By Lisa Kahler

Nov/Dec 2023

Consider for a moment how you view individuals with disabilities. Are they a benefit, a burden, or a friend? How did our Prophet Mohammad (sallahu ‘alayhi wa sallam) treat others? He taught us by differentiating his words and demeanor based on the individual’s needs. The Prophetic model provides us with an example of teaching and learning which can be implemented in every school and Muslim organization for the benefit of all Muslims.

Today we may see children of all abilities to have access to some form of education. However, it wasn’t always this way. With the advent of industrialization came the need for social conformity and mass schooling. During the Civil Rights Movement in the 1950s and 60s, educators realized that some students were different or “neurodivergent.” Differentiation became part of the special education classroom but didn’t enter mainstream classrooms in various forms until the latter part of the 20th century, and has since gained momentum.

Public and Private Schools

In the U.S, special education is considered a civil rights issue. All students with disabilities are entitled to a free and appropriate public education (FAPE). U.S. federal law requires public schools to provide such programs and the federal government to fund a significant portion of them. 

Islamic Horizons spoke with Omaira Alam at the 24th Annual ISNA Education Forum in May, 2023 where she gave a presentation on “Special Education: Praxis & Pedagogy for Islamic Schools.”

Currently, special education is moving toward inclusive classrooms. “According to a 2018 Education Next report, more than 60% of students with special needs are now included in general education classes for at least 80% of the day,” Alam said. “This reflects society’s acceptance of children with special needs. However, this does not mean that all schools treat them equitably. “Physically including students in the classroom is only the foundation.”

Private schools that receive any type of federal funding  must not just include such students, but accommodate students with disabilities as well, provided that only minor adjustments are needed. Schools in general can accommodate students with mild to moderate disabilities, or with invisible needs such as a learning disability. Private schools that receive no federal funding are not required to accept or accommodate students with disabilities.

The Kinds of Disabilities

Among visible and invisible disabilities are the following: autism, blindness or visual impairment, deafness or hearing impairment, emotional disturbance, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment and traumatic brain injury.

Alam is a strong advocate for changing how people think of a disability. She believes that we need action, but before that we must change our perspective to act effectively.  We need to acknowledge that people with disabilities and special needs have so much to offer as well. After all…

“The best charity a Muslim can practice is acquiring knowledge and teaching it to his/her brother/sister” (Sunan Ibn Majah).

Differentiation in Islamic Schools

Alam said that differentiation is the creation of multiple paths so that students of different abilities, interests, or learning needs experience equitably appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership for their own learning and provides opportunities for peer teaching and cooperative learning. By explicitly addressing each student’s needs, we can provide the best possible environment for everyone to learn and succeed and become successful Muslims. 

“Special education or inclusive education isn’t just about differentiation, but differentiation is a big component of it,” she added. “Islamic schools would do well to include proper training on differentiation to give teachers the tools to reach all students. Many of the disabilities like learning and emotional disabilities are also known as hidden disabilities. Teachers may not even be aware that they have students with mild to moderate levels of these disabilities. With proper training, differentiation is not expensive and can alleviate issues before they become unmanageable, and schools end up removing students. Even with all neurotypical students, differentiation should be used in any classroom.

MUHSEN (Muslims Understanding and Helping Special Education Needs) is filling this void in the Muslim community. It has certified more than 20 weekend schools so that individuals with different disabilities, ages, and learning abilities can come together for the sake of Allah and sense of belonging in their community.

Students with special needs are given individualized lesson plans that focus on their needs, but also provide them the opportunity to learn and achieve success in their Deen. MUHSEN believes that the Muslim community needs action, but before that we need to change our perspective to act effectively. We need to acknowledge that people with disabilities and special needs have so much to offer as well.

Differentiation in the Classroom

In addition to classroom observation, having access to each student’s individual education plan (IEP) is important. IEPs should be requested from all parents at the beginning of the school year in case they may not be as forthcoming about the support their child needs. 

There are five main areas of differentiation in school settings: instructional, engagement, environmental, classroom, and prevention strategies.  

Instructional Strategies

Some ways to differentiate include reducing reading level, peer tutoring, opportunities to discuss, shortened assignments, highlighted text, assignment notebook, and manipulatives. Some teachers also have success with preferential seating, extended time on assignments, positive reinforcements, reading supports, small group instruction, frequent and immediate feedback, and graphic organizers.

Engagement Strategies

Educators should learn students’ interests and fears and examine triggers for stress and disengagement. They should assess each student’s abilities, not for grading purposes, but to observe and create a chart. For example, Fatima may prefer visual aids along with verbal cues. She cannot sit still for long and enjoys participating in discussions, particularly debates. Meanwhile, Ahmed enjoys being the center of attention, has a keen understanding of nature and biology and is an audio learner.

Environmental (Campus) Strategies

Learning even occurs outside of the classroom in areas that students have access to, including restrooms, hallways, playground, musalla, etc.  Inclusive schools should have an accessible playground, green spaces, and perhaps even a school or community garden. 

Several studies have shown that nature provides a nurturing, healing environment for students which can increase overall concentration and focus.  Students that are hyperactive, have minimal attention spans, and/or have an inability to remember classroom routines, can all benefit from learning that incorporates nature. A study by the California Department of Education showed a 27% increase in science scores due to classes in outdoor education settings.  

Classroom Learning Strategies 

Observe the classroom’s arrangement. The teacher’s desk should be at the back to allow them to actively engage with the students instead of a place for sitting during class. Desks and learning centers should be arranged to allow for maximum movement, group work, and hands-on activities. Decor should be intentional and related to class learning without being overstimulating. The classroom should be neat, organized, and contain a dedicated mindfulness space that provides a respite for overstimulated students and an opportunity for the teacher to model prayer and reflection daily.

Prevention Strategies

Educators should prepare their daily classroom routine to incorporate elements of prevention, redirection, and intervention. The classroom routine should be consistent.  Post class schedules and transitions, and include visual cues and oral reminders. Students should be informed of changes. Use work blocks and timers to help chunk student learning. Verbal communications should be concise, clear, and literal to help students focus on the task at hand and not become distracted or confused. Sensory breaks and designated quiet spaces allow students space and time to withdraw from over-stimulation.  

It is important to remember that the teacher sets the tone for the classroom. “One strategy that can help all students would be for educators to clearly repeat instructions. They should include visual cues (handouts, whiteboard) and model the expected steps,” Alam concluded.

Lisa Kahler is a longtime educator with experience in private Islamic schools, nonprofits, and county offices of education. She currently sits on the Steering Committee of the Shura Council’s Annual SoCal Educator Retreat and is co-chair of ISLA’s Annual African & African American Muslim History Contest.

Omaira Alam, MA, George Washington University, is an educational consultant with 20+ years of school experience. She works with the U.S. Department of State, MUHSEN, Muslim Kids TV, and has founded an education consultancy: BlackBoard / WhiteChalk. (https://msomairaalam.wixsite.com/blackboardwhitechalk)

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