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DTSTART;TZID=Europe/Moscow:20130219T080000
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SUMMARY:Maha Al-Hendawi Lectures on Inclusive Education in the Gulf
DESCRIPTION:Maha Al-Hendawi\, the inaugural CIRS Qatar University Fellow for 2012-2013 and Assistant ‎Professor of Special Education in the College of Education at Qatar ‎University\, delivered a ‎CIRSFocused Discussion on “Policy Borrowing in Education: the Example of Inclusive ‎Education in the Gulf” on February 19\, 2013. Al-Hendawi began the lecture by noting that her ‎interest in the topic came from her own experience as a graduate from a US university who ‎returned to Qatar thinking that she would implement some of the policies and procedures she had ‎learnt and experience whilst studying abroad. ‎ \n \n \nAl-Hendawi explained that she was initially enthusiastic about introducing certain US-based ‎policies upon her return to Qatar. However\, the reality on the ground proved otherwise\, and she ‎began experiencing a fundamental problem with “policy borrowing.” Al-Hendawi’s direct ‎involvement with local schools\, as well as with the Supreme Education Council\, gave her greater ‎insight into the specific challenges of the local educational environment that policy borrowing ‎might not be able to solve\, and that may even lead to a whole set of new and unforeseen ‎challenges. Al-Hendawi noticed that certain policies were not as successful in Qatar as they were ‎in the United States. She is currently working on investigating why these challenges exist and ‎what she could do to help formulate future policy directions. Al-Hendawi said\, “I basically chose ‎one of the most important policies in Special Education\, if not the most important policy in ‎Special Education\, that is\, ‘inclusive education\,” as a case study\, which followed the research ‎path set by renowned scholars in the field. ‎ \n \n \nThe general definition of “inclusive education” is when students with disabilities are included ‎within the general education system and given access to a general education curriculum. There ‎are many different approaches to inclusive education worldwide\, where some models advise that ‎students with only mild disabilities can be included. UNESCO\, however\, advocates for “full ‎inclusion” and an open school system where any student with disabilities\, no matter the degree\, is ‎able to access the general school system. This lack of consensus on what constitutes “inclusive ‎education” presents a number of challenges. For example\, the Qatari school system adopted both ‎modified inclusion and full inclusion at different times and with different results. ‎ \n \n \n‎“The main reasons for borrowing policy\, or borrowing the policy of inclusive education\, are ‎globalization and international pressure\,” Al-Hendawi said. It is important to put policy ‎borrowing in its proper context. “Here in the Gulf\, when the policy of inclusive education came\, ‎it came with education reform\,” and a reorganization of the entire school system and curriculum. ‎Al-Hendawi argued that “timing is really important because it actually came post-9/11\,” when the ‎West began questioning the Arab educational system in general and became directly involved in ‎its overhaul. This was a highly contentious issue that was debated in local media outlets all over ‎the Gulf.‎ \n \n \n‎“When the policy of inclusion started in the West\, it came out of the human rights movements\, ‎and it came out of the ideology of social justice\, equity\, equality\, so it was actually a bottom-top ‎type of decision” that grew organically out of public demands. In the Gulf states\, however\, these ‎policy decisions are being imposed from the top-down. In this regard\, even though the policies are ‎commendable and show results in their countries of origin\, they have not had enough time to ‎filter through the social structures of Gulf countries.‎ \n \n \nIn conclusion\, Al-Hendawi warned that policy borrowing is a problem when it is implemented as ‎a “quick fix” to address an immediate issue. This is further exacerbated when policies do not take ‎into account the specific social\, cultural\, and political environments that may not always be ‎compatible with the implementation and aims of the policy. In short\, careful and constructive ‎policy borrowing must be implemented in a way that takes into account local contexts in order ‎for it to become internalized by the adoptive country. ‎ \n \n \nMaha Al-Hendawi received her Ph.D. in Special Education and Disability Leadership from ‎Virginia ‎Commonwealth University. Her research interests include educational policies and ‎reform initiatives in ‎the region; academic interventions for children and youth with special needs ‎and those who are at-risk; and quality ‎preparation and training programs for educators. She has ‎published in the area of special education and has been a guest speaker in various events ‎and ‎activities.‎ \n \n \nIn order to enhance local research productivity and build upon its established ‎collegial ‎relationship with Qatar University\, CIRS launched an annual fellowship to be ‎awarded ‎to a member of Qatar University’s faculty. Maha Al-Hendawi was selected as the 2012-2013 ‎CIRS QU fellow. The fellowship will support Al-Hendawi in pursuing original research projects\, ‎with the aim of publishing ‎research outcomes. ‎  \n \n \nArticle by Suzi Mirgani\, Manager and Editor for CIRS Publications
URL:https://cirs.qatar.georgetown.edu/event/maha-al-hendawi-lectures-inclusive-education-gulf/
CATEGORIES:Dialogue Series,Distingushed Lectures,Race & Society,Regional Studies
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