The Ministry of Education and Higher Education (MoEHE) in Qatar is advancing its inclusive education system through expanded services, staff development, and enhanced support mechanisms, according to Amina Ali Al Mulla, director of the Special Education and Inclusive Education Department. In an interview, Al Mulla outlined ongoing efforts to improve school readiness, equip specialized personnel, and provide assistive tools tailored to students with disabilities.
Currently, inclusive education services are available in 81 government schools nationwide, as well as 18 schools in more remote locations, bringing support closer to students and their families. The ministry’s approach extends beyond increasing school numbers, focusing equally on improving the quality of academic and support services delivered to students with diverse educational needs.
The process for accrediting new inclusive schools involves assessing geographic distribution and selecting appropriate campuses, followed by adapting learning environments with suitable furniture, modern facilities, and assistive technologies. Individualized Education Plans (IEPs) are developed to address each student's unique abilities and challenges. Alongside recruitment of specialized staff, professional development programs are underway to enhance staff competencies in addressing these needs.
Al Mulla emphasized the ministry’s commitment to fostering a collaborative culture within schools, encouraging the integration of support services across the entire staff rather than limiting responsibility to special education teachers alone. She noted that success in integration is measured through observable improvements in student learning, participation, and autonomy rather than simply enrollment figures.
A specific initiative targets students with hearing impairments, with efforts focusing on transitioning fifth- and sixth-grade students from the Audio Education Complex into inclusive settings at Umm Al Qura and Zekreet schools. This pilot program, launched during the current 2026/2027 academic year, aims to facilitate academic and social inclusion while providing critical data on readiness and integration needs. Preparations include auditing educational environments to eliminate communication barriers and ensure access to assistive technologies and certified sign-language specialists. Plans call for expanded integration into preparatory and secondary schools by the 2027/2028 academic year.
In terms of specialized education facilities, the ministry recently opened Al-Hidaya Special Needs School in Mebaireek, relying on comprehensive individual assessments to determine the best learning environment for each student. While inclusive education is preferred for many, some students require specialized settings offering intensive therapeutic services such as physical, occupational, speech-language therapies, and psychological-behavioral support to bridge toward future integration.
Early intervention efforts include the establishment of Al Jiwan Kindergarten, developed in partnership with Hamad Medical Corporation under the “Masari Al Khas” (My Special Path) initiative. This program integrates education, healthcare, and rehabilitation to address developmental needs at early stages, aligning with Qatar National Vision 2030.
Another key development is the Warif Academy, launched in collaboration with Qatar Foundation to serve students with severe functional limitations. It offers a comprehensive model merging academic instruction with medical, therapeutic, health, and vocational support tailored to maximize communication skills and functional independence.
Looking ahead, MoEHE plans to establish a “Unified Services Center” that will bring together ministries of education, public health, and social development under one roof. The center aims to enhance inter-ministerial coordination and simplify access for families by offering integrated diagnostic, clinical, educational, and functional assessments to determine optimal educational settings and support services for each student.