Faiza Mubeen

Director of Inclusion - Beech Hall School Riyadh

My name is Faiza Mubeen, and I am an educational leader with a deep commitment to inclusion, wellbeing, and building school cultures where every child feels seen, supported, and able to thrive. With over two decades of experience across international schools, I currently serve as the Director of Inclusion at Beech Hall School Riyadh, where I lead a dynamic team dedicated to creating meaningful, equitable pathways for all learners, aligned with global standards and Vision 2030.

My work is rooted in compassion, high expectations, and collaborative leadership. I believe that inclusion is not just a department—it is a culture, a mindset, and a daily practice that transforms lives. Whether developing frameworks, supporting families, mentoring staff, or strengthening community partnerships, I remain driven by one purpose: ensuring every student has the opportunity to succeed with dignity and joy.

Speaker Sessions

GESS Talks Live 1525

أبريل 22 2026 | 10:50ص - 11:20ص

Building Inclusive SEN Provisions Without Segregation

Session Summary:

This session explores how schools can design and implement effective early years SEN provisions that strengthen inclusion rather than isolate learners. Drawing on real-world leadership and classroom experience, the presentation examines common challenges faced by early years settings when supporting neurodivergent children, particularly those with autism and developmental delays. The session highlights practical strategies for creating structured, supportive environments that promote regulation, communication, and meaningful participation while maintaining strong connections with mainstream classrooms. Key themes include balancing specialised support with inclusion, avoiding over-pathologisation in early childhood, and building collaborative systems between teachers, therapists, and leadership teams. Join this session to:

• Learn to create structured, supportive environments that promote regulation, communication, and meaningful participation for neurodivergent children while maintaining strong integration with mainstream early years classrooms rather than creating segregated provisions

• Discover practical strategies for providing targeted interventions for children with autism and developmental delays while avoiding over-pathologisation and ensuring continuous connection to typical early childhood learning experiences and peer interactions

• Explore effective approaches for establishing collaborative systems between teachers, therapists, and leadership teams, creating scalable practices that can be adapted across different school contexts while supporting both individual needs and inclusive community building