Establishing your own Special Madrasahs

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The following is an outline of what I believe is necessary to establish a successful Madrasah that provides support for children with Special Needs/additional needs.

Madrasah Consultation

When delivering a ‘Madrasah Education’ to children with Special Educational Needs (SEN), it would be highly recommend to implement the following:

Individual Education Plan (IEP)
Upon enrolling into the Madrasah, it is recommended that the Madrasah ask the parent to provide them with a copy of the child’s IEP. These can be obtained from the school the child currently attends. This will help the Madrasah implement and compliment any approaches the school have adopted maintaining a consistent approach when educating the child.

The IEP will also enable the Madrasah to deliver ‘Madrasah Education’ that is tailored to the child’s specific coping needs with reference to the duration of the time and ratio’s needed (for example does the child only learn on a one to one basis or amongst a group)

Diagnosis
A copy of the child’s diagnosis should be obtained to establish the recommended advices from professionals working with the child such as Speech and Language Therapists, Physiotherapists and so on.

Assessment
It is often the case that some children are able to excel above and beyond the capabilities of the average child. Therefore to determine the child’s ability in all of these area’s, a baseline assessment should be done with the child in the following areas:

Reading: The Arabic Alphabet/Qu’raan
Speaking: Tajweed (are they able to articulate all letters?)
Memorising: Are the able to retain information quicker or slower than the average child

Madrasah Timetable
The delivery of Madrasah Education should be done with the following guidelines in place:

Sessions should be no longer than 20 minutes with a starter and finisher of 5 mins that introduces the session and then goes over what has been covered at the end, encompassing 30 minutes overall.
If a child displays difficulty sitting amongst a large group then smaller groups would be recommended, in some cases one to one’s maybe necessary.

There are three basic types of learning styles. The three most common are visual, auditory, and kinaesthetic. Learning, depends on our senses to process the information around us. Most people tend to use one of their senses more than the others. Madrasah lesson plans should demonstrate this understanding by adopting this approach where possible.

For further questions about this consultation email specialmadrasahs@live.co.uk
Donations can be made at: http://www.gofundme.com/specialmadrasahs
Updates can be found at our website: http://specialmadrasahs.wix.com/spot

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