Special Education

Former Ohio Official Seeks to Help Qatar

By Christina A. Samuels — December 19, 2006 1 min read
  • Save to favorites
  • Print

Michael Armstrong had a good excuse for missing the annual meeting last month of the National Association of State Directors of Special Education. Since June, the former head of special education in Ohio has been part of an extensive education reform effort in the Persian Gulf nation of Qatar.

Mr. Armstrong, who also has been the group’s president, is in charge of introducing such concepts as “response to intervention” and differentiated instruction in the oil-rich country.

The improvement effort began in 2002, after the Qatari government determined that its education system was too centralized and rigid. In 2004, Qatar had about 61,000 children ages 3 to 18 enrolled in school.

Special education under the old system “was a place as much as it was a service,” Mr. Armstrong said in a phone interview. The inclusion of students with disabilities in regular classrooms is a new concept in the country, he said.

Mr. Armstrong lives in government-provided housing in Doha, the capital city, along with others under contract to the country’s Supreme Education Council, including other Americans, Britons, Australians, and professionals from elsewhere in the Middle East.

As part of his job, he has to deal with issues that come with living in a tradition-bound society. All of the government schools are single-sex. There aren’t many related service providers, such as speech therapists or school psychologists. Many of his interactions with school officials are conducted through interpreters.

Still, Mr. Armstrong said, the skills that he honed as a state director of special education in Ohio for four years, and in Kentucky for six years before that, do translate across the miles and cultures.

“There are talented, resourceful building administrators,” he said.

Mr. Armstrong learned of the opportunity from contact with the Washington-based Academy for Educational Development, which has a contract with Qatar to consult on educational policy.

Every so often, Mr. Armstrong said, “I still have to pinch myself. Who ever would have thought it?” His contract with the government lasts for two years.

A version of this article appeared in the December 20, 2006 edition of Education Week

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Achievement Webinar
How To Tackle The Biggest Hurdles To Effective Tutoring
Learn how districts overcome the three biggest challenges to implementing high-impact tutoring with fidelity: time, talent, and funding.
Content provided by Saga Education
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
Reframing Behavior: Neuroscience-Based Practices for Positive Support
Reframing Behavior helps teachers see the “why” of behavior through a neuroscience lens and provides practices that fit into a school day.
Content provided by Crisis Prevention Institute
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Mathematics Webinar
Math for All: Strategies for Inclusive Instruction and Student Success
Looking for ways to make math matter for all your students? Gain strategies that help them make the connection as well as the grade.
Content provided by NMSI

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Special Education Download DOWNLOADABLE: Does Your School Use These 10 Dimensions of Student Belonging?
These principles are designed to help schools move from inclusion of students with disabilities in classrooms to true belonging.
1 min read
Image of a group of students meeting with their teacher. One student is giving the teacher a high-five.
Laura Baker/Education Week via Canva
Special Education 5 Tips to Help Students With Disabilities Feel Like They Belong
An expert on fostering a sense of belonging in schools for students with disabilities offers advice on getting started.
4 min read
At Ruby Bridges Elementary School in Woodinville, Wash., special education students are fully a part of the general education classrooms. What that looks like in practice is students together in the same space but learning separately – some students are with the teacher, some with aides, and some are on their own with a tablet. Pictured here on April 2, 2024.
A student works with a staff member at Ruby Bridges Elementary School in Woodinville, Wash. on April 2, 2024. Special education students at the school are fully a part of general education classrooms.
Meron Menghistab for Education Week
Special Education What the Research Says One Group of Teachers Is Less Likely to Identify Black Students for Special Ed. Why That Matters
Researchers say their findings argue for diversifying the teacher workforce.
4 min read
Full length side view of Black female instructor in mid 40s with hand on shoulder of a Black elementary boy as they stand in corridor and talk.
E+/Getty
Special Education Video Inside an Inclusive Classroom: How Two Teachers Work Together
This model for inclusive education benefits students of all abilities, and the teachers instructing them.
1 min read