Ahmed Athif — determined not to leave any child behind

Ahmed Athif was determined that no child should be left behind in the education system in the Maldives. Beginning his career as a teacher, Athif understood that the current curriculum did not cater for children with learning difficulties or special needs and has worked to influence public policy on the issue ever since. Through his positions of leadership within the Ministry of Education (MoE), his volunteer roles with various non-governmental organisations (NGOs) and his studies at Griffith University, Athif has made a sustained contribution to inclusive and special education across the atolls of the Maldives.

The Maldives Financial Review: Could you briefly take us through your personal journey up till now?

Ahmed Athif: My journey into the field didn’t start out of interest but rather from an opportunity to study. Back in 2001 when I received a scholarship for higher studies, the area offered was education for students with disabilities. I accepted the offer and at Griffith University (Australia), I completed a four-year degree, majoring in learning disabilities. It is during this time when I became passionate about the field of inclusive education, and have since built my work and career around it. 

After graduating with my undergraduate degree in late 2006, I joined National Institute of Education (NIE) then known as Education Development Center – EDC. During my tenure there, I decided to specialise in special needs intervention education. Thus, in 2016 I went back to Griffith to complete my Masters degree. It is during the same year; I was nationally recognised with the prestigious National Award in the field of establishment and expansion of education for students with special needs. I continued my work with NIE till 2020 November. 

In order to support students with learning difficulties, in 2017 I established Voshufila Learning Centre (VLC), a learning centre focusing on dyslexia intervention. Right now, due to the pandemic we have paused in house class but VLC still offers materials to support and develop writing and reading for students with learning difficulties. 

Currently I work as the Executive Director of Care Society. This year I have received two awards for my contributions to the field of empowering people with disabilities and inclusive education, which are the Griffith Outstanding International Alumni (2021) and the recent Riveli Award (2021). 

MFR: What is the significance of the Riveli Award for you? 

Athif: This is the highest recognition of its kind in the Maldives in terms of serving students and people with disabilities. So, I am very much encouraged to strive for better with my work.   

MFR: How would you describe the current landscape when it comes to people with disabilities and in inclusive education? 

Athif: In my opinion, the Maldives is doing many impactful things. If we take financial assistance provided in terms of the monthly allowance, or the provision of assistive devices, gadgets and medical equipment, when comparing regionally, our investment as a nation will be among the highest. This has been indeed very helpful for people with special needs. 

At the same time, I also find some crucial components are missing. 

For instance, it has been 10 years since the Maldives signed the UN’s Convention on the Rights of Persons with Disabilities (CRPD) and the ratification of The Disability Act of Maldives. Yet, we have not implemented a system for early identification intervention, an absolutely vital step. Without this, there is no government body responsible for children from birth till they reach four years of age. Subsequently, children then start schooling without any proper intervention or identification of disabilities. Hence, this intervention must be prioritised. Otherwise, what we see now is institutions and professionals being reactive to issues and problems rather than proactively handling, which ultimately has financial, and other socio-economic ramifications. And, over time, these children become adults with disabilities who become dependent on the public welfare scheme. Had that early intervention taken place, many of the problems could be addressed, thus allowing individuals to work and contribute to our community. 

Another area which needs development is transition for young adults through empowerment. What we see now is students completing schooling but they are unable to give back to the society meaningfully or at all. This is because they are not supported to leave school behind and enter the workforce. This bridging is lacking. Thus, effective transition must be highly promoted so that people with disabilities are able to use their knowledge and skills acquired from schools and other means. 

I further believe the development of support services is also critical, and will ultimately help with empowerment as well. Educating a child with special needs or disabilities is not only the responsibility that teachers must solely carry. Rather it must also come from other parallel support services. This includes speech therapy, occupational therapy, physiotherapy [and] psychological support. Currently, there is a considerable need for these services. 

I also see a lack of multisectoral approaches in dealing with empowerment and support for people with special needs. Government is very heavily involved in implementation policies. However, there needs to be a more involved participation from civil society organisations and NGOs. This is minimal compared with other countries. 

MFR: What changes do you hope to see?

Athif: To encourage and create job opportunities for people with special needs, I aspire to see changes brought to laws, or regulations. For example, I would like to see policies such as double deduction for private sector organisations and the establishment of specific quotas in civil service for people with special needs. 

Recently I am happy to see that infrastructure improvements catering for accessibility, such as in buildings and on roads. However, this must be more rampant. Changes likes this will also encourage more participation of people with special needs and disabilities in the community and in jobs. 

I also strongly hope to see a government which will invest at least one term in early indemnification and intervention. I believe this investment will help solve at least half of the problems through early diagnosis and interventions. This is why I say, the top three things which will help people with special needs and disabilities are; early identification and intervention,  early identification and intervention and early identification and intervention. Once this happens, other services such as therapy will also align.

MFR: What message would you like to leave for the public?

Athif: People with special needs, and disabilities are part of our society, and they will remain as part of our society. Today, it could be me, but tomorrow it could be anyone. This shows its significance. As a nation we need proper frameworks and policies so that people with special needs can flourish and lead a happy, healthy and a balanced life.