Paradise in the classroom: SEND, Salam and Surahs in maktab education

Since 2024, the number of children in England who have special educational needs and disability (SEND) has increased. Simultaneously, calls to reform and fund the mainstream system to ensure appropriate support for these pupils have been made. Yet, within this evolving national context and despite the growing body of research in Islamic education, the intersection of SEND and maktab pedagogies and the experiences of Muslim teachers with SEND pupils in this sector remain a largely neglected area. This original research addresses that gap by examining how a pioneering maktab in Northern England conceptualises and practices inclusive education. It adopts a case study approach and interviews, observations, digital images and documentary analysis to explore how their theological, cultural and educational perspectives inform their responses to SEND. This article highlights how educators are reimagining inclusion through spiritual values and pedagogical innovation, offering a model of compassionate education grounded in Islamic principles.