Khaberni - Inclusive education today is one of the most important educational trends aimed at enhancing educational equity and enabling all students—including those with disabilities—to learn in a single school environment characterized by acceptance, diversity, and equal opportunity. Integration at its core is not merely organizational procedures or ministry instructions, but a profound human philosophy that respects the differences among learners, granting every student their natural right to learn, grow, and participate within a safe environment where they feel they are an authentic part of the school community.
From this perspective, my journey as a teacher in the Ministry of Education began, and with it, my vision towards the real role of the teacher as a leader of change, and a voice capable of reshaping the culture of the school towards more acceptance and fairness. When I joined the diploma program in inclusive education at Yarmouk University with a scholarship from the GIZ organization, it was not just academic study, but a turning point in my educational awareness; I gained deeper knowledge about the rights of persons with disabilities, understood their educational needs, and learned practical tools to help me prepare an inclusive classroom environment that accommodates individual differences and embraces all students without exception.
Over time, I realized that knowledge is incomplete unless it transforms into impact, and that real change starts from the field. Thus, I became—with thanks to this training and the confidence granted to me—an ambassador for inclusive education in my school and neighboring schools, bearing the message of integration, and striving to spread awareness of the importance of a culture of acceptance and respect for differences. This role was a natural extension of my educational mission, and a humanitarian duty before it was a job task.
My commitment to this role stems from the visions of His Majesty King Abdullah II, who has given significant attention to persons with disabilities, and reiterated on several occasions the necessity of guaranteeing their right to education in regular schools alongside their peers. The state institutions have translated this vision through the Law on the Rights of Persons with Disabilities of 2017 and the ten-year plan 2020-2030 that laid the foundations for real integration and affirmed Jordan's commitment to preparing schools according to universal access standards, empowering teachers, and changing educational practices for a more just and equitable education.
As one of the graduates of this diploma, I feel a significant responsibility towards the school community. Every workshop I present, every awareness activity I lead, and every minor change I contribute to inside the classroom, is a step towards enhancing the culture of integration and solidifying the values of acceptance and respect. I also strive to build partnerships with parents, universities, and the local community, to make the message of integration a collective one shared by all parties, because its success depends on the integration of roles and the genuine belief in the importance of human rights.
Inclusive education has taught me to see difference as a value, and to understand the student as they are, not as we wish them to be. It made me believe that an inclusive school is not a distant dream, but a feasible project that begins from the heart of the teacher and their deep faith that every student deserves a fair chance to learn, create, and live with dignity.
And so my journey continues… a journey I am proud of and honored to be part of its makers. I am now more certain that my role extends beyond the classroom period, reaching the entire community, in a shared march towards an inclusive school, and a homeland that opens its arms to all its children without exception.
