Fatima sits at the back of your Quran class, struggling. While other students recite fluently, she stumbles over every word, mixing up letters that look similar, losing her place constantly. You’ve tried being patient, giving her extra practice, even mild discipline—thinking she’s just not trying hard enough.
Then her mother mentions, almost in passing: “We’re getting her assessed for dyslexia at her mainstream school.”
Suddenly, everything makes sense. Fatima has been trying harder than anyone. She’s not lazy or defiant. She has a learning difficulty that requires different teaching approaches.
But you’ve never been trained in SEND. You don’t know what dyslexia even means for Quran teaching. And you certainly don’t know how to help.
If this scenario feels familiar, you’re not alone.
In over 20 years of training more than 4,000 Islamic educators globally, I’ve found that SEND (Special Educational Needs and Disabilities) is one of the most overlooked aspects of madrasah and Islamic school teaching. Most teachers receive zero training on supporting students with conditions like dyslexia, autism, ADHD, speech delays, or physical disabilities.
The result? Struggling students fall further behind, become discouraged, and sometimes leave Islamic education entirely—not because they lack ability, but because we lack the knowledge to teach them effectively.
This doesn’t have to be your story.
The Prophet Muhammad ﷺ showed extraordinary patience and care with those facing challenges. When a companion with a speech impediment struggled to pronounce words correctly, the Prophet didn’t dismiss him—he listened carefully and encouraged him. When teaching children, he adapted his approach to each child’s capacity.
Inclusive Islamic education isn’t a modern Western concept—it’s a Prophetic one.
In this comprehensive guide, I’ll show you exactly how to support students with SEND in your madrasah or Islamic school, even if you have no formal training and limited resources. You’ll learn:
✅ What SEND means and your legal/ethical obligations
✅ How to recognise common learning difficulties
✅ Specific strategies for teaching the Quran to students with dyslexia
✅ Supporting autistic students in Islamic education
✅ ADHD-friendly teaching methods
✅ Creating an inclusive classroom environment
✅ Working with parents as partners
✅ Accessing free resources and training
Whether you’re teaching a child who’s been formally diagnosed or you’ve noticed a student struggling without knowing why, this guide will equip you with practical, immediately applicable strategies.
Let’s ensure every Muslim child has access to Quranic education, regardless of their learning needs.
SEND stands for Special Educational Needs and Disabilities. It’s an umbrella term for a wide range of conditions that affect how children learn, including:
Learning Difficulties: – Dyslexia (difficulty with reading/writing) – Dyscalculia (difficulty with numbers) – Dyspraxia (difficulty with coordination/motor skills) – General learning difficulties (slower processing across all areas)
Communication & Interaction Needs: – Autism Spectrum Disorder (ASD) – Speech and language difficulties – Social communication challenges
Attention & Activity Needs: – ADHD (Attention Deficit Hyperactivity Disorder) – ADD (Attention Deficit Disorder)
Sensory & Physical Needs: – Visual impairment – Hearing impairment – Physical disabilities – Sensory processing difficulties
Social, Emotional & Mental Health: – Anxiety – Attachment difficulties – Emotional regulation challenges
Yes, absolutely—both legally and Islamically.
Legal Requirements (UK):
Under the Equality Act 2010 and Children and Families Act 2014, all educational settings—including supplementary schools like madrasahs and mosque schools—must:
Even if your madrasah isn’t formally registered as a school, these principles of non-discrimination apply.
“But we’re volunteers with no funding!”
“Reasonable adjustments” are proportionate to your setting. For a small volunteer-run madrasah, this might mean: – Allowing extra time for students who need it – Providing information in alternative formats – Adapting teaching methods – Creating a quiet space for overwhelmed students
It does NOT necessarily mean: – Hiring specialist SEND teachers (unless resourced to do so) – Expensive assistive technology – One-to-one support for every student
The keyword is “reasonable”—appropriate to your resources and context.
Islamic Ethical Obligation:
Beyond legal requirements, Islam emphasises inclusion, mercy, and meeting people at their level.
The Prophet ﷺ said: “Make things easy and do not make them difficult” (Bukhari).
When Abdullah ibn Umm Maktum, a blind companion, came to learn from the Prophet, Allah revealed verses gently reminding the Prophet to give attention to all seekers of knowledge, regardless of ability (80:1-10).
Islamic education should be accessible to all Muslim children. Excluding or neglecting students with SEND contradicts our faith’s emphasis on justice, compassion, and universal access to knowledge.
Statistics to consider: – Approximately 15-20% of students have some form of SEND – That means in a class of 30, you likely have 4-6 students with learning needs – Most won’t have formal diagnoses (especially in supplementary settings) – Many parents don’t recognise or acknowledge their child’s difficulties
Common scenario in madrasahs: – Students with unidentified dyslexia labelled as “lazy” or “not trying” – Autistic students punished for “rude” behaviour that’s actually communication difficulty – ADHD students constantly disciplined for “disruption” when they can’t control impulse/attention – Students with processing delays given up on as “slow” or “unable to learn”
Result: These students internalise failure, develop anxiety around Islamic learning, and sometimes leave madrasah feeling they’ve disappointed Allah—when the real issue was lack of appropriate support.
We can do better. We must do better.
Most students in madrasah settings won’t have formal diagnoses. You’ll need to recognise signs that a child may need additional support.
General Signs: – ⚠️ Significant gap between effort and progress (tries hard but makes little improvement) – ⚠️ Inconsistent performance (masters something one day, forgets it completely the next) – ⚠️ Specific area of extreme difficulty while other areas are fine – ⚠️ Reluctance or refusal to engage with particular activities – ⚠️ Low self-esteem specifically around learning
Dyslexia Indicators: – Confuses similar-looking Arabic letters (ب/ت/ث, ج/ح/خ, ع/غ) – Reads very slowly and hesitantly – Loses place frequently when reading – Better at listening/speaking than reading/writing – Can memorize through hearing but not by reading – Excellent verbal skills despite reading difficulties – May reverse letters or words – Difficulty copying from board accurately – Strong in some areas (math, conversation) but struggles with text
Autism Indicators: – Difficulty understanding implied social rules (needs explicit teaching) – Takes language very literally – Upset by changes to routine – Overwhelmed by sensory input (noise, lights, textures) – Difficulty making eye contact – Passionate, focused interests (may connect these to learning) – Struggles with group work or unstructured activities – May avoid social interaction or not respond to name – Repetitive behaviours or movements (stimming) – Excellent at pattern recognition and memorization
ADHD Indicators: – Constantly fidgeting, can’t sit still – Blurts out answers without raising hand – Difficulty waiting for turn – Loses materials frequently – Forgets instructions immediately after hearing them – Easily distracted by sounds, movement, thoughts – Starts tasks enthusiastically but doesn’t finish – Makes careless mistakes despite knowing material – Impulsive behaviour that seems “naughty” – Hyperfocus on interests but can’t focus on required tasks
Speech & Language Difficulties: – Mispronounces Arabic sounds despite correction – Difficulty understanding complex instructions – Struggles to express thoughts verbally – Limited vocabulary for age – Stuttering or hesitant speech – Difficulty following verbal-only instructions (needs visual support)
Important: These are INDICATORS, not diagnoses. If you notice several signs, discuss with parents and suggest a mainstream school assessment.
1. Document observations – Note specific examples: dates, situations, difficulties observed – Track patterns over several weeks – Keep records objective and factual
2. Speak with parents sensitively – Choose a private, calm setting – Start with positive (what the student does well) – Share specific observations, not labels: “I’ve noticed Ahmad struggles with reading Arabic text but memorises beautifully through listening. Has his mainstream school mentioned anything about different learning styles?” – Ask: “Have you noticed similar challenges at home or school?” – Suggest: “It might be worth discussing with his mainstream teacher to see if additional support could help”
3. Adapt your teaching immediately – Don’t wait for diagnosis to make adjustments – Implement strategies from this guide based on observed needs – Monitor if adaptations help (confirms hypothesis)
4. Never: – Diagnose (you’re not qualified—that’s for educational psychologists) – Label students negatively – Share concerns publicly – Pressure parents if they’re resistant (plant the seed, give them time)
Dyslexia is one of the most common learning difficulties, affecting approximately 10% of the population. It primarily impacts reading and writing, making conventional Quran teaching challenging.
But here’s the crucial truth: Dyslexia does NOT prevent Quran mastery.
Many huffadh (Quran memorisers) are dyslexic. Why? Because Quran memorisation can rely primarily on listening, and dyslexic students often have excellent auditory memory.
1. Emphasise Auditory Learning Over Visual
Standard approach: Student reads the Quran from the mushaf. Dyslexia-friendly approach: Student listens to recitation 20-30 times, then repeats from memory
Implementation: – Assign listening homework: “Listen to Surah Al-Ikhlas 25 times this week” – Play recitation during class repeatedly – Teacher recites while student follows along (without trying to read independently) – Once memorised through listening, student can attempt reading to reinforce
Why it works: Bypasses the reading difficulty entirely; plays to their strength
2. Use Dyslexia-Friendly Fonts and Formats
When students must read text: – Use OpenDyslexic or Comic Sans fonts (letters are more distinct) – Increase font size: minimum 14pt, ideally 16-18pt – Increase line spacing (1.5 or double) – Use cream or pale yellow paper instead of white (reduces glare) – Provide coloured overlays (different students prefer different colours—let them choose)
For Arabic text: – Use clear, simple fonts (avoid ornate calligraphy initially) – Ensure harakat (vowel marks) are large and clear – Space words further apart if possible
3. Colour-Code Tajweed Rules
Why: Dyslexic students process visual patterns and colours better than text alone
How: – Use Mus’haf Al-Tajweed (colour-coded Quran) – Create colour-coded charts of rules (red = ghunnah, blue = madd, etc.) – Consistent colour association helps memory
4. Break Everything Into Tiny Chunks
Standard: “Memorise this ayah” Dyslexia-friendly: “Let’s learn these first 3 words”
Implementation: – Never more than 1-2 lines at once – Master completely before moving forward – Over-learn (practice 30 times, not 10)
5. Use Multisensory Techniques Extensively
Combine all senses: – Visual: See the text (in accessible format) – Auditory: Hear it repeatedly – Kinaesthetic: Trace letters with finger while reciting – Motor: Write it (even if spelling is imperfect)
Example activity: Student traces Arabic letters in sand while saying the sound aloud
6. Never Force Public Reading
Why: Public reading causes intense anxiety for dyslexic students
Instead: – Allow them to recite from memory (they’ll often excel) – Private reading with teacher only – Give advance notice: “I’ll ask you to recite tomorrow, so you can prepare”
7. Provide Extra Time Without Pressure
Dyslexic students need longer to process text.
8. Focus on Meaning to Aid Memory
Meaningful context helps dyslexic brains organise information.
9. Use Technology
Free assistive tech: – Text-to-speech apps (student can photograph mushaf, phone reads it aloud) – Recording apps (record recitation for repeated listening) – Digital Qurans with adjustable fonts/colours
10. Celebrate Strengths
Dyslexic students often have: – Excellent memory (once information is encoded) – Creative thinking – Big-picture understanding – Strong verbal communication
Leverage these: Use their memorisation skills, verbal discussions, and creative presentation of learning
Aisha teaches 9-year-old Omar, who struggled withthe Quran for 2 years. After a dyslexia diagnosis, she switched to auditory-first teaching: Omar listened to each surah 50 times, then recited from memory. Within 6 months, he’d memorised Juz Amma—more than some students without dyslexia. Reading remained challenging, but his memorisation flourished. The key? Teaching to his strength (listening), not his weakness (reading).
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition affecting social communication, sensory processing, and behavioural patterns. No two autistic students are identical, but common supportive strategies exist.
Common characteristics: – Need for routine and predictability – Sensory sensitivities (noise, light, touch, smell) – Literal interpretation of language – Difficulty with implied social rules – Strong pattern recognition (excellent for Quran!) – Focused interests – May avoid eye contact or social interaction – May exhibit repetitive behaviours (stimming)
Important: These aren’t “bad behaviours” to punish—they’re neurological differences to accommodate.
1. Establish Predictable Routines with Visual Supports
Autistic students thrive on routine; changes cause anxiety.
Implementation: – Create visual schedule of each lesson: * “First: We review last week’s surah (5 min)” * “Next: Learn new ayah (10 min)” * “Then: Practice individually (10 min)” * “Last: Group recitation (5 min)” – Use pictures or icons for each activity – Display prominently where student can see – Warn of changes: “Tomorrow we’re having a guest speaker, so our schedule will be different”
Why it works: Reduces anxiety from uncertainty; the student knows what to expect
2. Reduce Sensory Overload
Many autistic students are hypersensitive to sensory input.
Common triggers in madrasah: – ❌ Fluorescent lights (buzzing, flickering) – ❌ Loud group recitation – ❌ Strong perfumes or air fresheners – ❌ Crowded, chaotic spaces – ❌ Unexpected loud noises
Adjustments: – Provide quiet corner or separate space for regulation – Dim lights if possible or allow student to wear cap/sunglasses – Use ear defenders or noise-cancelling headphones during loud activities – Minimize strong smells – Give advance warning of noise: “In 10 seconds, we’ll all recite together loudly” – Allow student to step out if overwhelmed (not as punishment, as accommodation)
3. Give Clear, Literal, Specific Instructions
Autistic students struggle with implied meanings.
Ineffective: “Can you get ready?” Effective: “Please take out your Quran, open to page 45, and put your finger on line 3.”
Ineffective: “Behave appropriately” Effective: “Sit on your chair with your back straight and hands on the table.”
Key: Be specific, concrete, literal. Don’t assume they’ll “figure it out.”
4. Teach Social Expectations Explicitly
Don’t assume autistic students understand unwritten social rules.
Examples: – Teach explicitly: “When the teacher is talking, we look at the teacher and stay quiet” – Explain WHY: “We don’t interrupt because it’s respectful and helps everyone learn” – Model expected behaviour – Use social stories (short narratives explaining social situations)
Not “common sense” to autistic students—must be explicitly taught.
5. Allow Movement and Fidgeting
Many autistic students need movement to self-regulate.
Accommodations: – Allow standing during lesson (if not disruptive) – Provide fidget tools (stress ball, textured object) – Build in movement breaks – Let student walk while memorising – Don’t interpret movement as misbehaviour
6. Use Special Interests as Learning Bridges
Autistic students often have intense, focused interests.
Example: Student obsessed with trains? – “Memorising Quran is like a train journey—each ayah is a stop along the track” – Create a train-themed reward chart – Allow them to discuss trains during break time as motivation
Leverage their passion to motivate engagement.
7. Respect Communication Preferences
Some autistic students: – Don’t make eye contact (don’t force it) – Are non-verbal or minimally verbal (accept written responses) – Need processing time before responding (wait 10+ seconds after questions) – Communicate differently (honour their style)
8. Create Predictable Social Interactions
Group work can be overwhelming.
Strategies: – Assign specific roles: “You’re the reader. Omar is the recorder.” – Work with the same partner consistently – Provide social scripts: “When someone helps you, say Jazak Allah” – Allow solo work as an alternative
9. Understand Meltdowns vs. Tantrums
Meltdown: Neurological overwhelm; student has lost control (not chosen behaviour) Tantrum: Deliberate behaviour to get something
During meltdown: – Don’t punish (they literally can’t control it) – Remove from triggering situation quietly – Provide calm, quiet space – Minimal verbal interaction (overwhelming) – Allow time to recover – Discuss strategies later when calm
10. Leverage Strengths
Many autistic students excel at: – Pattern recognition (perfect for Quran recitation rules!) – Memorisation through routine – Following systems precisely – Attention to detail – Logical thinking
Use these strengths in your teaching approach.
Yusuf teaches 11-year-old Zainab, who has autism. Initially, she had meltdowns weekly from sensory overload and routine changes. After implementing visual schedules, reducing noise, teaching expectations explicitly, and allowing her to wear noise-cancelling headphones, meltdowns stopped completely. Zainab now excels in Quran memorisation because of her love of patterns and routine. Her autism, once seen as a barrier, became an asset with proper support.
ADHD affects approximately 5% of children, impacting attention, impulse control, and activity levels. The key insight: ADHD students CAN learn and memorize Quran brilliantly—but conventional teaching methods don’t work for them.
Common challenges: – Can’t sit still for extended periods – Easily distracted by any sound, movement, or thought – Impulsive (blurts out, acts without thinking) – Forgets instructions immediately – Hyperfocus on interests but can’t focus on “boring” tasks – Appears not to listen even when trying – Loses materials constantly – Starts strong but doesn’t finish
Critical understanding: This isn’t deliberate misbehaviour. It’s neurological. Punishing doesn’t help.
1. Keep Sessions Very Short
Standard lesson: 45-60 minutes, ADHD-friendly: 10-15 minutes of focused new learning, then break
Structure: – 10 min: New memorisation – 5 min: Movement break – 10 min: Review – 5 min: Game/activity – 10 min: Individual practice
Total time can be the same—just chunked differently.
2. Incorporate Constant Movement
Sitting still is torture for ADHD brains.
Movement-based strategies: – Recite while walking around the room – Bounce a ball between each ayah repetition – Do jumping jacks between review sessions – Stand at the desk instead of sitting – Allow fidgeting (give a fidget tool) – Incorporate hand motions for each surah
The more movement, the better focus.
3. Use High-Energy, Game-Based Learning
ADHD brains crave stimulation and competition.
Examples: – Quran racing (who can recite fastest AND most accurately?) – Points competition – Beat-the-timer challenges – Quiz games – Relay recitation (teams take turns)
Make it FUN and FAST-PACED.
4. Give Immediate, Frequent Positive Feedback
ADHD students need more frequent reinforcement than neurotypical students.
Strategy: – Praise every 2-3 minutes for staying on task – Points system with immediate rewards – Specific praise: “Excellent! You sat for 5 whole minutes!” – Celebrate small wins constantly
Delayed rewards don’t motivate ADHD students—keep it immediate.
5. Minimise Distractions in the Environment
ADHD brains can’t filter out irrelevant stimuli.
Create a distraction-free zone: – Seat away from windows, doors, high-traffic areas – Remove visual clutter – Quiet space for individual work – Noise-cancelling headphones if helpful – Face a blank wall during memorisation
6. Chunk Material Into Tiny Portions
Standard: “Memorise this 5-line ayah” ADHD-friendly: “Memorise these first 3 words”
1-2 lines MAXIMUM at one time. Master through repetition before adding more.
7. Use Visual and Written Supports
ADHD students often “lose” verbal instructions.
Strategies: – Write instructions on board (they can refer back) – Provide a checklist: ☐ Get Quran ☐ Open to page 52 ☐ Recite 5 times – Visual reminders of expectations
8. Allow Fidgeting
Fidgeting helps ADHD brains focus.
Provide: – Stress balls – Textured objects – Quiet fidget toys – Standing desk option – Gum (if age-appropriate)
As long as it’s not disruptive, allow it.
9. Work WITH Their Energy, Not Against It
Schedule challenging tasks when medication is most effective (usually mornings).
Use their natural enthusiasm: – Channel energy into active learning – Make them class helpers (gives purposeful movement) – Use their ideas in lesson planning
10. Be Patient with Forgetfulness
ADHD affects working memory.
Don’t interpret as not caring: – Student genuinely forgets homework, materials, instructions – Build in systems: checklist, buddy system, extra materials on hand – Gentle reminders, not punishment
Hassan struggled with 7-year-old Bilal, who couldn’t sit still andwas constantly disrupting. After learning about ADHD, Hassan restructured lessons: 10-min chunks, movement breaks, recitation while bouncing a ball, game-based review, and fidget tools. Bilal’s disruptions ceased, and his memorisation skyrocketed. His ADHD energy, once a classroom problem, became an asset when channelled properly.
Beyond individual strategies, whole-environment adjustments benefit ALL students, not just those with SEND.
1. Multiple Means of Representation (How Information is Presented)
Instead of: Only verbal instruction UDL: Verbal + visual + written + demonstration
Example: When teaching wudu: – Explain verbally – Show a visual diagram – Write steps on the board – Demonstrate physically – Students practice
Benefits: Visual learners see it, auditory learners hear it, and kinaesthetic learners do it.
2. Multiple Means of Action/Expression (How Students Show Learning)
Instead of: Only reading aloud UDL: Allow students to demonstrate knowledge in different ways
Examples: – Recite from memory (oral) – Write ayahs (written) – Point to correct ayah when teacher recites (receptive) – Teach another student (verbal explanation) – Draw or illustrate meaning (visual)
Benefits: Students with speech difficulties can write; students with dyslexia can recite.
3. Multiple Means of Engagement (What Motivates)
Instead of: Same teaching method every week UDL: Varied activities that appeal to different interests
Examples: – Stories and narratives (for imaginative students) – Competitions and games (for competitive students) – Quiet individual work (for introverted students) – Group collaboration (for social students) – Technology integration (for tech-interested students)
Seating: – Flexible seating options (chairs, floor cushions, standing desks) – Quiet corner for students who need calm – Sensory-friendly space
Visual supports: – Clear visual schedules – Labelled materials with pictures – Colour-coded systems – Routine charts
Sensory considerations: – Adjustable lighting – Noise management – Calming colours – Organised, uncluttered space
Accessibility: – Wide pathways for wheelchairs – Materials at accessible heights – Large-print Qurans available – Adaptive equipment as needed
Same lesson, different supports:
Example: Teaching Surah Al-Asr
For typical learners: – Listen to recitation 5 times – Read along in Mus’haf – Recite together as class – Memorise through standard repetition
For dyslexic students: – Listen 20 times (extended auditory input) – Follow along in large-print, dyslexia-font Mus’haf – Use colour overlay – Memorise through listening only, reading later for reinforcement
For autistic students: – Visual schedule showing lesson segments – Noise-cancelling headphones during group recitation – Advance warning before transitions – Allow stimming during listening
For ADHD students: – 5-min listening segments with movement breaks – Recite while walking – Use a timer to create urgency – Provide a fidget tool
For students with speech difficulties: – Extra time to recite – No pressure to recite publicly – Allow written responses about meaning – Celebrate attempt, not perfection
Same objective, differentiated support.
Parents are your greatest allies in supporting SEND students.
1. Initial Conversation About Needs
Start positively: “I’m so glad to have [student] in class. I want to make sure I’m supporting them in the best way. Can you tell me about their learning style and any specific needs?”
Ask: – What works well at home? – What are their strengths? – What challenges do they face? – Do they have a formal diagnosis? (If comfortable sharing) – What strategies does mainstream school use?
Listen without judgment.
2. Regular Communication
Don’t only contact when there’s a problem.
Weekly/biweekly updates: – What we’re learning – How the student is progressing – Specific things they did well – Suggestions for home practice
Methods: WhatsApp, email, quick phone call, note sent home
3. Consistent Home-School Strategies
If a student uses a visual schedule at a mainstream school, use one at a madrasah.
If fidget tools help at home, allow them at the madrasah.
Consistency across environments reinforces learning.
4. Joint Problem-Solving
When challenges arise:
Teacher: “I’ve noticed [student] struggles with [specific challenge]. What works for you at home when this happens?”
Parent: Shares strategies
Together: Adapt for madrasah context
Follow-up: “I tried your suggestion about [strategy]. It’s really helping!”
5. Celebrating Progress Together
Share successes: – “[Student] memorised entire surah this month!” – “The movement breaks you suggested made such a difference!” – Send recording of student’s recitation
Parents appreciate seeing growth.
When you suspect an undiagnosed SEND:
Approach carefully: Some parents are defensive or in denial.
Script: “I’ve noticed [student] is working really hard but finds [specific task] challenging. Have the teachers at [mainstream school] mentioned anything about how they learn best? Sometimes children benefit from different teaching approaches, and I want to make sure I’m giving [student] every opportunity to succeed.”
Plant the seed, don’t push.
If they’re resistant: – Continue supporting the student with adapted strategies – Document progress and challenges – Revisit the conversation later if needed
Never diagnose or label—that’s not your role.
You don’t need to figure this out alone.
1. Online Training: – Whole School SEND (free courses for teachers) – nasen (National Association for Special Educational Needs) – The Dyslexia-SpLD Trust (free resources) – Autism Education Trust (free training modules)
2. Assistive Technology: – Text-to-speech: Natural Reader (free version) – Dyslexia fonts: OpenDyslexic (free download) – Recording apps: Voice Memos (free on phones) – Visual schedules: Free printable templates online
3. Islamic-Specific Resources: – Academica Mentoring’s SEND Courses (Islamically-integrated SEND training) – Muslim SEND support groups on Facebook – Local Islamic school SEND coordinators
Consider formal training:
Our SEND in Islamic Education Course specifically addresses: – Teaching Quran to students with dyslexia – Supporting autistic students in Islamic education – ADHD-friendly madrasah teaching – Creating inclusive Islamic classrooms – Legal requirements for Islamic schools – Working with parents – Case studies and practical strategies
Investment in SEND training transforms your effectiveness with 15-20% of your students.
Don’t try to implement everything at once.
Small changes compound over time.
The Prophet ﷺ said: “The best among you are those who learn the Quran and teach it” (Bukhari).
Notice: He didn’t say “those who are easiest to teach” or “those who learn quickly.”
ALL learners. Including those who struggle. Including those who learn differently.
Your willingness to adapt, learn, and support students with SEND is an act of worship. You’re ensuring that every Muslim child has access to Allah’s words, regardless of neurological differences or learning challenges.
You don’t need to be perfect. You need to be willing.
Willing to learn. Willing to adapt. Willing to see each child’s potential rather than their limitations.
That willingness, combined with the strategies in this guide, will transform lives.
Students who felt they’d never understand the Quran will memorize. Students who thought they disappointed Allah will thrive. Students who nearly gave up will flourish.
Because you cared enough to meet them where they are.
We’re here to support you every step of the way.
Become a SEND-confident educator.
Our specialist SEND Courses and Training programme gives teachers, TAs and school leaders practical strategies for supporting students with special educational needs in mainstream and Islamic education settings.
Learn more about our SEND Specialist Training
About the Author:
Mohamed Sidat is the Founder and CEO of Academica Mentoring, specialising in inclusive Islamic education. With over 20 years of experience training 4,000+ educators globally, he’s passionate about ensuring every Muslim child—regardless of learning needs—has access to high-quality Quranic education. He advocates for SEND awareness and support in Islamic schools across the UK and internationally.
Related Articles:
Share This Article:
Know a teacher who needs this? Share with Islamic education communities:
Download Free SEND Checklist:
Get our SEND Identification Checklist for Madrasah Teachers (PDF) – helps you recognise signs of common learning difficulties in your students.
Last Updated: January 2025
Reading Time: 35 minutes
Word Count: 9,247
Answer: SEND stands for Special Educational Needs and Disabilities. It includes conditions like dyslexia, autism, ADHD, speech and language difficulties, physical disabilities, and other learning challenges. Yes, SEND absolutely applies to Islamic schools, madrasahs, and mosque schools in the UK. Under the Equality Act 2010 and Children and Families Act 2014, all educational settings—including supplementary schools like madrasahs—must make reasonable adjustments to support students with SEND. This means Islamic schools cannot legally discriminate against students with disabilities and must provide appropriate support to ensure they can access Quranic and Islamic education. Even if your madrasah isn’t formally registered, ethical Islamic teaching requires supporting all students. The Prophet Muhammad (peace be upon him) showed particular care and patience with those facing challenges, modelling inclusive education.
Answer: Teaching the Quran to students with dyslexia requires specific adaptations while maintaining high expectations. Key strategies include: using dyslexia-friendly fonts (OpenDyslexic, Comic Sans) with larger text size (14-16pt minimum), providing colour overlays or coloured paper to reduce visual stress, breaking lessons into very small chunks (3-5 minutes of new content), using multisensory methods extensively (tracing letters while saying sounds, kinaesthetic movements), allowing extra time for reading without pressure, never asking dyslexic students to read aloud publicly unless they volunteer, using audio recordings heavily so they can listen repeatedly, color-coding tajwid rules for visual differentiation, teaching through patterns and word families rather than letter-by-letter, and providing one-on-one support for mastery. Most importantly, emphasise that dyslexia affects reading Arabic text but doesn’t prevent Quran memorisation through listening—many huffadh are dyslexic. Focus on their strengths (often excellent auditory memory) rather than weaknesses.
Answer: Supporting autistic students in Islamic education requires understanding their specific needs around routine, sensory processing, social interaction, and communication. Effective strategies include: establishing highly predictable routines with visual schedules showing exactly what will happen each lesson, providing advance warning of any changes, creating a quiet space where students can regulate when overwhelmed, reducing sensory overload (bright lights, loud noise, strong smells, crowded spaces), giving instructions clearly and literally (autistic students often struggle with implied meanings), allowing movement breaks or fidget tools, teaching social expectations explicitly rather than assuming understanding, using special interests to motivate learning (e.g., if student loves trains, connect Islamic lessons to trains), providing written instructions in addition to verbal, respecting their communication style (some are non-verbal or prefer not to make eye contact), and understanding that behaviour that seems “rude” often isn’t intentional. Many autistic students excel at Quran memorisation due to strong pattern recognition and love of routine—create structure that supports this strength.
Answer: Absolutely yes—students with ADHD can and do memorize Quran successfully, though they need adapted teaching approaches. ADHD affects attention, impulse control, and activity levels, but doesn’t limit memory capacity. Effective strategies include: keeping sessions very short (10-15 minutes maximum for new memorization), using highly active, movement-based learning (recite while walking, bouncing ball, doing actions), building in frequent breaks (5 minutes learning, 2 minutes movement break), chunking material into tiny portions (1-2 lines maximum at a time), using games and competition to maintain engagement, providing immediate positive feedback frequently, minimizing distractions in environment (quiet space, minimal visual clutter), allowing fidget tools during listening, teaching at optimal times (often mornings when medication is effective), and never punishing inattention as deliberate misbehaviour. The key is working WITH their natural energy rather than fighting against it. Short, intense, active sessions produce better results than long, passive ones. Some of the most enthusiastic Quran reciters are students with ADHD whose energy is channelled productively.
Answer: Many madrasahs operate on minimal budgets without formal SEND provision, but effective support doesn’t always require expensive resources. Start with: educating yourself about common learning difficulties through free online resources and our SEND courses, building relationships with parents to understand each child’s needs and what works at home, making simple environmental modifications (quiet corner, visual schedules, clear routines) that cost nothing, using free assistive technology (text-to-speech on phones, free dyslexia fonts, recording apps), differentiating your teaching methods which requires time and thought but not money, connecting with other teachers for peer support and strategy sharing, reaching out to local mainstream schools for advice and potential resource sharing, and remembering that your patience, understanding, and willingness to adapt are more valuable than any purchased resource. Even basic adjustments like allowing extra time, providing alternative formats, or teaching in smaller chunks make massive differences. Start small with one student and build expertise gradually. Perfect inclusion isn’t required immediately—genuine effort and continuous improvement are what matters Islamically and legally.