This edition features a handful of Best International Schools Providing Inclusive Education in Middle East June 2023 that are leading us into a better future

1. www.theeducationview.com
Center for Excellence
in Middle East -2023
The Pinnacle of International
Education in Dubai
Best
International
Providing
Inclusive
Breaking Barriers
Addressing Educational Equity
and Access for Diverse Learners in
Middle Eastern Schools
June 2023 #03

4. Center for Excellence
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5. Letter
from the
Editor
The most valuable resource
that all educators have is each
other. Without collaboration,
our growth is limited to our
own perspectives.
- Robert
John Meehan
W
ith the world becoming increasingly interconnected, it is imperative to equip the next
generation with the skills and values needed to thrive in a globalized society.
International schools in the Middle East have embraced this vision, going beyond the
mere transmission of knowledge to instill in their students a deep appreciation for cultural
differences and a commitment to inclusivity.
In a region known for its rich cultural heritage and diverse population, these schools have emerged
as beacons of progress, fostering environments that celebrate diversity, promote understanding, and
empower students of all backgrounds.
Inclusive education is not limited to cultural diversity alone; it also encompasses catering to
students with diverse learning needs. International schools in the Middle East have recognized the
importance of providing individualized support and resources to ensure that every student can
reach their full potential. With specialized teachers, innovative teaching methods, and a
commitment to accessibility, these schools create inclusive spaces where all students can thrive
academically, emotionally, and socially.
In this edition, 'Best International Schools Providing Inclusive Education in Middle East
-2023,' The Education View explores the inspiring stories, initiatives, and best practices
from international schools in the Middle East that are championing inclusive education.
This edition of the magazine serves as a celebration of the progress being made in the
Middle East's education sector and as a source of inspiration for educators, parents,
and policymakers to support further and promote inclusive education.
Together, let us continue to build inclusive societies that value and embrace
the diversity of our global society.
Happy reading!
- Anish David
IInclusivity
in Environments
Global Learning
Celebrating
T H E

6. Cover
Story
The Pinnacle of International
Education in Dubai
Emirates Hills
08
22
Contents
Table of
Aldenham
Prep Riyadh
Delivering World-Class
Comprehensive
Education
Profile

7. A Pathway to
Empowerment
and Equality
Examining the Challenges
and Initiatives of Inclusive
Education in the Middle East
30
Lebanese
American Schools
Equipping Students With
21st Century Skills
Profile
18
Article
Breaking Barriers 26
Article
Addressing Educational Equity
and Access for Diverse Learners
in Middle Eastern Schools

8. Cover
Story

9. The Pinnacle of
International
Education in Dubai
Emirates Hills
At DBS
Emirates Hills,
we believe that every
member of our community
should have the opportunity
to Enjoy, Aspire, Achieve.

10. E
Educational institutes
are one of those
places that enjoy
diverse environments.
Students from all walks of
life gather for their overall
development along with
teachers to contribute to a
particular cause for
society's welfare. In places
like these, it is essential to
forget the dissent of
opinions and work for a
common goal.
Schools play a major role
in instilling collaborative
culture among its diversity
and ensuring that each and
every individual know their
fundamental rights. In
international schools, the
environment is likely to be
more diverse, and thus,
inclusion practices are more
necessary in this particular
school environment. In such
schools, pupils pursue
international standards of
education to access global
opportunities. While doing
so, they get introduced to a
new culture, can learn new
languages, and reach a
broader educational
experience.
The number of parents
choosing an international
education for their children
is steadily increasing, and
there has never been a more
wide-ranging or diverse
selection of foreign schools.
More guardians are looking
forward to international
schools as the global
community becomes more
interconnected, and the
necessity for critical
thinking outside of the
traditional educational
framework acquires a
signi icant focus. It is crucial
for pupils to have the ability
to collaborate and innovate
in today's society that
embraces various cultures
and cutting-edge
technologies.
Students from
international schools strive
to excel on global platforms,
where the environment is
likely to be more diverse.
These students will have to
interact, collaborate, or
assist people from different
corners of the world; thus,
nurturing them with
inclusive practices since
childhood is mandatory.
Dubai British School,
Emirates Hills has been
doing impeccably in the last
few years. Being at the heart
of the residential
community, it has become
an ideal place to pursue an
education of international
standards.
Journey of the Phoenix
The journey of Dubai British
School Emirates Hills
(DBSEH) to what it is today
is remarkably inspiring.
Since its opening in 2005,
the school's vision 'Enjoy –
Aspire – Achieve' has been
its driving force; the
commitment to this vision
from the teachers and
leaders has been the secret
to its continued success. At
the heart of a residential
community, the school's
location enables home-
school relationships to
thrive, and its this that
makes the school so special.
Unusually for Dubai, the
majority of Dubai British
School Emirates Hills'
students are able to come to
school on foot, bike, or
scooter. In a country where
a commute to school by car
or bus is the norm, this adds
to a unique sense of
community, clearly well-
received by the locality; the
school has been full of
healthy waiting lists since
its opening.
Over ten years of quality
assurance visits from the
Dubai Schools Inspection
Bureau have witnessed the
school's steady rise in
provision for students and
their outcomes, with
inspections ratings as 'Good'
in 2011, 'Very Good' in 2015
and 'Outstanding' since
2017, with the British
School Overseas
inspectorate following suit
judging the school
'Outstanding' in the same
year.
Pursuit of Good Cause
The approach of the school
to education is rooted on
their and
Vision, Mission,
Values – a framework of
ideas used to guide its
development. These are
statements to which the
school would like to be held
accountable by the
community. Dubai British
School Emirates Hills is a
safe and happy community
where achievements and
efforts are celebrated.
Embracing local and British
values, they strive to inspire
and challenge young minds
in a supportive and tolerant
international environment.
The school believes in
supporting all members of
the community to develop
the necessary life and
learning skills to thrive in an
ever-changing global world.
At DBS Emirates Hills, it is
believed that people who
have high levels of
emotional, behavioural and
social well-being live happy,
purposeful and productive
lives. The school's approach
is to develop a learning
community which is
positive, engaged and
connected in line with the
school's vision statement,
which is:
• Pioneering – Challenge
the norm. Visionary,
Authentic, Aspirational,
Focused
• Professional – Attract and
retain the best people.
Insightful, Diverse,
Distinctive, Excellence,
Creative
• Nurturing – Put students
irst. Inclusive, Holistic,
Respectful,
Compassionate,
Communicative
• Spirited – Have a passion
for life. Courageous,
Determined, Engaging,
and Adaptable.
Catalyst in Success
With the tangible sense of
community that permeates
the school, it would be
dif icult to attribute its
success to just one person,
but the role of the school's
principal has been crucial.
"A principal has the
privilege of steering the ship
in the right direction, but it
is all the leaders, the staff
and ultimately, the students
who live and breathe the
school's values, ensuring the
culture of excellence," says
Sarah Reynolds, the school
Principal.
The achievements of DBS
Emirates Hills are a
collaborative effort of all the
stakeholders in the past 17
years; governors, leaders,
teachers and of course,
students.
Cover
Story

11. Sarah Reynolds
Principal,
Dubai British School
Emirates Hills
Dubai British
School Emirates
Hills is a safe and
happy community
where achievement
and effort are
celebrated.

13. DBS Emirates Hills
seeks to inspire, nurture and
refine students' interests,
skills and talents in a wide
range of areas to underpin
their sense of self-worth and
strengthen their positive
attitudes to school life.
Hand in Social Cause
Inspired by the OECD
Conceptual Framework
Student Agency for 2030,
the school is developing a
systemic approach to
student agency. For a long
time, students'
independence, positive
behaviour and learning
skills have been commented
on as an indicator of the
school's high standards.
Developing student agency
is a natural next step that
seeks to help students
unlock even greater
potential while helping
them strengthen skills and
con idence that will serve
them well in later life.
Standing Tall Against all
Odds
The rise in popularity of
Dubai as a sunshine- illed
home from home to expats
has seen the market lood
with new schools in recent
years. Boasting new,
cutting-edge facilities, state-
of-the-art architecture and
attractive 'founding family'
fee structures, older schools
are at risk of losing families
to the promises of the
newer, shinier competition.
However, the focus of
DBSEH on forming strong
and supportive
relationships with students
and parents, sees a
relatively low loss of
students to competitors.
Teachers and leaders
recognize the importance of
establishing high-trust
relationships with families
for students to thrive, and it
keeps families with them
year on year.
As the school enters its
17th year, DBS Emirates
Hills is seeing increasing
numbers of students who
have completed their full
school careers from FS1 to
Year 13 with them, which is
rare for the transitionary
nature of an international
setting in such a highly
competitive market,
according to the school.
Beyond the Textbooks
The extra-curricular
activities (ECA) programme
at DBSEH seeks to inspire,
nurture, and re ine
students' interests, skills
and talents in a wide range
of areas to underpin their
sense of self-worth and
strengthen their positive
attitudes toward school life.
Each term, the school offers
over 80 ECAs across both
the Primary and Secondary
phases. Throughout the
year, more than 60 teams
are entered by the school
into the highly competitive,
Dubai-based sports leagues
as well as offering a range of
recreational sports such as
ield hockey, cricket, lake
running and yoga.
Classroom-based ECAs
include jewellery making,
sewing, interior design,
debating and Model United
Nations. As part of the
school's commitment to
student agency, they also
empower primary and
secondary school students
to lead their own ECAs. An
incredibly popular initiative,
students lead weekly
sessions that re lect their
own interests, such as Lego
Construction, Baking, Hip
Hop Dance, Medical Society,
and a School Newspaper
team, with a staff coach who
helps them to re lect on
what went well in each
session and identify areas in
which they can improve in
subsequent weeks.
USPs of Dubai British
School
The school recognizes the
importance of providing
students with a rich range
of opportunities and
helping to build a bank of
experiences that they can
draw on as they enter their
adult lives. With that in
mind, the staff are
passionate about seeking
and maximizing
opportunities that take
learning beyond the school
walls. The school is proud to
work in partnership with
PICO Kids, an Israeli
initiative that seeks to
provide quality educational
experiences to its students
by placing them in an
outstanding international
setting and providing a rich
programme that bene its
both the visiting and
resident students
concurrently.
The start of the
collaboration sees students
break the ice with
traditional Israeli games
and present to each other
about themselves. This,
along with the high-pro ile
presentation at the end of
the project, serves as an
incredible opportunity for
students to develop high-
quality and effective
Cover
Story

14. communication skills;
students' creativity and
collaborative skills are
honed and re ined as they
work together to generate
solutions to real-life,
globally relevant challenges,
and problem-solve their
way through the design
phase.
Additionally, students are
presented with challenges
that serve to develop their
perseverance and resilience,
such as the Duke of
Edinburgh expeditions,
where tenacity and
teamwork determine their
success. Other residential
excursions, both in the UAE
and overseas, serve to
develop independence and
responsibility, including
participation in the World
School Games in Barcelona,
Spain and Loughborough,
UK. One of the aims of
providing such
opportunities is to inspire
students to pursue healthy
lifestyles, including a highly
popular, through-school ski
trip to La Tzoumaz,
Switzerland for students
aged 8 to 16.
Another one of the
school's USPs is the
specialist STEAM provision
delivered to students
weekly in Key Stages 2 and
3 in a dedicated STEAM lab.
With access to hydroponics,
drones, robotics, sewing
machines and 3D printers,
the STEAM curriculum is
regularly listed as one of the
students' favourite subjects.
Moments to Cherish
In it's long journey since
2005, the school has
achieved immense success
and has witnessed days that
will be forever remembered.
The school has been rated
'Outstanding' by the British
School Overseas
Inspectorate and Dubai
Schools Inspection Bureau
since 2017. In 2022 the
school's excellent A Level
and GCSE results had
further risen since the last
set of exams sat prior to the
pandemic, bucking the
global trend, and the A Level
results placed the school as
having the fourth highest
results in Dubai. The
school's commitment to
nurturing relationships
between home and school
was acknowledged last year,
as they received the Leading
Parent Partnership Award
(LPPA).
Tips to Worldwide
Students
As a prominent
international school, Sarah
Reynolds, the Principal of
Dubai British School
Emirates Hills advises
students: "Emotional
intelligence is a far greater
predictor of success than
intellect. Never
underestimate the
importance of investing your
time in building and
nurturing positive
relationships with those
around you. This will serve
you well both in your
professional and personal
lives for years to come."
Future of Dubai British
School
The school's reputation for
excellence is continuing to
grow, attracting world-class
teachers and leaders. It
aims to become a widely
recognized establishment
for excellence in education
that can support other
schools globally in achieving
the same.
The importance of
education to international
standards is expected to
enhance in the future, which
creates immense
opportunities for the school.
With constant innovation
and pursuit of mission,
vision and values, the school
expects to stand tall in the
competition.
Cover
Story
T H E

15. We recognise the
importance of providing
students with a rich range of
opportunities and help to
build a bank of experiences
that they on as they
can draw
enter their adult lives.

16. Best International Schools Providing Inclusive
Education in Middle East -2023
JUNE - Issue 03
BITS Pilani http://www.bits-pilani.ac.in/
Dubai British School,
Emirates Hills
Horizon International School
Lebanese American Schools
Aldenham Prep Riyadh
http://www.dubai
britishschool.ae/
https://www.hisdubai.ae/
http://www.las.edu.lb/
https://www.aldenham
prepriyadh.com/
Dubai British School, Emirates Hills is committed
to developing global citizenship and providing an
intercultural education for its students.
Horizon International School is a supportive,
student-focused, international community
school following a British style of education.
Lebanese American Schools provide a quality
learning environment which challenges all students
to achieve their personal best and develop a
futuristic vision.
Aldenham Prep Riyadh provides a happy,
nurturing and warm environment where quality
learning takes place, and the needs of each child
are fulfilled.
BITS Pilani's mission is to advance knowledge
and educate students in science, technology, and
other areas that will best serve the world in the
21st century.

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Thing
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18. 18
A Pathway to Empowerment and Equality
Arabic-speaking countries
of the Middle East and
North Africa region.
More speci ically, a variety
of issues are considered in
relation to the existing
educational options for
children with disabilities in
various countries using
personal and professional
experiences in the area of
disability and inclusion,
which are supported by
relevant research. The
region's inclusive growth
could be more balanced,
sluggish, and at varying
stages of development.
Research-based national
frameworks that coordinate
Examining the
Chaenges
and Initiatives
of Inclusive Education
in the Middle East
here have been
Timprovements made
in many nations'
educational systems that
emphasise inclusivity.
However, inclusion is a
dif icult idea that has varied
meanings to different
people. Its use varies
depending on the municipal,
regional, and national levels.
In order to better
understand the regional
settings of inclusive
education and direct future
efforts of education
reformers, it is important to
examine the development of
inclusion, its understanding,
and its application in the

19. Article
The Education View June 2023

20. 20
A Pathway to Empowerment and Equality
each nation's governmental
and nonpro it actions are
required to enhance
disability inclusion. The
progressive approach aims
to bridge the gaps by
advocating cooperation as a
means of fostering inclusion
both inside and outside the
region. This is done through
utilising the expanding body
of knowledge that is already
available as well as the
region's shared cultural and
linguistic legacy.
Environmental Barriers to
Inclusion
Environmental barriers to
inclusion refer to the
physical, social, and
attitudinal factors within a
given environment that
hinder the full participation
and inclusion of individuals
with disabilities or other
marginalized groups. These
barriers can prevent equal
access to various areas of
life, including education,
employment,
transportation, public
spaces, and social
interactions. Physical
barriers include a need for
more facilities, smaller
doorways and passages,
steep staircases in the
absence of elevators, etc.
Barriers to the
Development of Disability
Inclusion
Negative attitudes and
stereotypes towards people
with disabilities can
perpetuate discrimination
and exclusion. Prejudices,
misconceptions, and
unconscious biases can lead
to social stigmatization and
marginalization, limiting
opportunities for
individuals with disabilities.
Everyone should take
positive steps in accepting
them and helping them
understand and learn
through practice and effort.
Barriers to Enrolment and
Retention
Many individuals,
organizations, and
communities have limited
knowledge and
understanding of
disabilities and the rights of
people with disabilities.
This lack of awareness can
result in the neglect of
necessary accommodations,
support, and inclusive
policies. The individuals
need access to the
procedure in enrolment and
get deprived of the facilities.
Similarly, due to a lack of
attention and guidance, the
individuals lose the
connection to the process
and get drift away from the
objective.
Barriers to Educational
Inclusion
Efforts need to be
undertaken to provide
inclusive education and how
these are enacted according
to the social or local
conceptualizations that
in luence practice. Around
the world, the tendency is to
support special needs in
mainstream classes with
other children at all school
levels in order to prevent
marginalization, labelling,
and social stigmatization.
However, in the process of
developing effective
educational policies that
bene it students with SEND
in practice, it is useful to
consider whether inclusion
actually serves their needs.
Though some progress has
been reported in the social
integration and inclusion of
individuals with SEND,
more light needs to be shed
on whether, under current
circumstances, inclusion
does indeed bene it people
with special needs and
disabilities. An analysis of
the necessary parameters
for supporting a learning
environment for the bene it
of all children in an
inclusive mainstream class
is necessary.
Communication and
Information Barriers
Communication barriers,
such as inaccessible
formats, lack of sign
language interpretation, or
limited availability of
assistive technologies, can
impede effective
communication and
information access for
people with disabilities.
Even the lack of
coordination and guidance
in communication may also
lead to lacunas in the
learning process.
Oftentimes, it becomes
dif icult for the individuals
to understand in such a
staggered process when the
staff are not con irmed
about the progress of the
individuals. Accessible
communication is crucial
for their active participation
in social, economic, and
political spheres.
Addressing the Situation
One strategy to do this is to
implement inclusive
education, which places
students in a single learning
environment and aims to
eliminate problems that
could cause students to be
excluded from educational
programmes. Some pupils'
growth and development
could be improved by the
division of learners, which
causes some of them to feel
inferior. The learning
environment should include
classrooms, playgrounds,
libraries, and other
recreational areas that can
accommodate all students,
regardless of whether they
have impairments, to solve
this issue.
Inclusive education is
identi iable by speci ic
characteristics, which are:
• Accepting all learners
• Evaluating the learners in
terms of their ability
• Developing a curriculum
that favours all children
• Engaging expertise in
instilling education to
learners who are rich in
knowledge of the
strategies for handling
different types of learners
• Supporting the needs of
all learners
• Developing classrooms
for all learners
With a holistic approach
and progressive mindset,
educators need to develop a
system of teaching that
includes all the learners
through a complete and
ful illing practice
completing the cycle of
teaching and ensuring the
satisfaction of learning and
progress. Implementing
modern technological
applications in the current
pedagogy will certainly
support the process and
develop the learners in a
clear and connected way.
The Education View June 2023
T H E

22. ith some of the
WMiddle East's
fastest-
expanding higher education
institutions and a thriving
economy that offers exciting
career opportunities to
international graduates,
Saudi Arabia has a lot to
offer as a study-abroad
destination as well as to
local students.
With the Saudi economy
thriving and growing,
innovative and strategic
frameworks have been
created to position the
country as a global hub for
foreign investments,
renewable energy, and the
high-tech industry.
Saudi Arabia is currently
investing heavily in the
construction of cutting-edge
infrastructure that is
intended to stimulate and
foster innovation and
growth. The intention is to
become a cutting-edge
future centre of innovation,
industry, and sustainability.
Such innovations are
creating new prospects for
graduates in a variety of
areas, including engineering,
manufacturing, construction,
information technology,
inance, and banking.
Saudi Arabia has made
active steps over the last
decade to improve its
universities and research
facilities in order to become
a leading knowledge
economy, with steady growth
in government spending on
higher education.
These specialities and
genuine efforts to ensure
better quality education
make Saudi an ideal place to
get an education. The
country has a rich
educational history, with
some of the most renowned
institutes as its souvenir.
Some of these institutes
have been serving students
for over a century now.
Aldenham Prep Riyadh
is one of those names. It is a
part of the AEGs network of
international schools and
has close ties to Aldenham
School in Hertfordshire, in
the UK. One of the oldest
schools in the world,
Aldenham UK has been
operating continuously
from the same site since
1597 and has over 425
years of experience
delivering a world-class all-
round education to its
students, as well as the
Delivering World-Class Comprehensive Education
22

23. students at its sister
schools, including
Aldenham Prep and St.
Hilda's Preparatory School
for Girls.
Aldenham Prep Riyadh
opened in September 2022.
Aldenham Education Group
(AEG) opened the school in
partnership with the Royal
Commission for Riyadh City
(RCRC) as part of their
International Schools
Attraction Programme.
Quality British Education
in Riyadh
The mission of Aldenham
Prep Riyadh is to offer a
quality British education to
all of its students and to
help them become global
citizens, preparing them for
life after graduation and
ensuring they're ready for
today's interconnected
world. The school's mission
statement states, "We
provide a happy, nurturing
and warm environment
where quality learning takes
place, and the needs of each
individual child are ful illed."
The aim of the school is to
encourage the love of
learning; foster strong
relationships between
students, staff, and the
wider community; nurture
students' unique talents;
emphasize the importance
of community in today's
society; and provide a well-
organized and stimulating
environment for students.
Nurturing the Talents
The school aims to help
each student develop their
talents, whether in
academics, sports, or more
creative subjects like music
or drama. It believes in
offering a wide and varied
curriculum to impress upon
students a lifelong love of
learning.
Consistent Forward-
Thinking
The Managing Partners of
AEG - Alec Nejad and
Shahram Hashemi - have
been integral to the school's
success and have been
closely involved in the
opening and daily
operations of Aldenham
Prep Riyadh.
A crucial part of their role
working at AEG, which is the
global and commercial arm
of the Aldenham
Foundation, has been
identifying, inancing,
developing and operating
new schools in the GCC
region and around the
world. Their expertise in the
inancial and education
sectors, thanks to many
years of experience and
their consistent forward-
thinking, has proven
invaluable in making
Aldenham Prep Riyadh a
success for students,
teachers and staff alike.
One of its Kind
Unlike other competitors,
Aldenham Prep Riyadh is an
owner-operated school - the
irst school of its kind in
Riyadh and the entire GCC
region. This makes it
unique. Rather than simply
being another franchise
school, it is closely
integrated with the rest of
the Aldenham School
Network.
It is able to offer students
an outstanding and
authentic British education
- although one that's been
carefully designed and
tailored to suit the location
here in Saudi Arabia. Since a
British education is
recognized and respected
around the world, it can
open up a world of
possibilities for students
and set them up for success
in their later lives.
Accommodating Learning
Styles with Better
Infrastructure
The school buildings had
already been built before it
was even decided to open
up Aldenham Prep Riyadh,
so the existing structures
constrained the school.
“We provide a happy, nurturing
and warm environment where
quality learning takes place, and
the needs of each individual child
are fulfilled.
The Education View June 2023
Features

24. Shahram Hashemi and Alec Nejad
Managing Partners, Aldenham Education Group (AEG)
However, it worked closely
with the team of award-
winning designers at
Kidzink to convert these
buildings and breathe new
life into them.
Everywhere from the
classrooms and the canteen
to the outdoor play area, has
been designed with the
students in mind. They were
created to inspire students,
accommodate their unique
learning styles, and enhance
their learning wherever
possible.
Physical education as an
Integral Part of the
Curriculum
Aldenham School in the UK
has a long and storied
sporting tradition and
continues that tradition in
Riyadh. Physical education
is an integral part of the
school's life, and students
have one PE lesson every
week. They also have the
chance to take part in
extracurricular activities,
including football, hockey,
cricket, basketball, golf,
swimming, and badminton.
However, sports aren't the
only extracurricular activity
available for students.
Students looking to learn
new skills or hone their
talents in other areas can
learn languages like
Spanish, make arts and
crafts, express themselves
in performing arts, and
explore STEM subjects.
There's also a Homework
Club twice a week for
students to dedicate more
time to studying and get
extra guidance.
Forming an International
Community
The school aims to prepare
students for life after school
as best as it can and teach
them to become proactive,
responsible global citizens.
This school also works with
its sister schools, which it is
closely integrated with.
The students at these
schools bene it from this
close relationship with
Aldenham pupils in
different countries and
parts of the world, which
reminds them they're part
24

25. Features
“We believe in offering a wide
and varied curriculum to
impress upon our students a
lifelong love of learning.
of an international
community.
Contributing to the
Country's Economic
Success
Last year, in October,
Aldenham Prep Riyadh was
featured in Invest Saudi's
Investment Highlights Q3
2022 report. The report
highlighted businesses and
organizations in Saudi
Arabia that was helping the
country's economy to grow.
The school was pleased to
see Aldenham Prep Riyadh
included after it chose to
expand to Saudi Arabia and
hopes to continue to play a
part in the country's
economic success.
Maintaining the Same
Tempo
Aldenham Prep Riyadh will
continue to grow and offer
more opportunities for
quality education for
students in Riyadh. It is
planning to open its
secondary school,
Aldenham Riyadh, in 2025.
It already has a site for
the school, which will be for
students aged 11 to 18, and
they'll be able to move to
Aldenham Riyadh after
inishing their education at
Aldenham Prep Riyadh.
The Education View June 2023
T H E

26. 26
Breaking Barriers

27. Article
The Education View June 2023
considerations for
promoting educational
equity and access which are
mentioned as under.
Inclusive Policies and
Legislation
Develop and implement
inclusive policies and
legislation that address the
diverse needs of learners.
This includes policies that
promote inclusive
education, anti-
discrimination measures,
reasonable
accommodations, and
support services for
students with disabilities,
linguistic minorities, and
other marginalized groups.
Once included in the
eaching the diverse
Tcategory of learners
is a different process
altogether that involves
several aspects of
involvement, instructions,
visual elements, physical
tools and accessories,
repeating the same patient
over again. Teaching
becomes one part, and
identifying -assessing their
learning progress is another
one. It is observed that the
progress of learning
happens at a slower pace
than expected, wherein
several gaps in the teaching
process are the main
reasons.
There are some key
strategies and
Addressing
Educational
Equity and
Access
for Diverse Learners
in Middle Eastern
Schools

28. policies, all the teachers and
the staff members will abide
by the same, thereby
ensuring the ful ilment of
the basic learning needs.
Another aspect is that it
brings standardization to
the teaching system.
Universal Design for
Learning (UDL)
Implement the principles of
UDL, which aim to provide
lexible and inclusive
learning environments. UDL
encourages multiple means
of representation,
expression, and engagement
to accommodate diverse
learning styles, abilities, and
backgrounds. The students
can identify and understand
the topic through
consistency in the design
patterns, where they learn
to differentiate the letters,
images, charts, colours and
other parameters. This
process puts forth a simple
method where the learning
happens slowly with steady
and visible progress.
Culturally Responsive
Teaching
Foster culturally responsive
teaching practices that
recognize and value the
cultural and linguistic
diversity of students.
Teachers should
incorporate culturally
relevant content, teaching
methods, and classroom
environments that af irm
the identities and
experiences of all learners.
Personalized Learning
Tailor instruction to
individual student needs
through personalized
learning approaches. This
involves assessing students'
strengths, interests, and
learning styles and
providing customized
learning experiences and
appropriate support to
meet their unique needs.
Collaboration and
Partnerships
Foster collaboration among
educators, families,
communities, and relevant
stakeholders to support
diverse learners. Engage
parents/guardians,
community organizations,
and advocacy groups to
ensure inclusive practices,
solicit feedback, and
establish support networks.
Professional Development
and Training
Provide ongoing
professional development
and training opportunities
for educators to enhance
their knowledge and skills
in inclusive education. This
should include training on
diverse teaching strategies,
understanding learners'
needs, cultural competence,
and special education
practices. They are taught
the tasks with learning
objectives so they can easily
identify the students for
their challenges, make
differential efforts and
ensure the progress of the
students.
Accessible Learning
Environments
Ensure physical
accessibility of schools and
classrooms for learners
with disabilities, including
ramps, elevators, accessible
restrooms, and assistive
technologies. Additionally,
provide accessible learning
materials, such as braille,
large print, audio formats,
and digital resources. Unlike
the general students, special
children have challenges in
understanding the subjects
taught in the classroom.
Teachers make special
efforts to enhance their
learning through additional
tools, devices and
applications.
Early Intervention and
Support
Implement early
intervention programs and
support services to identify
and address learning
challenges at an early stage.
This can include early
childhood education,
screening programs, and
targeted interventions to
support students with
learning dif iculties or
disabilities. Teachers
interact with the students
individually and collectively
in teaching, singing, playing,
drawing and speaking. Very
patiently and steadily,
teachers identify the merits
and challenges in all the
students. During the
sessions, the teachers team
up with the kids and recite
and perform the learning
activity. This helps in easier
and more eventful learning
that motivates them to learn
easily.
Data Collection and
Monitoring
Collect and analyze data on
student performance,
access, and outcomes
disaggregated by diverse
student groups. Regularly
monitor and evaluate
progress to identify
achievement gaps, inform
policy decisions, and
implement targeted
interventions where
needed. The teachers
observe each student for
learning, interest shown,
questions asked and
responsiveness in the
teaching activities. Regular
observations are noted, and
conclusions are prepared on
a periodic basis. A standard
procedure of learning is
derived that clari ies the
progress of every student
rationally.
Resource Allocation
Ensure equitable
distribution of resources,
including funding,
technology, instructional
materials, and well-trained
educators, across schools
and districts. Allocate
resources based on the
needs of diverse learners,
prioritizing those from
disadvantaged backgrounds.
Several educators are
experimenting with changes
in learning by taking the
help of visual aids, music,
audio and educational ilms.
Promoting educational
equity and access requires a
comprehensive and
systemic approach that
addresses the speci ic needs
and challenges faced by
diverse learners. By
implementing these
strategies and considering
the unique circumstances of
each learner, schools and
educational systems can
work towards providing an
inclusive and equitable
education for all students.
28
Breaking Barriers
The Education View June 2023
T H E

30. Equipping
Students with
21st Century
Skills
Lebanese schools often
place a strong
emphasis on
traditional academic
subjects such as
mathematics, science, and
language, while American
schools focus on critical
thinking, creativity, and
practical skills. By blending
the two, students can
develop a well-rounded skill
set that includes both
theoretical knowledge and
practical application.
The Lebanese American
School (LAS) provides this
innovative blend to its
students. The school was
founded in 1992 and offers
both Lebanese and
American curricula from
Nursery to Grade 12.
English and Arabic are the
primary languages taught,
with French and German
offered as electives. Arabic
is also available for
foreigners or expatriates in
the American Curriculum.
The school has spent
recent years designing and
planning improvements to
serve better its students'
academic, social, cultural,
and technological needs.
The school aims to provide
a well-rounded education
that prepares its students
for both university and
career success. The
curriculum emphasizes
critical thinking, creativity,
and problem-solving skills.
LAS offers a range of
extracurricular activities,
including sports, music, and
drama. The school's mission
is to provide an inclusive,
supportive, and challenging
learning environment that
fosters the development of
lifelong learners who are
prepared to succeed in a
global society.
Invoking Responsible
Thinking
The vision of LAS is to
invoke responsible thinking
in the students of the
present so they would
become in luencers of the
future.
The Lebanese American
School provides a quality
learning environment that
challenges all students to
achieve their personal best
and develop a futuristic
vision. LAS is committed to
excellence. It provides a
quality educational system
with transformational
interactive technology
integration.
Its mission is to improve
student learning through
the delivery of a rigorous,
appropriate, and relevant
course of study that will
bene it the entire school
community. The school
mission captures the spirit
of the school and
community.
Positive and Productive
Learning Environment
The success of the LAS can
be attributed to the
collective efforts of
everyone involved. The staff,
employees, parents, and
students have all played a
crucial role in creating a
positive and productive
learning environment.
The staff has worked
tirelessly to implement
innovative teaching
methods and develop
engaging lesson plans that
inspire students to learn.
The employees have helped
maintain a clean and safe
school environment,
ensuring that everything
runs smoothly behind the
scenes.
Parents have been
supportive and involved in
their children's education,
attending conferences and
volunteering at school
events. And the students
themselves have been
motivated and driven, eager
to learn and achieve their
goals. Together, this
collective effort has created
a strong school community
that values education and
supports each other's
growth and development. It
is this spirit of collaboration
and dedication that has
made the LAS School such a
successful and thriving
institution.
30

31. The Lebanese American
School offers both Lebanese
and American curricula to
prepare students for
Lebanese of icial exams as
well as college-level
entrance exams like SAT and
TOEFL. The school aims to
equip students with 21st
century skills to prepare
them for a complex,
competitive, knowledge-
based, information-age,
technology-driven economy
and society. These skills
include critical thinking,
problem-solving, creativity,
and communication and
collaboration.
The Education View June 2023
The school
aims to equip
students with 21st
century skills to
prepare them for a
complex, competitive,
knowledge-based,
information-age,
technology-driven
economy and
society.
“
“
Features

32. 32
The school also has a special
education department that
provides modi ied and
special programs to serve
students with unique
combinations of needs and
abilities. Modi ied programs
include private pull-out
sessions for students from
kindergarten to grade 12,
while special programs
provide individualized
educational programs,
occupational therapy, and
psychological counselling
sessions for primary,
middle, and high school
students with learning
dif iculties like dyslexia,
ADHD, and autism. All
classes are given by
quali ied and experienced
special education teachers.
Thriving Against
Challenges
The LAS School faced not
only the challenges posed
by the COVID-19 pandemic
but also the economic crisis
in Lebanon. However, the
school was able to adapt
and thrive despite these
dif iculties. To maintain high
academic results while
facing economic constraints,
the school integrated online
teaching using Microsoft
Teams as a platform for
distance learning.
This allowed the school to
reduce costs while still
providing quality education
to its students. The school's
fast internet connectivity
and organized delivery
ensured uninterrupted
learning, despite the
economic challenges faced
by the country.
Furthermore, to maintain
“
The Lebanese
American School
(LAS) is a renowned
educational institution
in Lebanon that offers
unique programs for
its students to gain
global exposure.

33. Features
the credibility of its
examination process, the
school implemented a strict
surveillance system during
exams, ensuring that
student efforts and teacher
efforts were not lost. The
sessions were recorded for
students to watch again,
ensuring that students had
access to all the resources
they needed to succeed.
The LAS's ability to adapt
to economic and global
challenges is a testament to
its dedication to providing
quality education to its
students, no matter the
circumstances.
Valuing Integration
The LAS values the
integration of community
services, theatre, career
advice, and events into its
extracurricular activities.
The school encourages
students to participate in
community service projects
to develop a sense of
responsibility and help
others.
The dedicated theatre
sessions provide
opportunities for students
to learn acting skills and
teamwork through acting
projects. Through weekly
dedicated sessions, career
advisors are available to
guide students in exploring
different career paths and
developing their skills.
Various events, such as
cultural festivals, bake sales,
and sports competitions,
give students opportunities
to showcase their talents
and socialize with others.
By offering a well-rounded
education, the LAS aims to
prepare students for
success in all areas of their
lives.
The Lebanese American
School has been able to
provide quality teaching
through its early integration
of smartboards, tablets, and
online learning, despite not
initially using a STEM-based
learning approach. By
utilizing smartboards and
tablets, teachers are able to
engage students in
interactive and multimedia
learning experiences,
making lessons more
dynamic and engaging.
Additionally, the
integration of online
learning has allowed for the
provision of high-quality
education to students, even
during times when in-
person learning is not
possible. Through these
technological innovations,
the Lebanese American
School has been able to
provide a modern and
effective approach to
education, which prepares
students for success in the
digital age.
Meeting Global Demands
The Lebanese American
School (LAS) is a renowned
educational institution in
Lebanon that offers unique
programs for its students to
gain global exposure. It was
granted the 'Advanced
Educational Institution'
award by the 'Beirut
International Awards
Festival' (BIAF) in 2017.
The school has
established partnerships
with top universities in
some of its advanced
courses, such as Arizona
University, allowing its
students to bene it from
advanced educational
resources and courses.
LAS also has a history of
producing successful alumni
who have gone on to attend
Ivy League institutions all
over the world, such as
Harvard and Yale. These
programs and partnerships
provide LAS students with
exceptional learning
opportunities that prepare
them for future success
both domestically and
internationally.
Embracing Creativity
The LAS School gives a piece
of valuable advice to school
students in Lebanon to
embrace creativity and
think outside the box. In
today's rapidly changing
world, the ability to adapt to
new challenges is essential.
Nurturing creativity and
encouraging students to
explore new ideas can help
them develop the skills they
need to approach problems
from a fresh perspective
and ind innovative
solutions.
The school believes that it
is crucial for students to be
adaptable and able to adjust
to new challenges as they
arise. This means being
open to new ideas,
remaining curious, and
being willing to learn from
others. LAS strives to
cultivate these important
skills in its students so that
they can navigate the
challenges of the future
with con idence and
resilience.
LAS is committed to
upholding its core values
and ensuring that they are
re lected in everything a
school does. By
emphasizing honesty,
adaptability, and innovation,
the school is con ident that
it can shape a bright and
promising future for the
school and its students.
“
“
By emphasizing honesty, adaptability,
and innovation, the school is confident
that it can shape a bright and promising
future for the school and its students. T H E