Abstract
Effective classification and progress monitoring are central to inclusive education, ensuring that students with learning challenges receive timely and appropriate support. However, both international research and Qatari educators’ experiences reveal inconsistencies, limited resources, and a persistent gap between policy and practice. This qualitative study explored the perspectives of 20 stakeholders, including teachers, school leaders, coordinators, and policymakers. Thematic analysis conducted using ATLAS.ti 25 produced six main themes: inconsistent classification; staff and resource shortages; family resistance and collaboration; policy and accommodation gaps; fragmented monitoring; and innovative, inclusive practices. Participants described over-reliance on external diagnostic reports, inconsistent eligibility criteria, limited access to specialists, overcrowded classrooms, and insufficient early screening. Disconnected tools and the lack of a centralized data system hindered monitoring. Despite these barriers, educators showed adaptability through classroom-based interventions, behavioral support, and the emerging use of digital and AI tools. Stake-holders emphasized the need for a unified national framework, systematic early screening, expanded accommodations, integrated Education Management Information System (EMIS) records, and continuous professional development with parent involvement. Findings highlight that classification and monitoring depend on governance, capacity, and data culture, underscoring the need for coordinated policy and practice to achieve equitable, sustainable inclusion in Qatar.