By Cynthia Griffith

Mar/Apr 25

It’s early June in the historic little city of Chester, Penn., and 8-year-old Safiya Lockett’s long, flowered skirt swirls around her ankles as she beams with pride. Safiya loves her hijab. She proudly dons it on the playground, although she might be the only child wearing religious attire. She doesn’t even mind the other school-aged children asking questions like, “What is that scarf on your head?” and “Are you hot?” 

As a young Muslim girl in America, Safiya holds a wealth of answers to preemptive questions she knows are on the horizon. She’s responsible and studious, unapologetic and capable. Poised with a quick wit and a level of rationality that exceeds her years, Safiya is usually the most serious face you would spy in a crowd.

But today, things are different. Today, Safiya Lockett is light on her feet, her smile a curl in an endless sea of bedazzled khimars and festively decorated shaylas (a type of hijab). And under the lights of a makeshift runway, she shines in a modest gown crafted by her own hands. The crowd explodes with applause as she spins around the stage. Other students line up behind her to take their turn, each adorned in handmade, sustainable designs from the fashion categories they created. 

The children’s designs in this sustainable fashion show are variously girly, cozy, classic, and sporty. Each style of streetwear is different, but all of them are green. The theme for the show is, of course, conservation, conserving our modesty means conserving our planet as well.

Fast fashion continues to take an unfathomable toll on the environment. And as Muslims are tasked with being caretakers of the earth. As such, first through 12th grade students at The Institute of Islamic Studies (IIS) in Chester are making a difference by creating sustainable modest clothing and reshaping the runway with a futuristic flare. 

Modest, Eco-Friendly Fashion Designs

IIS, the only K-12-learning facility in Chester, features a faith-based curriculum for local Muslim students. It is also the only school of its kind across Delaware County, Penn. This place is notable because of its proximity to Philadelphia, which is an iconic city for Muslim Americans and is sometimes called the “Mecca of the West”. 

IIS is not a new development, though. Like the clothing launched on its runway, this unique school represents an old idea that has been revived with a modern twist. In this sense, it is old but also new having only been operational for a few years. Most of the teachers working there are very familiar with the philosophy embraced by IIS having been students at the old Institute, an Islamic educational facility that was shuttered in 2010 due to a lack of funding. 

The original school, which opened in the late 1990s, was a community effort founded by the local Imam in collaboration with area Muslim parents. In 2020, some former students came together by pooling community resources and managed to reopen the latest school’s incarnation by taking on the role of teachers themselves. They hold out hope that the educational opportunity offered to the area’s Muslim students will stick around this time. Together, they pour their hearts, souls, and sometimes their wallets into projects they believe will bolster the community.

One of these young teachers is sewing instructor Zahrah Waites who makes her living crafting handbags out of repurposed materials. She pointed out the Islamic responsibility to uphold unpretentious mannerisms and to take on tasks with modesty and in moderation. This is the mindset she wishes to pass on to her students.

“Our Lord and Creator is Al-Musawwir, the shaper and fashioner of beauty,” Waites said. “God loves beauty and has demonstrated it in his creation of mankind and our environment. He has also placed the responsibility on Muslims to be the caretakers and maintainers of this beautiful earth. With the rise of fast fashion and landfills destroying our planet, upcycling or [repurposing] fashion is very important.”

That rise, as Waites mentioned, is a destructive trend. According to Florida State University, stocking racks with the latest apparel consumes about 79 billion cubic meters of water every year, making fast fashion the second most destructive industry in the world in terms of water consumption and water pollution.

The teachings of Prophet Muhammad (salla Allahu ‘alayhi wa sallam) on conserving water are clear in the Quran and hadiths, where we are told that one should not waste water even if one is on the banks of a flowing river, and it is also taught that polluting water is a grave sin. As industrial waste leaves a stain on the earth with each new pair of jeans that is created, the Muslim duty for preservation becomes clear.

Starting from Scraps: How the Modest Sustainable Styles Came Together 

The mission to design eco-friendly overgarments and khimars began at the start of the school year. Sewing students were instructed to go home and ask their parents and family members for gently-used, unwanted items. 

“We reached out and asked everyone to donate things like old clothes, old fabric, and unused materials,” Waites said. “Then we used those materials to bring the whole ensemble together. We covered a lot of the sewing basics and then we added the sustainability factor.”

On Tuesdays, the hum of the sewing machine takes over classrooms. Vision boards were etched into laptop screens. Blueprints were drawn in pencil. The students grew more confident and creative as their ideas transformed from thoughts in their minds to illustrations in their notebooks to real-life items they could hold, touch, and proudly wear. As the school year wore on, scraps became cozy earmuffs, and forgotten curtains were transformed into chic emerald gowns. And something inside the students was positively changing too.

“I think learning to sew things they could wear and walk around in helped boost their confidence,” Waites said. “Once you unlock that potential and the students realize what they’re capable of, nothing can stop them. I know every child has the ability to create something amazing that will greatly impact the entire world. The only difference is that now, they know it too.”

As a testament to that statement, Nuriah Blackwell, 13, who oozes with subtle confidence, entered the room. The 8th grader took sewing for the first time in the 2023-24 school year at IIS. She smiled excitedly, her posture as straight as a needle, an accomplished look sprinkling her eyes as she went on to describe the experience. 

“I had fun sewing my clothes. It was different, something I never did before,” said Nuriah. “It made me learn new things about life. For example, if I was not able to buy anything, now I know I could make my own stuff.”

Beside Nuriah, sat her 6th grade classmate Sumaiyah Smith, 11. Sumaiyah, known around school for her kind spirit, easy going nature, and impressive collection of Hello Kitty items, is lovingly referred to by friends as simply “Mai Mai.”

“I could make a dress out of newspaper now if I wanted to,” said Sumaiyah, proving she feels anything is possible. 

Both Nuriah and Sumaiyah seemed to agree that their favorite part of the whole project was “everything.”

In the end, the students wore their handmade overgarments on stage at a schoolwide, ladies-only fashion show, and their families got to witness their inspiring creations come sashaying down the runway. “When we invited the parents back at the end of the year to see the fashion that the girls put together, everyone was blown away,” said Waites. “It looked amazing. We’re already getting requests to do it again, and it’s so popular that we might need a bigger venue.”

Through their sewing, cooking, carpentry, electrical, and financial literacy courses, the IIS aims to nurture the youth by instilling in them a strong background in Quran and Sunnah while inspiring the highest level of moral character. Through these principles coupled with an active, hands-on curriculum, the IIS hopes to elevate young Muslims across Delaware County and beyond. 

Cynthia C. Griffith is a social justice journalist with a passion for environmental and civil rights issues. Her writing on the earth, space, faith, science, politics, and literature have appeared on several popular websites.

The post Muslim Girls Create Sustainable Modest Clothing appeared first on Islamic Horizons.

By Anmol Irfan

Mar/Apr 25

There is no question that Islam places great importance in holistic health and emotional wellbeing. However, in the last 1,400 years, some Muslim communities replaced that focus with spiritual bypassing, the idea that we can simply pray or worship enough to fix mental health issues. While a strong spiritual connection and trust in God is helpful to one’s emotional wellbeing, it is not a magic cure-all. 

Fatima Khan, a Muslim therapist from Maryland, said spiritual bypassing is a common occurrence with her clients. “I’ve talked to people and seen that they’ve had experiences where they’ve focused on mental health and instead are being told to pray more,” she said. 

Islamic scholars and academics are attempting to change this narrative. Institutions like Maristan and the Muslim Mental Health Lab address key issues that are often brushed under the rug, including mental illnesses, abuse, and faith based counseling. These institutes work with North American Muslim communities that face rising levels of Islamophobia, More Muslim youth have been reporting mental and emotional struggles. 

At the Milwaukee Muslim Women’s Coalition Mental Health Conference in 2021, Dr. Sameera Ahmed presented data showing that at least 13% of Muslim youth are dealing with anxiety, and almost 30% have digestive disorders, mood disorders, ADHD, trauma, or have experienced sexual abuse. 

“For many people who are Muslim, it can be an everyday experience,” she said. “55% of Muslim youth, one in two Muslim high school students, and 78% of Muslim college students have experienced religious discrimination. And that’s direct experience. It doesn’t even include perceived experiences.”

There is a gap in how these studies are understood by everyday Muslims, especially teenagers and children, in the context of faith. At a time when Muslim youth in North America have to face so many different challenges, including exposure to non-Islamic perspectives, it’s crucial that their emotional wellbeing is cared for from a young age.

Islamic education institutions and platforms can play a huge role in making these topics accessible for children and teenagers and help them connect with themselves better. Khan, a former counselor in an Islamic school, said she’s seeing the shift where Islamic educational institutions are creating space for these conversations. But overall, the community does have work to do. 

“Sometimes I’ll get clients who are adults who are getting therapy, but their parents don’t know about it or don’t believe in it,” Khan shared.

Studies show that Muslim youth often struggle with identity due to differing information they consume at home, abroad, or online. A sense of not belonging and not feeling connection with their faith is often a reason for emotional distress and disconnect. Mosques, educational programmes, and schools can play a role in building that emotional connection amongst youth. 

“Now masjids are doing things on halloween to still do something fun on that day, doing stuff to show kids we can still be fun in religion,” said Canada-based social worker and therapist Faizah Latif. 

But education has to go deeper than just events, and it has to happen in all aspects of young Muslim lives. “There’s so many layers to this, and I think that to talk about emotional wellbeing is so important because at the basic, foundational level, we forget that Islam is also about character and mannerisms and how we see people,” said Latif. 

She said that Islamic educational institutes can help young Muslims in these aspects by placing equal importance on teaching emotional tools as they do on other religious teachings such as reading the Quran and praying.

Khan pointed out that while more Islamic schools employ counselors now, they can be doing more to increase awareness and education around emotional wellbeing. “Islam is holistic and it covers all these things for us. Something I’ve learned that works in my pursuit of Islamic education is learning the Prophet’s stories and understanding the emotions they were feeling.” 

Fairuziana Humam, a community educator and researcher on Islamic psychology, also emphasized that stories and books can be a great way to get young Muslims involved in such conversations. 

“Children need to understand that Allah is loving and there for us, and from there, open more conversations, instead of growing up with a fear-based perception of Allah,” Humam said. 

Humam also pointed out that language and communication play a big role in helping Muslim youth understand these topics in relation to their everyday lives. It can be as simple as starting with concepts they are already familiar with tauheed or salah. 

“[Salah is] an example of the benefits of mindfulness being applied to practices we already have,” Khan said. She stressed the importance of discussing emotional wellbeing as a part of faith rather than a separate topic.

Anmol Irfan is a freelance journalist and the co-founder of Echoes Media, a slow news platform based on the global south. Her work focuses on marginalized narratives within global discourse including topics such as gender justice, mental health, climate, and more.

The post Emotional Wellbeing and Mental Health Must Be Prioritized in Islamic Education appeared first on Islamic Horizons.

By Samar Majaideh

Nov/Dec 2024

Creating the “Teaching Palestine Toolkit,” which explores Palestine’s history through Islamic values and principles, has been an incredibly fulfilling journey. The goal was to develop an innovative educational resource that deeply engages educators and learners with this land’s history and culture. Rooted in Islamic values and principles, it’s designed to surpass traditional educational methods by offering a comprehensive and meaningful exploration of the Palestinian narrative.

The ongoing genocide in Gaza has moved millions of Muslims and compassionate individuals worldwide to show solidarity and support for Palestine. We have an amana (trust) to expose propaganda and disinformation, counter mainstream media narratives, and correct educational texts. Being originally from Gaza, I feel an added layer of responsibility and a deep connection to this project based on the transformative power of education. It’s a privilege to spearhead this initiative, dedicating my expertise and energy to bring it to life and promote it within Islamic educational institutions for implementation and continuous improvement.

Although the toolkit is still in the research phase, its projects and programs are guided by rigorous research. The focus is on ensuring the it meets K-12 classrooms’ unique needs and bridges the gap between research and practical application. By thoroughly understanding the educational environment and integrating feedback from both educators and learners, we aim to create an impactful and relevant resource.

This project is part of a broader initiative to capture and teach about various pain points and oppression situations within the ummah and beyond. The Islamic Schools League of America (ISLA) began with Palestine due to its profound significance in Islam and to Muslims, its over 75-year-long struggle, and the historic pattern of imperial and colonial forces attempting to control it, from the Crusaders to the present day. This toolkit aims to honor Palestine’s enduring legacy and bring its rich history and current realities into the educational discourse.

One of its main objectives is to strengthen Muslim students’ faith and identity and revive a sense of ummatic connection, underscoring the principle that if one part of the ummah bleeds, we all bleed. By sharing stories that exemplify perseverance, courage, and contentment with God’s decree, we remind students of the sacrifices made by the Companions. These narratives serve as powerful teaching moments for educators to utilize in their classrooms.

Each of us can show support while witnessing the ongoing heart-wrenching atrocities and fight feeling helpless. Everyone has a role to play and needs to be creative and strategic in activating it to stand on the right side of history.

It’s a privilege to lead this effort, knowing that each small step in education can contribute to a larger movement toward justice and understanding. Together, we can leverage our collective skills and resources to create a profound impact by ensuring that Palestine’s story is told with the depth, respect, and authenticity it deserves. This toolkit is not just an educational resource; it is a testament to our commitment to truth, solidarity, and the relentless pursuit of justice.

Vision and Mission

The vision is to elevate Islamic education by using Palestine’s history and its significance in Islam as a central case study. It aims to interweave core Islamic values, among them justice, perseverance, and dignity, thereby strengthening students’ faith, identity, and connection to the global ummah.

Its mission is to give educators a well-founded collection of resources for teaching about Palestine’s past and present, grounded in an Islamic worldview. This underscores the importance of an informative and transformative educational approach to create a more informed, empathetic, and socially responsible generation.

Guiding Principles

The toolkit’s guiding principles ensure that the educational material is both comprehensive and deeply impactful. These principles include:

• Justice. Emphasizing fairness and equity in understanding Palestine’ historical and current realities. 

• Perseverance. Highlighting the Palestinians’ resilience in the face of adversity to teach students the importance of steadfastness and endurance, reflecting on the struggle’s spirit, and encouraging the learners’ own resilience.

• Dignity. Upholding the respect and honor of all individuals involved in the Palestinian narrative. This fosters empathy and respect for all people.

• Empathy and Compassion. Cultivating empathy and compassion by presenting the human stories behind the Palestinian struggle so students can understand the Palestinians’ lived experiences.

• Critical Thinking and Inquiry. Encouraging students to engage critically with the material, question sources, and explore different perspectives to develop analytical skills.

Comprehensive Components

The “Teaching Palestine Toolkit” is built on research and curation, resource evaluation and integration, and training and dissemination.

• Research and Curation. We prioritized conducting thorough research and learning the stakeholders’ insights. Focus groups with middle and high school teachers revealed their views and if they had integrated it into their classrooms, their plans to do so soon, and the expected challenges and limitations.

Interviews with principals and school heads, as well as a gap analysis, gave us some insight into making the toolkit effective and relevant. Consulting seasoned educators, Islamic school leaders, and those directly affected by the Palestinian struggle enables the toolkit to provide a well-rounded educational experience.

The curation process involved carefully selecting and organizing these resources to create a rich content. The research component involved a thorough process of gathering comprehensive and accurate resources. 

• Resource Evaluation and Integration.The gathered resources were subjected to a thorough evaluation process to ensure they aligned with educational standards and met the stakeholders’ needs. This involved organizing the materials logically and making them accessible and relevant for classroom use. The goal was to create a seamless experience for educators so they could easily integrate the materials into their teaching.

The toolkit includes interactive maps that show the historical changes in Palestinian territories, video interviews with Palestinian families sharing their personal stories, and detailed lesson plans that align with educational standards for history and social studies classes.

The integration process also involved ensuring that the resources were structured in a way that encourages critical thinking, empathy, and a commitment to social justice. By presenting the materials in an engaging and user-friendly manner, the toolkit fosters a deeper understanding of Palestine’s historical and current issues.

• Training and Dissemination. To maximize the toolkit’s impact, educators received comprehensive training and ongoing support in the form of relevant workshops, webinars, and interactive sessions. They practiced facilitating discussions about sensitive topics related to Palestine and participated in interactive webinars on using the included digital tools to create engaging lessons.

Educational Philosophy

The toolkit’s underlying philosophy provides an educational experience that is both informative and transformative. It encourages participants to explore the intersections of history, culture, religion, and socio-political dynamics, thereby fostering a comprehensive understanding of the Palestinian narrative.

By addressing the participants’ emotional well-being, this holistic approach promotes a balanced approach to sensitive subjects, thereby enabling users to navigate emotional landscapes and acknowledge the human aspect of the Palestinian experience.

A lesson plan might include students analyzing primary sources, such as letters and diaries from Palestinians, to understand their personal experiences. This could be followed by a reflective exercise of discussing how these stories make them feel and how they can support justice and peace.

The “Teaching Palestine Toolkit” shows that understanding Palestine’s complex issues requires a holistic, empathetic approach rooted in justice and understanding. It is designed to enlighten, engage, and empower users to acquire a nuanced understanding of Palestine and instill core Islamic values. Through this toolkit, educators can nurture informed, empathetic, and socially responsible students who are deeply connected to their faith and committed to global justice.

Our well-researched, carefully curated collection of resources aims to fill educational gaps, counter misinformation, and provide a comprehensive view of Palestine. This transformative educational journey stands as a powerful tool for educators, opening their students’ minds and hearts and empowering them to advocate for justice and peace.

Imagine a classroom in which students use the toolkit to create a multimedia project that showcases Palestine’s history and culture – maybe creating a digital timeline of key historical events, producing a short documentary featuring interviews with Palestinians, and organizing a community event to share their findings. Such activities not only deepen their understanding of the subject, but also foster a sense of connection and responsibility toward global issues.

The “Teaching Palestine Toolkit” embodies a vision of education that is dynamic and deeply rooted in Islamic values. It serves as a comprehensive resource for educators seeking to provide their students with a rich, informed, and compassionate understanding of Palestine, its people, and its significance in the broader context of Islamic and global history. Through this toolkit, educators are empowered to inspire their students to become advocates for justice, peace, and understanding in an interconnected world.

Samar al-Majaideh,Ed.D., is project director, and research project manager at the Islamic Schools League of America (ISLA).

The post Elevating Islamic Education Through ISLA’s “Teaching Palestine Toolkit” appeared first on Islamic Horizons.

By Samar Al-Majaideh

Nov/Dec 2023

In the dynamic, data-oriented domain of education, full-time Islamic schools in the U.S. require a comprehensive understanding and strategic analysis. First established in the 1990s, their roots can be traced back to the 1930s University of Islam — renamed the Clara Muhammad Schools in 1978 — which initiated this country’s Islamic education movement.

Despite these schools’ growth, substantial knowledge gaps persist about their status, trends, governance, and societal integration. To bridge these gaps, the Islamic Schools League of America (ISLA) launched its groundbreaking ISLA Database Project in November 2021.

This study builds upon two previous studies conducted to form a comprehensive picture of Islamic schools in the U.S. The first one, published in 1989 by ISNA in an obscure booklet entitled “In-Depth Study of Full-Time Islamic Schools in North America: Results and Data Analysis,” estimated the number of full-time Islamic schools at approximately fifty.

A second study was conducted in 2011 by ISLA’s executive director Karen Keyworth (d. 2017). Entitled “Islamic Schools of the United States: Data-Based Profiles” and published by the Institute for Social Policy and Understanding (ISPU), it stated that “the number of Islamic schools recorded was 235 schools” (2011). Today, ISLA’s Directory of Islamic Schools provides the figure of approximately 320 such schools.

Project Objectives

The ISLA Database Project’s focus revolves around full-time Islamic schools in the U.S., with two pivotal objectives:

●    Developing an Updated, Comprehensive Directory of Islamic Schools: Its goal is to craft an exhaustive current directory of these schools. This target serves as a crucial resource for stakeholders in education.

●    Building a Data-Driven Profile of Islamic Schools: This endeavor seeks to formulate a wide-ranging, data-base profile that will provide insights into facets of Islamic schools to drive informed decisions and strategic planning.

Database Project Vision and Mission

Through this initiative, ISLA aspires to elevate the Islamic school community by promoting a culture of informed decision-making through data and nurturing bonds both within and beyond this community. Its mission is to identify and understand these schools’ characteristics by building an updated directory and a data-based profile.

Eight key research questions guide its scope:

• How many full-time Islamic schools are there in the U.S.?

• What are their key characteristics?

• What is their demographic profile?

• How do they manifest leadership?

• How do they approach teaching and learning?

• What resources do they have access to?

• What are their growth trends?

• What are the top three challenges they face?

Answers to each research question will provide a foundation for future research and allow full-time Islamic schools in the U.S., organizations that serve them and researchers interested in American Muslims education to build upon in seminal ways and/or direct their services and programs to address the established needs.

Study Tool Creation

To fulfill these objectives effectively, ISLA embarked on a comprehensive initial study that harnessed diverse resources (e.g., scholarly articles, industry reports and expert opinions) that offered significant information on how to design an effective survey and identified pertinent data points.

In addition, ISLA ensured a collaborative approach in the survey’s development by engaging various stakeholders, among them Islamic school principals, board members, parents, Muslim educators, and education researchers.

Key Achievements to Date

Since its inception, the ISLA database project has realized numerous key accomplishments:

1.   Promoting Data Culture: The project instilled a data-driven culture among Islamic schools, thereby highlighting the significance of data for strategic decision-making and educational advancement.

2.   Community Engagement: A broad engagement with the Islamic school community has been achieved, fostering a sense of shared purpose, and promoting growth.

3.   Extensive Data Collection: The project has made significant strides in data collection, with 110 full-time Islamic schools completing the Islamic School Profile Survey.

4.   Stakeholder Reports: Preliminary reports about the initial findings have been shared with stakeholders and donors, promoting transparency and inclusivity.

5.   In-Depth Data Analysis: Currently, ISLA is deeply involved in analyzing the data to draw valuable insights.

6.   Updated School Directory: The collected data has been used to update ISLA’s existing school directory.

7.   Collaborative Efforts: The project has greatly benefited from collaborations with organizations like ISPU (Institute for Social Policy and Understanding).

Future Directions

As the ISLA database project continues, we are committed to expanding its scope and enhancing its impact.

1.   Research Collaborations: We plan to partner with more research organizations for in-depth data analysis, thereby enabling us to reveal valuable insights into trends and challenges in Islamic education.

2.   Variety of Reports: We aim to convert our findings into various report formats, ensuring the information is accessible and beneficial to a wide range of audiences, including school leaders, parents, and researchers.

3.   Communication and Sharing: We will share our findings as broadly as possible, thereby maximizing their use for the benefit of Islamic education.

4.   Interactive Map: We are developing an interactive map on our website to visualize the updated Islamic school directory, providing a more intuitive user experience.

5.   Continuous Data Collection: A brief survey collecting public information will remain active to capture new data from emerging and evolving schools. This ongoing data collection will help keep the ISLA directory current and valuable.

6.   User Feedback and Volunteer Committee: Feedback from users will guide our future enhancements to the project. Additionally, a volunteer committee will be established to help identify new Islamic schools.

7.   Regular Updates: We plan to schedule regular database updates to ensure that it remains an invaluable resource for the Islamic school community.

The ongoing ISLA Database Project signifies a major step forward in understanding and leveraging the role of Islamic schools in the U.S. By equipping school leaders with robust, comprehensive data, the project aims to stimulate informed decision-making, efficient governance, and progressive growth. By balancing past insights with present needs, the project holds a promising future in shaping the Islamic educational landscape. For a more detailed overview of the project’s progress, visit the project blog post at theisla.org.

Samar al-Majaideh, Ed.D. is research project manager, ISLA..

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The post ISLA Marches Toward the Future appeared first on Islamic Horizons.

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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