The number of public schools with mainstream and special needs students will increase to 84 by the next academic year.
The high number of integrated public schools reflects the Education Ministry’s commitment to integrating students with special needs and implementing educational programmes to enhance the capabilities of students with learning disabilities.
This was highlighted by Education Minister Dr Majid Al Nuaimi at his Ramadan majlis in Riffa, which was attended by MPs, Shura Council members, government officials and citizens.
He also revealed the ministry’s plans to expand the integration of autism students in the next academic year by opening new private classrooms in three schools.
Two of the classrooms will be in primary schools and one will be in a secondary school, bringing the number of public schools designed for the integration of students with special needs to 84 schools distributed across all four governorates.
“The ministry’s continued interest in expanding the experience of integration comes within the framework of its concern to provide education for all,” said Dr Al Nuaimi.
“In spite of the many challenges that have faced the implementation of this scheme, the number of schools that integrate autistic students went from three schools in 2010 with 11 students to 16 schools this year with 109 students, including 37 students who were transferred from private classrooms to mainstream classes.”
He also told visitors at his majlis that during the coming academic year, which will start in September, an experimental scheme will be conducted to integrate autistic students in a mainstream elementary school.
He said other schools would be added to this scheme gradually to ensure students have the opportunity to complete different levels of education.
Meanwhile, the minister also discussed the Employment of Technology in the Disability Learning Programme, which was adopted by the ministry in the 2017-2018 academic year.
Results
He said the project has achieved good results in a short period to enhance the skills of students and to master competencies related to the curriculum, especially in core subjects of Arabic, English, mathematics and science.
He also said the ministry will continue to expand the programme, which is currently applied in 64 public schools.
“One of the pillars on which the ministry relied in the implementation of this project is the organisation of training courses for teachers, with an average of 32 hours for each teacher,” explained Dr Al Nuaimi.
“This was in addition to the production of interactive software and training related to the educational competencies of students with learning difficulties, and the development of the classroom environment through the provision of electronic blackboards, smart devices, programs and applications of modern education.”
He added the performance of teachers was continuously being monitored by the ministry’s specialists in learning difficulties, who also prepare reports on the personal growth of students as well as their academic achievements.
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