Teachers at Hidd Primary School for Boys are adopting a fresh, hands-on learning approach to help pupils with autism engage more confidently and enjoy their classroom experience ... and their efforts are yielding positive results.
They have implemented new initiatives based on research conducted in the school’s special education class, aptly titled ‘Future Heroes’.
The programmes aim to boost learning motivation, enhance behaviour and support personality development among autistic pupils, while preparing them for a smooth transition into mainstream classrooms.
The projects were supervised by senior special education teacher Haya Hassan, who encouraged staff to observe classroom challenges closely and design practical solutions tailored to the needs of their pupils.
Teacher Maryam Murad began her research after noticing varying levels of engagement among autistic pupils during lessons. Her study, titled ‘The Impact of Interactive Activities on Increasing Motivation Among Autistic Pupils’, led her to redesign the learning environment into a flexible, student-centred space supported by QR codes.
These codes allowed pupils to choose how they wished to learn – through educational games, digital programmes or interactive tasks – giving them a sense of control and comfort in their learning process.
“I realised that when students are given the choice to learn in a way that suits them, their willingness to participate changes completely,” Ms Murad said. “The QR system helped them feel independent, while continuous encouragement and family follow-up reinforced their motivation.”
The approach resulted in noticeable improvements in classroom participation and enthusiasm towards learning tasks.
Meanwhile, teacher Fatima Ashoor focused her research on developing social skills. Her study, ‘Group Activities in Improving the Skill of Waiting and Turn-Taking’, targeted pupils who struggled with organising their turn during class activities.
She introduced a strategy called the ‘spinning wheel’, where a digital wheel randomly displayed a pupil’s name in a set order for participation. This method helped pupils accept waiting, respect turns and interact more positively with their classmates.
“Waiting and turn-taking are very challenging skills for many autistic children,” Ms Ashoor explained. “The spinning wheel made the process fair, visual and predictable for them, which reduced anxiety and improved their interaction with peers.”
The school has recorded several success stories of pupils from the autism category showing academic, behavioural and social progress, allowing for smooth and successful movement from partial inclusion to full inclusion in regular classrooms.
The experience at Hidd Primary School stands as a practical example of the Education Ministry’s commitment to providing appropriate learning opportunities for students with special needs, reinforcing the principle that education is a right for all.
According to figures released by the ministry, 67 schools serve 382 students with mild intellectual disabilities and Down syndrome, supported by 125 teachers.
With regard to autism spectrum disorder, 51 schools accommodate 286 students in specialised autism programmes and 154 fully integrated pupils under the supervision of 126 teachers.
A total of 264 students with physical disabilities, 321 with hearing impairments and 93 with visual impairments have also been integrated across all government schools.
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