Reviewing Inclusive Education for Children with Special Educational Needs in Bahrain Public Schools

Abstract

ABSTRACT This study is an empirical investigation of special and inclusive education provision in Bahrain’s public schools by considering four schools as case studies. The initiative of inclusive education in Bahrain’s public schools was introduced in 2005 by the Ministry of Education (MoE). However, since its inception, there has been no quality review or diagnostic assessment of the effectiveness of the inclusion program and that of the provision, practice, and resources available to support students with special education needs (SEN) and/or disabilities. Thus, this study evaluates the effectiveness, efficiency, and quality of special education programs and services in Bahrain to determine whether the MoE is meeting the needs of students with SEN and/or disabilities, including their right to a free and appropriate public education. It is observed that the implementation of this initiative was challenging for the case study schools. The results of this study suggest that internal and external barriers to inclusive education at various levels include the overall cultures, policies, and practice towards the development of inclusive education in Bahrain’s public schools. This study provides a foundational base pertaining to this subject with respect to the Bahraini context.