Helping a Child with SEND Learn Qur'an: A Guide for Muslim Parents
By Mu'allimah Mariah, Lead Teacher at ILM Academy
Every Muslim parent wants their child to read Qur'an, understand their deen and feel at home in their Islamic learning. But if your child has special educational needs and disabilities (SEND, also called ALN in Wales and ASN in Scotland), you may worry about how they'll cope. Will they manage a full session? Will they keep up with the class? Will the teacher understand them?
These are completely natural questions, and parents up and down the country ask them. I've been teaching Qaida, Qur'an and Tajweed since 2010, in a number of madrasahs and Islamic institutes, and in that time I've seen again and again that children with SEND can absolutely learn them too. Often, the main thing that needs to change isn't what they learn, but how they're taught.
Every child learns differently
Some children learn best by listening, some by seeing, and some by doing. For children with additional needs, this matters even more. The needs teachers most often see in Islamic classes include:
- Autism: children may find busy rooms, changes in routine or long instructions difficult.
- ADHD: sitting still and focusing for a long session can be a real challenge.
- Dyslexia: joined-up Arabic script can look overwhelming.
- Anxiety: a new class, reading aloud or being corrected in front of others can feel very stressful.
- Physical needs: sitting in one position or managing books and materials may need extra support.
None of these needs to stop a child learning their deen. They simply mean the path may look a little different.
What helps children with SEND learn Qur'an
These approaches make a real difference, and many of them work at home too.
1. Learning by doing. Hands-on activities, such as handling letter cards, matching letters to sounds and building words, help children stay engaged and remember more than sitting and listening alone.
2. Short bursts with regular breaks. If a child's concentration is short, pushing through rarely works. A brief change of activity, then coming back to the lesson, keeps learning fresh and stops frustration building.
3. Breaking Arabic down. For children with dyslexia, separating words into individual letters and colour-coding them can make reading far less overwhelming for some children. One child I taught found joined-up Arabic very hard; once the letters were separated and colour-coded, her confidence grew quickly.
4. Building on sounds children already know. Where an Arabic letter has a similar English sound, linking the two can help a child get started. Letters with no English equivalent are learned the traditional way, by listening carefully and repeating after the teacher.
5. Memorisation in smaller steps. Memorisation is still done the traditional way, by listening, repeating after the teacher and regular revision, but in smaller sections, so a child masters one part before moving on.
Questions to ask before your child starts
Wherever you are in the UK, and whichever madrasah or teacher you choose, it's worth asking:
- Can I meet the teacher before my child starts, to talk through their needs?
- How will lessons be adapted if my child finds something difficult?
- How will I be kept updated on progress?
- Will there be a review once my child has settled in?
- Has the teacher had any SEND or inclusion training?
- Are staff DBS-checked, and is there a safeguarding policy?
A good teacher will welcome these questions and give you honest answers.
Why that first conversation matters
Before taking on a new child with additional needs, I always meet the parents one-to-one. It helps me understand the child: what they find hard, what helps them, and what's worked before. It also means I can be honest from the start about whether we can meet their needs well. If we can, I plan my lessons around that child alongside the rest of the class, and we agree a review meeting at the same time, so parents and teacher can check together how things are going. If something would be too difficult for us, I'd rather say so openly than have a child struggle.
Supporting your child at home
- Keep practice short and regular. Ten focused minutes a day beats an hour once a week.
- Celebrate small wins. A new letter or a line read well is real progress.
- Use the same methods as the teacher, such as colour-coded letters or letter cards, so learning feels consistent.
- Keep the teacher informed about anything that might affect your child, like a change in routine, a difficult week, or something that's working well at home.
Helpful UK organisations
- National Autistic Society: information and support for autistic children and their families.
- British Dyslexia Association: guidance on dyslexia and learning support.
- ADHD UK: information and support for families affected by ADHD.
Many paths, one goal
Across the UK, madrasahs and teachers do wonderful work for our children. Each setting has its own strengths, and what matters most is finding the right fit for your child.
ILM Academy, in Huddersfield, is a mainstream madrasah, teaching Qaida, Qur'an, Tajweed, memorisation and Islamic studies just as any traditional madrasah would. What makes us different is how we teach. Our Islamic learning began in 2018 and later became ILM Academy, and from the start we've shaped our lessons around the fact that children learn in different ways: hands-on activities, shorter focused tasks and approaches that suit visual, auditory and hands-on learners.
That approach has made a real difference for children with SEND. Many families came to us unsure whether their child would be able to learn or progress, and have watched them grow in confidence and make real progress in their Qur'an. Because of this, our team has completed Dingley's Promise inclusion training, so we can support these children as well as we possibly can. You can read more about our approach to inclusion.
Frequently asked questions
Can a child with autism or ADHD learn Qur'an?
Yes. With adapted teaching, such as hands-on activities, shorter focus periods and breaks, many children with autism or ADHD make excellent progress in Qaida, Qur'an and Tajweed.
How can I help my child with dyslexia read Arabic?
Separating words into individual letters, colour-coding them and practising in short, regular sessions can make Arabic much less overwhelming.
Should I tell the teacher about my child's needs before they start?
Yes. A conversation before your child starts helps the teacher understand them, plan the right support, and be honest about whether the setting is a good fit.
Is ILM Academy a SEND madrasah?
No. ILM Academy is a mainstream madrasah teaching the same Islamic education as any traditional setting. Our teaching approach adapts to how different children learn, which is why many children with SEND do well with us.
