A top minister has outlined policies, safeguards and support systems in place for students with special needs in government schools across Bahrain.
Education Minister Dr Mohammed Mubarak Juma stressed that inclusion is a strategic national choice rooted in the Constitution and the Education Law with an aim to ensure equal opportunities while maintaining a safe and balanced learning environment for all students.
He made the remarks in a written reply to a question submitted by Shura Council member Abdulla Al Nuaimi.
According to ministry figures, 67 schools serve 382 students with mild intellectual disability 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.
“Caring for students with special needs is not merely a legal obligation, but a noble national mission,” Dr Juma said. “Our goal is to empower every student to learn, grow and participate meaningfully in society, while ensuring their safety and well-being within the school environment.”
He clarified that the term ‘students with special needs’ is broad and includes learners with disabilities, learning difficulties, speech and language disorders, behavioural challenges, chronic illnesses such as cancer and sickle cell anaemia, as well as gifted students.
However, the formal inclusion policy – whether full or partial – applies specifically to students who are capable of learning within public schools from the following categories:
* Mild intellectual disabilities and Down syndrome.
* Autism spectrum disorder.
* Sensory disabilities (visual, auditory).
* Physical disabilities.
Students from other categories receive specialised educational, therapeutic or enrichment services within the general school system, without being placed under full or partial inclusion programmes.
“Inclusion is applied where it genuinely serves the best interests of the student,” Dr Juma explained. “Each case is assessed carefully to ensure that the educational setting matches the student’s abilities and needs.”
The ministry applies two structured pathways for inclusion:
l Partial inclusion involves placement in special classes with customised curricula, while allowing students to join their peers in selected subjects, activities and school events. Students demonstrating academic and behavioural progress may later transition to full inclusion.
l Full inclusion places students directly in regular classrooms, studying the general education curriculum, with a limit of two fully integrated students per grade to preserve teaching quality. Continuous monitoring ensures students can adapt safely and effectively.
Clear criteria govern transitions, including age proximity, academic readiness and the absence of severe behavioural or emotional risks.
Before inclusion, students undergo a multi-stage diagnostic process involving educational assessments and specialised medical and psychological evaluations, conducted in co-ordination with accredited government health authorities and with parental consent.
Eligibility criteria vary by category, but include IQ thresholds for mild intellectual disabilities, communication and self-reliance skills for students with autism, and field assessments to ensure physical or sensory readiness for classroom integration.
“Our diagnostic system ensures that no child is placed in an unsuitable environment,” Dr Juma said. “If inclusion is not appropriate, families are guided toward alternative educational or rehabilitative options.”
To ensure safety and balance within schools, the ministry has implemented extensive infrastructure and support measures. These include ramps and elevators, foam-lined classrooms for students with autism, accessible restrooms, assistive furniture, Braille signage, and specialised medical assistants to support students with severe needs.
All inclusion programmes are overseen by trained teachers and specialists, supported by continuous professional development.
“Safety is non-negotiable,” the minister stressed. “Every measure is taken to protect students, teachers and the wider school community.”
The ministry tracks the educational and social impact of inclusion programmes using both quantitative and qualitative tools, including academic assessments, behavioural indicators, classroom observations, interviews and school reports.
Dr Juma says success is evident in the growing number of students enrolling in inclusion programmes, increased parental demand, and the steady transition of students from partial to full inclusion.
Training programmes are also provided for teachers and administrative staff, focusing on special education strategies, classroom adjustments, individual education plans and parental awareness.
Looking ahead, the ministry plans to expand the use of assistive technologies and artificial intelligence in inclusive classrooms.
“The success of inclusion depends on partnership,” Dr Juma said. “Schools, parents and society must work together to build an inclusive, just and compassionate educational system.”
mohammed@gdnmedia.bh
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