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Educational Inclusion

The concept of educational inclusion began to emerge clearly through the slogan of the International Year of Disabled Persons in 1981, titled “Equality and Full Participation,” as well as through the concept of “Education for All,” which aims to empower persons with disabilities to become active members of their communities. This concept has been associated with a number of international conventions and legal frameworks, in addition to global changes in the nature of work and its mechanisms, which have contributed to shaping the directions of the inclusion process and defining its principles and foundations.

Among the most important of these guiding principles were international agreements that helped strengthen this approach, such as the Universal Declaration of Human Rights, which came into force in 1948, the UNESCO Convention against Discrimination in Education (1960), the International Convention on the Elimination of All Forms of Racial Discrimination (1965), and the Convention on the Rights of the Child (1989), in addition to other charters that emphasized the necessity of providing education for all without discrimination. This educational philosophy was adopted by many international organizations, most notably the United Nations through the declaration of “Education for All,” which was reaffirmed in Jomtien (1990), Salamanca (1994), and Dakar (2000).

Among the most important of these guiding principles were international agreements that helped strengthen this approach, such as the Universal Declaration of Human Rights, which came into force in 1948, the UNESCO Convention against Discrimination in Education (1960), the International Convention on the Elimination of All Forms of Racial Discrimination (1965), and the Convention on the Rights of the Child (1989), in addition to other charters that emphasized the necessity of providing education for all without discrimination. This educational philosophy was adopted by many international organizations, most notably the United Nations through the declaration of “Education for All,” which was reaffirmed in Jomtien (1990), Salamanca (1994), and Dakar (2000).

Among the most important of these guiding principles were international agreements that helped strengthen this approach, such as the Universal Declaration of Human Rights, which came into force in 1948, the UNESCO Convention against Discrimination in Education (1960), the International Convention on the Elimination of All Forms of Racial Discrimination (1965), and the Convention on the Rights of the Child (1989), in addition to other charters that emphasized the necessity of providing education for all without discrimination. This educational philosophy was adopted by many international organizations, most notably the United Nations through the declaration of “Education for All,” which was reaffirmed in Jomtien (1990), Salamanca (1994), and Dakar (2000).

Quality Standards for Educational Inclusion
(Document of Educational Inclusion Quality Standards)

In its commitment to transferring expertise and training national Kuwaiti educational staff in public schools on how to work with students with learning disabilities in mainstream classrooms, the Center promotes the principle of integrating students with mild to moderate learning disabilities whenever possible. Students with severe learning disabilities, meanwhile, are enrolled in specialized remedial programs supervised by qualified teaching staff.

In light of the success of the Educational Inclusion Schools Project in the Mubarak Al-Kabeer Educational Area, implemented in cooperation with the Ministry of Education, and the continuation of this project across the State of Kuwait for the benefit of our sons and daughters with learning disabilities in public schools—thereby fulfilling the Ministry of Education’s obligations under Law No. (8) of 2010 on the Rights of Persons with Disabilities and based on the strategic vision of the Child Assessment and

This document serves as a framework for accrediting educational institutions that provide services to individuals with learning disabilities (Specific Learning Difficulties), ensuring the quality, effectiveness, and consistency of educational inclusion practices.

Educational Inclusion Schools Project

In line with the strategic objectives of the Child Assessment and Education Center to support individuals with Specific Learning Difficulties in Kuwait by providing a range of services that help them overcome challenges encountered in their school lives and in its commitment to continuous and constructive cooperation with the Ministry of Education to serve students across all stages of public education in the State of Kuwait, particularly those with learning difficulties, the Center has also sought to transfer expertise and train Kuwaiti educational staff in public schools.

مشروع مدارس الدمج التعليمي

تمشيًا مع الأهداف الاستراتيجية لمركز تقويم وتعليم الطفل الخاصة بتوفير المساعدة لذوي صعوبات التعلم الخاصة بالكويت من خلال توفير الخدمات المختلفة التي تساعدهم على التغلب على المشكلات التي تقابلهم في حياتهم المدرسية، وحرصًا من المركز على التعاون المستمر والبناء مع وزارة التربية لخدمة الطلاب والطالبات في كافة مراحل التعليم العام بدولة الكويت ولاسيما الذين يعانون صعوبات في التعلم، ورغبة من المركز في نقل الخبرة وتدريب الكوادر الكويتية بمدارس التعليم العام في كيفية التعامل مع ذوي صعوبات التعلم الخاصة في الفصول الدراسية العادية والمدارس الحكومية من خلال تطبيق مبدأ دمج ذوي صعوبات التعلم الخاصة البسيطة والمتوسطة قدر الإمكان. نفذ المركز وعلى مدى ستة أعوام "مشروع مدارس الدمج التعليمي" في منطقة مبارك الكبير التعليمية بالتعاون مع وزارة التربية، وبدعم من الأمانة العامة للأوقاف، وبمشاركة مجموعة من الخبراء والاستشاريين المحليين والدوليين،
وقد تم ذلك على مرحلتين:

This training focuses on how to work effectively with students with mild to moderate Specific Learning Difficulties in mainstream classrooms and government schools, through the application of educational inclusion principles whenever possible. Accordingly, over a period of six years, the Center implemented the Educational Inclusion Schools Project in the Mubarak Al-Kabeer Educational Area, in cooperation with the Ministry of Education, with support from the General Secretariat of Awqaf, and with the participation of a group of local and international experts and consultants. The project was implemented in two phases:

مشروع مدارس الدمج التعليمي

Phase One:
Began in the 2009/2010 academic year and lasted for three years. It included all elementary schools in the area, totaling 28 schools.

Phase Two:
Began in the 2013/2014 academic year and lasted for three years. It included all middle schools in the area, totaling 23 schools, as well as all secondary schools, totaling 15 schools.

Project Implementation Mechanisms:
The implementation of the project went through four main stages, namely:

آليات تنفيذ المشروع:
مر تنفيذ المشروع بأربعة مراحل هي

Awareness: Creating a culture of inclusion by targeting all segments of the educational community.

Training: Training administrative staff, teaching staff, and support personnel on how to identify, support, and remediate cases of Specific Learning Difficulties within a natural educational environment.
Screening and Diagnosis: Screening all students in schools within the area to identify those who require additional support within their schools (mild to moderate learning difficulties), as well as those who need specialized and intensive support in the model schools established within the educational area.
Intervention: Referring here to the specialized, multi-level, and multi-stage educational intervention that was implemented across all schools participating in the project.

The project implemented its plan by focusing on nine key areas, namely:

وعمل المشروع على تنفيذ خطته بالاهتمام
بتسعة محاور هي

First: Enhancing students’ academic progress
Second: Developing students’ beliefs, values, and personal growth.
Third: Strengthening the role of school administration and leadership.
Fourth: Improving the school learning environment.
Fifth: Developing teacher training plans.
Sixth: Utilizing technology and modern educational tools.
Seventh: Engaging parents in their children’s educational process.
Eighth: Supporting the educational district in implementing the inclusion system.
Ninth: Activating the role of the local community in providing moral support for the project.

By the end of the project, the following was achieved:

The establishment of a number of specialized schools to receive students with severe learning difficulties, designed and operated according to international standards, with a maximum enrollment of no more than 100 students per school. These schools are: