridge toward future integration.
Regarding early intervention, Al Mulla explained that the opening of Al Jiwan Kindergarten, established in partnership with Hamad Medical Corporation under the "Masari Al Khas" (My Special Path) program, aligns with Qatar National Vision 2030 and represents an important step in integrating education, healthcare, and rehabilitation to identify developmental needs and provide specialized support at an early age.
Discussing Warif Academy, she noted that this strategic project was established in partnership with Qatar Foundation to address the needs of students with severe functional limitations requiring intensive medical, therapeutic, and rehabilitative services. The academy stands as a pioneering regional model, offering a comprehensive educational concept that merges academic, therapeutic, health, and vocational support, fostering communication skills and functional independence to maximize student participation according to individual capacity.
The Director of the Special Education and Inclusive Education Department revealed plans for the establishment of a "Unified Services Center," bringing together the Ministry of Education and Higher Education, the Ministry of Public Health, and the Ministry of Social Development and Family under one roof. The facility aims to strengthen inter-governmental coordination and facilitate family access to specialized services via a single service point. At the center, the student's journey includes specialized diagnostic and clinical evaluation, followed by educational and functional assessments to determine suitable educational settings and support services.
Looking ahead, Al Mulla affirmed that the ministry will continue developing the inclusive education ecosystem across all stages, through therapeutic and educational services, harnessing cutting-edge technologies, increasing schools' capacities, improving learning environments, and establishing unified national standards for special educational services.
She added that human capital development remains a key focus, which involves reviewing and expanding special education teacher preparation programs, delivering continuous training across academic and administrative teams, formulating a comprehensive "Inclusive Education Roadmap" to serve as a national benchmark, as well as upgrading disability data systems to reinforce planning, decision-making, and impact measurement.
Al Mulla pointed out that the ministry's strategic vision extends beyond K-12 schooling to include establishing a specialized training center to support individuals with disabilities in developing skills needed for the labor market, enhancing vocational opportunities, functional independence, and sustainable community inclusion.
Al Mulla concluded by saying that establishing inclusive education is a fundamental vehicle for equal opportunity, empowerment, and improved quality of life. (QNA)