What were the main aims of the initiative?

Continuing professional development is one facet of the teacher training programme at Al-Mabarrat Association, aiming to prepare teachers for inclusive education as the main vehicle to address diversity in classrooms. In parallel, teacher training will contribute to learners’ acceptance of diversity and the right of education for all. This example will stress how professional development is implemented for the inclusion of learners with special needs. Professional development includes formal and informal models, and targets both experienced and newly qualified teachers.

As regards new teachers, the process includes an induction programme and a coaching process to determine training needs and refine skills.

For experienced teachers, professional development is conducted through workshops at school, and at universities and various organisations inside and outside Lebanon, covering a wide range of topics.

The major learning outcomes of professional development are to:

  • promote a coaching process in accordance with professional development;
  • equip teachers with the necessary knowledge, skills and attitudes to align practices with Al-Mabarrat Association’s mission;
  • apply active learning strategies, such as critical thinking, co-operative learning, inquiry and problem solving;
  • contribute to strengthened collaboration with various learning institutions;
  • ensure that the school environment is responsive to an increase in scientific developments and research-based strategies for teaching;
  • train learners on self-regulation and self-evaluation strategies.


The main goals of the programme are to:

  • ensure continuous professional development as a main facet of sustainable development;
  • apply a coaching process for professional teacher development;
  • educate teachers about inclusive education and special education;
  • equip teachers with the necessary tools and strategies to teach learners with learning disabilities along with other diverse populations in regular classrooms;
  • keep teachers abreast of new research in teaching learners with learning disabilities, and thus minimise the gap between theory and practice.


Location, setting, Scope, key events etc.

Professional development programmes aim to train all teachers on how to accept diversity and deal with learners with learning disabilities. They cover teachers from all Lebanese areas, because Al-Mabarrat Association schools are located in urban and rural areas. Workshops are conducted at schools and/or at Al-Mabarrat Association centres for educational guidance. University professors and staff from Al-Mabarrat Association schools run the workshops. Professional development also targets teachers from other schools to better disseminate knowledge and skills on how to work with learners in inclusive settings.


What issues/challenges does the example address?

Professional development constitutes part of Al-Mabarrat Association’s mission, which aims to continuously train teachers to better serve diverse children from different socioeconomic classes, especially orphaned, marginalised and destitute children. A wide variety of professional development programmes is offered, including in-service teacher training, workshops, dialogue and coaching and mentoring programmes. The professional development programme for teachers working with diverse learners, and especially learners with learning disabilities, is pertinent, as Al-Mabarrat Association’s 15 academic schools and six vocational education centres are all inclusive schools.

This aspect of professional development coincides with a plethora of research that emphasises the crucial role of professional development in ensuring equity and quality in inclusive education. This is important since inclusive education cuts across all aspects of education, so every teacher should know how to make education more inclusive. This means learning how to improve the presence, participation and achievement of all learners, and how to support the inclusion of learners with disabilities in particular (Lewis, 2013). Lewis also highlighted that teachers need to embrace inclusive education from day one of their training, so that it is seen as vital to their work.

The European Agency for Development in Special Needs Education (2012) reported that professional development helps teachers to take responsibility for their lifelong learning. Professional development is important to equip teachers with the competencies, skills and attitudes needed to work in inclusive settings.

Good basic education is the result of the interaction of multiple factors, the most important of which is increasingly recognised to be quality teachers and teaching (ADEA, 2004; ADEA, 2005; Anderson, 2002; Boyle et al., 2003; Craig et al., 1998; Lewin and Stuart, 2003; UNESCO, 2004; UNESCO, 2006; UNICEF, 2000; USAID, 2002; USAID/EQUIP1, 2004; Verspoor, 2006).

A 2002 study of teacher education reform projects in East Africa outlines the factors that contribute to teacher professional development (Anderson, 2002). In this study, the author maintains that teacher development activities are a cornerstone of all the projects reviewed, and stresses the importance of in-service learning aimed at improving teachers’ instructional practices. The UNESCO strategic plan (2014–2021) states that the first strategic goal is to deal with the shortage of trained teachers by providing support for professional development for teachers (UNESCO, 2013).



How was the Initiative implemented?

For new teachers, the professional development process includes several steps that start with an induction programme that focuses on an introduction to special and inclusive education. This continues with a coaching process by the co-ordinators for new teachers to determine training needs and refine skills.

For more experienced teachers, professional development is conducted through workshops during the professional development days at schools, and participation in other workshops at universities and various organisations inside and outside Lebanon.

The workshops cover an array of topics, such as phonemic awareness and reading, teaching gifted and talented learners, classroom management, active learning strategies, differentiated instruction, evaluation, student-centred learning, preparation, learning in early childhood, feedback strategies, effective communication strategies, use of technology in the teaching-learning process and brain-based learning.

The implementation process includes the following steps:

  • Identification of training needs
  • Application of the coaching process by co-ordinators for new teachers to determine training needs and refine skills
  • Model demonstration lessons, where both new and more experienced teachers attend classes to observe and learn new teaching techniques
  • Coaching between experienced and new teachers to clarify training procedures and teaching methods for inclusive education
  • Training teachers on the active learning strategies of co-operative learning, inquiry learning, differentiated instruction and problem solving
  • Teachers attending each other’s classes to exchange expertise in applying active learning strategies
  • Training on effective communication skills and active listening
  • Final evaluation for the teaching-learning process and of teachers, based on a comprehensive approach that is flexible and quick to administer
  • Applying the co-teaching model. This is a service delivery model in which the general education teacher and special education teacher or other specialists combine their expertise to jointly teach a heterogeneous group of learners, some of whom have disabilities or other special needs, in a single classroom for part or all of the school day.

As for time scale, professional development is an on-going process and takes place throughout the school year. It targets all teachers in schools, in collaboration with experienced teachers in schools, co-ordinators and universities.


What where the key Outcomes? What impact/added value did they prove? What were the biggest challenges?

  • Learners with special needs were prepared to sit the Official Examinations at 12th grade, which are mandated by the Lebanese educational system and, consequently, they successfully pursued their university or vocational education.
  • Teachers participated in drafting the National Plan for Inclusive Education, initiated by the Ministry of Education, in order to start implementation of inclusive education in public schools.
  • The Supervisor and Co-ordinator of the Inclusion Programme at Al-Mabarrat Association participated in the Expert Meeting on Creating Tools for Inclusive Education in the Arab States.
  • The Supervisor and Co-ordinator of the Inclusion Programme at Al-Mabarrat Association participated in the International Expert Meeting held at the UNESCO headquarters in Paris, entitled Moving towards inclusive approaches to learning: Addressing learners’ diverse expectations and needs, 19–20 June 2014.
  • Al-Kawthar Secondary School, one of the Al-Mabarrat schools, has become a training site for practicum in special education for different universities, such as the American University of Beirut, Lebanese American University and Lebanese University.
  • The inclusion initiative has succeeded in promoting a culture of tolerance and co-operation in the inclusive classes, which gradually affects the whole school culture.
  • The teachers admitted that inclusion has added to the human dimension of their profession.
  • The teachers have become more knowledgeable about learning and teaching, mainly in managing multi-ability classes, planning differentiated instruction and adapting the academic curriculum and educational materials.
  • Responsible staff in the Special Education division at one of the Al-Mabarrat schools (Al-Kawthar Secondary School) have prepared Likert scale checklists to measure learners’, teachers’ and parents’ views about the effectiveness of the special education programme.
  • The results revealed a positive effect:
    • 89% of learners expressed the view that inclusive education helped them to develop friendships with peers without disabilities.
    • 88.7% of teachers expressed the view that inclusive practices have enriched their teaching experience.
    • 100% of regular teachers expressed the view that inclusive education improves academic achievement for learners with special needs.
    • 83% of parents acknowledged the positive effect of inclusive education on their children, and none of them would take their child out of Al-Kawthar Secondary School.

Teachers are able to:

  • plan for classroom management with clear rules and regulations for learner participation;
  • create a safe, non-threatening yet challenging emotional climate in the classroom, using brain-based learning;
  • give clear, simple and relevant clues to help guide learners to discover the information required or generate the knowledge, making teaching ‘learner-centred’ rather than ‘teacher-centred’;
  • focus more on learners’ active learning and on their development of problem-solving skills through co-operative learning and inquiry learning;
  • direct the way questions are asked to:
    • encourage the use of higher-order thinking skills (application, analysis, synthesis and meaningful evaluation) to enhance experiential learning;
    • encourage learners to ask questions and search for answers. For example, posing controversial questions in order to identify the conflicting views and to study any subject in terms of pros and cons; asking questions to raise issues about the relationship between variables (e.g. climate change), views and facts, causes and consequences and the link between a phenomenon and its parts; and asking questions that relate to making judgements, evaluation and prioritisation;
    • engage with learners in all activities, such as presentation skills, use of interactive boards, project-based learning and problem-based learning;
    • participate with learners in extracurricular activities that reinforce concepts as a step to build knowledge through actual immersion and application of simulation to explain educational objectives;
    • give learners the chance to express their feelings and to respond to their questions through active and effective listening.


Has the initiative been evaluated or are there plans for this in the future?

There is an action plan that includes the procedures for evaluation. The procedures include the following steps:

  1. Teachers who attend workshops fill in a form that covers the main learning objectives, lessons learned and how they are going to apply what they have learned in the classrooms.
  2. Co-ordinators regularly review teachers’ preparation and work samples in their portfolio to make sure that they are using the information that was learned.
  3. Co-ordinators and school principals attend/observe in classrooms.
  4. Sessions are held between teachers and observers to offer appropriate feedback about implementation in the classrooms.
  5. Further classroom observation is carried out to make sure that teachers have taken feedback into consideration.

As professional development is an on-going process, there is always a need to make sure that new topics are introduced to keep teachers abreast of new evidence-based research related to teaching diverse learners, and bridge the gap between theory and practice.


Challenges included:

  • how to change mind-sets and attitudes to working with learners with learning disabilities, due to high teacher turnover;
  • acceptance by all regular teachers of the need to attend workshops on inclusive education (which may need intervention from the principal);
  • ensuring continuous attendance of teachers at professional development due to school schedules. This required communication with responsible staff to reduce the number of teaching hours;
  • finding enough opportunities to observe teachers and ensure that they are applying what they have acquired in training, in the classroom. Re-planning the schedule for co-ordinators was necessary to overcome this challenge;
  • reviewing training materials and making necessary changes.


Have any plans been made for future direction of the initiative?

Future plans include:

  • introducing a teaching diploma programme in special education at Siraj Centre to provide teachers with a formal degree in teaching learners with special needs, and thus professionalise teaching on an equal basis with other professions;
  • planning and implementing further training at respective schools to serve local communities;
  • arranging more professional development on parents’ involvement in their children’s learning process, and promoting their role as advocates for their children’s right to quality education;
  • including topics such as self-determination and resilience in the training programme;
  • preparing teachers to teach content area subjects, such as science and mathematics, to learners with special needs;
  • including social and daily life skills learning outcomes in the programme, based on types of learning disability and across all age groups;
  • training teachers in action research to enable them to be reflective practitioners on the conditions and grade levels at school. They should be able to:
    • take decisions related to education management and classroom management;
    • learn and improve through professional development programmes, advocacy and application; and
    • be a role model for learners in applying active learning strategies – problem solving, critical thinking and dialogue, inquiry and the use of higher-order thinking skills.
  • more training to apply active learning strategies to reach out to all learners;
  • preparation of training modules on diversity education, special education, and curriculum and instructional adaptations.


What are the main learning points?

  • Teachers need to embrace inclusive education from day one of their training, so that it is seen as vital to their work. Experienced teachers also need to participate in on-going professional development to help them constantly reflect on and improve their attitudes and practices.
  • Professional development programmes should firstly aim to prepare teachers to accept change as inevitable in order to ensure equity and quality in education.
  • Teacher training needs to offer a balance of learning about the concept of inclusive education, and observing and implementing these theories in practice, with support from experienced colleagues.
  • Teacher training needs to be relevant to the local context and culture, and well managed so that teachers do not feel overwhelmed.
  • There is a need for a link between professional development programmes and teacher training programmes at universities to ensure more job opportunities.
  • More training is needed on applying active learning strategies to reach out to all learners.
  • Training is needed on action research to enable teachers to design studies in order to answer any questions relating to daily practices in the teaching-learning process.
  • More training is required on reflective practice, as it assumes that teachers are professionals capable of reflecting on the school and classroom situation and, thus, capable of making a large number of instructional and classroom management decisions. This training for teachers to be reflective practitioners would enable them to take part in school reform initiatives.
  • There is a need to mobilise the support and involvement of teachers’ unions and associations.
  • Professional development must be planned as a continuum to develop a community of professional learning.

Finally, start simple as inclusion is a process and requires time to be adequately implemented.


Are there further information about supporting materials?

  • Al-Mabarrat Association website:
  • Videos for active learning strategies.
  • Partnership with British Council to promote inclusive education.
  • Professional membership of the Association for Supervision and Curriculum Development (ASCD) and Council for Exceptional Children.
  • Examples of references:
    • Educational Leadership Journal, Teaching Exceptional Children Journal, Exceptional Children Journal, Research and Practice in Learning Disabilities, Developmental Disabilities, Differentiating Instruction in the Classroom, Training Modules for Training on Diversity, Visible Learning for Teaching, Classroom Management Plans for Evidence-Based Practices, and Teaching Kids with Learning Disability in the Regular Classrooms, and Journal of Gifted Education.
  • Videos about workshops for teacher training for 800 teachers from various schools in Lebanon at one of Al-Mabarrat’s institutions.
  • Videos and booklets about Education for All activities held each year by the Global Campaign for Education.
  • Video for guest speakers.
  • Reports about various workshops.


ADEA (Association for the Development of Education in Africa), 2004. ADEA Newsletter, 16 (1)

ADEA, 2005. The Challenge of Learning: Improving the Quality of Basic Education in Sub-Saharan Africa. Paris: ADEA

Anderson, S.E. (ed.), 2002. Improving Schools through Teacher Development: Case Studies of the Aga Khan Foundation Projects in East Africa. The Netherlands: Swets and Zeitlinger

Boyle, B., David, W. and Boyle, T., 2003. A Longitudinal Study of Teacher Change: What Makes Professional Development Effective? Working Paper No. 1. Manchester: University of Manchester, Institute for Political and Economic Governance

Craig, J., Kraft, R.J. and du Plessis, J., 1998. Teacher Development: Making an Impact. Washington, DC: ABEL Clearinghouse for Basic Education, AED; Human Development Network, the World Bank

European Agency for Development in Special Needs Education, 2012. Profile of Inclusive Teachers. Odense, Denmark: European Agency for Development in Special Needs Education

Lewin, M., and Stuart, J.S., 2003. Research Teacher Education: New Perspectives on Practice, Performance and Policy. MUSTER Synthesis Report. Sussex UK: University of Sussex and Department for International Development (DFID) Educational Papers

Lewis, I., 2013. Teachers for All: Inclusive teaching for children with disabilities. Enabling Education Review 2

UNESCO (United Nations Educational, Scientific and Cultural Organization), 2013. Medium Term Strategy 2014–2021. Document 37 C/4

UNESCO, 2006. Teachers and Educational Quality: Monitoring Global Needs for 2015. Montreal: UNESCO Institute for Statistics

UNESCO, 2004. EFA Global Monitoring Report 2005: Education for All – The Quality Imperative. Paris: UNESCO.

UNICEF (United Nations Children’s Fund), 2000. Defining Quality in Education. Working Paper Series. New York: UNICEF

USAID (United States Agency for International Development), 2002. Progress in Education, USAID 2000–2002. Washington DC: USAID

USAID/EQUIP1, 2004. The Patterns and Purposes of School-based and Cluster Teacher Professional Development Programs. Washington, DC: EQUIP1 Program

Verspoor, A., 2006. ‘Schools at the Center of Quality’ ADEA Newsletter, Special Issue – Biennale: 3–6


send a message
Send a message

Shaza Ismail

Supervisor and Co-ordinator of the Inclusion Programme at Al-Mabarrat Association., Director of Siraj Centre for Psycho-Educational Assessment and Educational Guidance.

Tel.: 00961-3-935 855, 00961-1-452121/453131 Ext.: 442, 273

Additional/alternative contact for further information

Rana Ismail

Deputy General Director of Al-Mabarrat Association., Principal of Al-Kawthar Secondary School.

*mandatory fields