Dr. Karen Chesterton Khayat

A Short Bio / زانیاری کەسیی / سيرة ذاتية قصيرة :

Karen Khayat is an education consultant with Enabling Education Network (EENET) currently supporting inclusive education initiatives in Dohuk through SALAR International and LOGDEVI. She holds a Doctor of Education, an MSc in Profound Learning Disability and Multi-Sensory Impairment, and a Bachelor of Education in Early Childhood and Special Education. Her research focused on transformative inclusive education policy, practice and progress in the Middle East. She provides technical assistance to governments to design and implement inclusive education and early intervention models. With onsite engagements in Afghanistan, Iraq, and Papua New Guinea alongside deskwork consultancies from her home in New Zealand, she supports governments and NGOs in diverse contexts. Her career has been committed to promoting the full and meaningful participation of children with a wide range of diversities in education.

Category / پۆلێن / الفئة :

Equity and Inclusivity in Teaching and Education

Seminar Title / ناونیشانی بابەت / عنوان الندوة :

Adapting and co-developing inclusive education training in Duhok, Iraq

Abstract / پوختە / الملخص :

This presentation showcases a collaborative initiative in Duhok, Iraq that was undertaken to develop inclusive education training for teachers through co-development with local stakeholders. Since 2015 EENET has worked with the Norwegian Association of Disabled and partners to develop a comprehensive teacher training programme on inclusive education that was shared under a Creative Commons license. The approach has unique characteristics that set it apart from other teacher training programmes such as equipping trainers with approaches that prioritise practice over theory, promoting learning-by-doing, and building teachers’ capacity to be innovative and critically reflective problem-solvers. The Dohuk-based initiative was led by SALAR International alongside the General Directorate of Education in Duhok (DOE) and General Directorate of Care and Social Development in Duhok (DOLSA). It focused on adapting the teacher training content to resonate with Duhok’s educational environment. By involving local educators in the adaptation process, the approach fostered a locally-led, inclusive educational culture, ensuring it can lead to effective pathways for change in educational practices.

Keywords / وشە سەرەکیەکان / الكلمات المفتاحية :

Inclusive education; teacher training; diversity; co-development