A QUIET revolution is unfolding inside the special education classroom of senior teacher Fátima Al Asfoor at Dair Primary Boys School.
She has launched an innovative initiative titled ‘Khutwat Najah’ (Step to Success), aimed at empowering children with autism to overcome barriers in communication, interaction and daily living skills.
“Every child has unique abilities waiting to be discovered and nurtured,” Ms Al Asfoor told the GDN.
“The idea for this project came from my deep belief that our students with autism can achieve remarkable progress if we provide them with the right tools and strategies.”
The seeds of the initiative were sown during a simple classroom moment.
While explaining a concept, Ms Al Asfoor was using a set of picture cards. To her surprise, a student who rarely engaged in lessons suddenly showed focus and visual connection.
“That was a turning point for me,” she recalled.
“I realised that visual tools are not just teaching aids, they are keys that unlock a child’s understanding of the world.”
The initiative is built around clear objectives:
Strengthening visual communication by linking images to words and everyday contexts.
Enhancing comprehension through associating pictures with life concepts.
Encouraging social interaction by role-playing real-life situations and short conversations.
Building confidence by training students to express themselves and their needs in practical settings.
The programme is structured into progressive stages, starting with individual preparation, followed by academic training through small, achievable steps supported with rewards and encouragement.
1. Visual Learning: Specially designed units rely on picture cards, interactive lessons and activity-based learning.
2. 21st Century Skills: Critical thinking, problem-solving, co-operation and effective communication are embedded in daily teaching.
3. Technology Integration: Simple digital tools such as Wordwall and Kahoot are used, along with classroom wall charts to reinforce knowledge.
4. Life Skills Training: Students practise real-world tasks like arranging clothes, preparing simple meals and managing time.
5. Confidence Building: Activities under the theme “I Can” allow students to complete tasks independently, lead peers and develop memory and presentation skills using a speaker and microphone.
According to Ms Al Asfoor, the results have been tangible and inspiring.
“The students have shown noticeable improvements in focus, communication, and even small steps toward independence,” she said.
“Seeing them take initiative or express themselves with confidence is the greatest reward for me as a teacher.”
This year, the initiative is being piloted with two students – Mohammed Abdulmunim Mohammed and Sayed Mohammed Naji Ali – who, she noted, have responded with enthusiasm and visible progress.
Ms Al Asfoor, who serves as the school’s first teacher of special education, emphasised that her work goes beyond academics.
“I truly enjoy working with this group of students,” she said warmly. “I believe they have enormous potential – all they need is the right educational approach. Every achievement, no matter how small, fills me with pride and joy. It is a shining milestone in my professional journey.”
Her initiative as described by the Education Ministry aligns with wider programmes to integrate students with special needs into government schools. By fostering independence, social awareness, and self-confidence, ‘Step to Success’ stands as a model of inclusive teaching that other schools may adopt, said the ministry in a statement commenting on her programme that has since gone viral.
“Our goal is not just academic,” said Ms Al Asfoor.
“It is about preparing these students to live with confidence, dignity, and independence - one step at a time, toward success.”
mohammed@gdnmedia.bh
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