The expansion of inclusive education in Qatar must be matched by greater readiness among schools, teachers, students and families to ensure that children with disabilities can learn, participate and develop independence, educationists and specialists have stressed, according to a report published by Arabic daily *Al Raya.
The experts said successful inclusion goes beyond placing students with disabilities in mainstream classrooms and requires accessible facilities, specialised personnel, assistive technologies, trained teachers and individualised educational support.
The issue is becoming increasingly important as inclusive education services expand.
They currently cover 18 government schools and 18 schools on the outskirts of the country, while a plan is underway to integrate students in Grades 5 and 6 from the Audio Education Complex into government schools starting in the 2026-27 academic year, *Al Raya reported.
The expansion also comes amid wider developments in Qatar’s disability policy.
Law No. 22 of 2025 on Persons with Disabilities establishes equal rights, independence, reasonable accommodation and access to education, rehabilitation, employment and assistive technologies.
It also provides for a unified national database and classification system for persons with disabilities, which could strengthen service planning and evaluation.
Haya Abdulrahman al-Mannai, an expert in planning and monitoring social services, said the number of beneficiaries and schools is an important indicator, but does not by itself measure the success of inclusion.
She called for a broader assessment based on students’ educational progress, continuity in education, participation, social integration, family satisfaction, response times and access to specialised personnel.
“The question should move from ‘How many students benefited?’ to ‘What difference did the service make in the life of the student and the family?’” she said, according to *Al Raya.
Nora al-Maslamani, a teacher at Al Noor Centre for the Blind, said education and inclusion should be viewed as matters of rights, equal opportunity, dignity and independence rather than simply as services.
Drawing on her experience as a student with a visual disability and later as a teacher, she stressed the importance of providing accessible learning materials and allowing students to carry out tasks independently.
“The real measure of inclusion is not the number of students who have been integrated, but the change integration makes in their lives, in terms of independence, confidence, participation, learning and the ability to work and pursue their ambitions,” she said.
Saad al-Ghanim, vice-president of the Qatar Autism Association, described the integration of students from specialised education into government schools as a positive step towards equal educational opportunities.
However, he cautioned against treating inclusion simply as providing students with a place in a mainstream classroom.
“The student with a disability does not need a seat in the classroom only, but a school environment prepared to understand his needs and respect his differences,” he said.
Al-Ghanim said classmates should also be prepared before students with disabilities join their schools.
Awareness programmes involving students, teachers, administrators, specialists and parents could promote a better understanding of different disabilities and of appropriate ways to communicate and provide assistance.
He also called for clear measures to prevent bullying, isolation, and ridicule, as well as for psychological, social, and educational follow-up after integration.
“True inclusion” means that the student feels like a natural part of the school community from the first day, he said.
Jamila al-Shemmari, principal of Al Khor Primary School for Girls, said school readiness must extend beyond physical infrastructure.
Successful inclusion requires suitable facilities, specialised staff, trained teachers and a clear plan identifying each student’s individual needs, she said.
Responsibilities must also be clearly co-ordinated among school administrators, teachers and specialists, while families and other students should be prepared for the transition.
Behavioural therapy specialist Dr Abdulrahman al-Abdullah said behavioural challenges among students with disabilities may result from communication difficulties, problems understanding instructions or transitions, sensory discomfort, or educational demands that exceed their abilities.
“Understanding the message behind the behaviour moves the response from control to empowerment,” he said.
He called for functional behavioural assessments to identify the causes and purpose of particular behaviours rather than focusing solely on stopping them.
Teachers and school teams, he said, should also be trained to implement behavioural plans consistently.
Saida al-Muhannadi, a behavioural and psychological trainer and counsellor, warned that a sudden move from a specialised environment to a mainstream school can increase pressure on students due to changes in routine, support, and sensory stimuli.
She recommended preparatory visits to the new school, accurate transfer of information and co-ordinated plans between home and school. Students should also be taught alternative ways to express their needs, including pictures and gestures.
Dr Ghada al-Nuaimi, executive director of Himam Centre for Special Needs, said families often require a range of services, including speech and language therapy, occupational and physical therapy, behavioural intervention and educational support.
She said the private sector is an important partner in providing specialised services, but called for stronger co-ordination between private rehabilitation centres and inclusive schools.
Greater public-private co-operation, Dr al-Nuaimi added, is also needed to ease the financial burden of long-term rehabilitation, particularly for children requiring multiple specialised services.
Haya al-Kaabi, an expert in personality modification and mental health, stressed that physical presence in a mainstream classroom does not automatically constitute successful inclusion.
A properly supported school environment can strengthen confidence, belonging and self-esteem, while superficial inclusion without adequate preparation and support can lead to isolation, frustration and psychological distress.
Al-Kaabi urged schools and families to monitor signs such as withdrawal, declining participation, irritability and school refusal, while ensuring that students’ dignity and privacy are protected.