The Development of Special Needs Education in Libya and Its Relationship with the Principles of General Education (1951–2025)

Abstract

This research aims to develop education for people with special needs through technological methods and tools, and their role in developing the education of these special groups. The goal sought by special education is to enable children with special needs to reach a level of maturity, independence, and self-reliance, ultimately enabling them to become active contributors to the development of their community, rather than a burden on it. The study was based on the importance of understanding the historical and social dimensions that shaped the features of this education in Libya, as well as the challenges faced in integrating this group into the educational system. The study also showed that the beginnings (1951-1969) were characterized by the absence of a clear policy. Initial efforts relied on charitable initiatives and religious institutions, before the state began establishing specialized schools and centers for them in the 1960s. The 1970s and 1980s witnessed significant expansion with state support, with the establishment of teacher training centers and programs. However, these institutions suffered from weak strategic planning and reliance on traditional curricula. Between 2011 and 2025, political and economic conditions affected the stability of these institutions, which impacted their quality and services.

Education for people with special needs in Libya has gradually developed but has remained subject to administrative, technical, and social challenges, most notably the weak educational infrastructure, the lack of qualified personnel, and societal perceptions of disability. This study also emphasized that the relationship between the education of this group and the foundations of education is interconnected.