George Habib

Head of SEN Unit - Beech Hall School Riyadh

George Habib is a Special Educational Needs (SEN) specialist and early years inclusion leader with over 10 years of experience across inclusive schools, clinical settings, special education centres, and higher education. He currently leads an SEN provision within an international school in Saudi Arabia, where he focuses on building structured, developmentally appropriate systems that support neurodivergent learners in early childhood.

George’s work bridges clinical insight and classroom practice, with a strong emphasis on early identification, regulation, communication, and inclusive school design. He has extensive experience supporting children with autism, developmental delays, and complex learning needs, while also working closely with teachers, therapists, and leadership teams to strengthen inclusive practices across schools.

In addition to his school-based leadership role, George teaches university courses in special education and counseling, and regularly delivers training for educators on inclusion, SEN provision development, and collaborative practice. His approach is practical, evidence-informed, and grounded in real-world implementation.

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