Mercy Corps

Jordanian government schools were running inclusive education on paper. A class teacher noticed a student struggling, filled in an observation form by hand, and referred them to a specialist. Assessment checklists, individual education plans, and progress notes all lived in folders. Nothing aggregated, nothing followed the student, and nobody above the classroom could see the picture.

The process itself was the hard part to capture. It was not one form but a chain: screening indicators, a structured assessment across skill domains, long and short term goals, a plan, then tracking. Each step had rules that lived in specialists' heads and in training manuals, not in a spec.

Whoever built it had to be usable by shadow teachers and class teachers in real classrooms, in Arabic, at very different levels of comfort with software. A tool that added friction would simply go unused and the paper would stay.

The work also happens where the connection does not. Assessment is done next to the student, in classrooms and schools where wifi is unreliable or absent. Anything that required a live connection to record an observation would have pushed teachers straight back to paper.

It also had to satisfy the people above the classroom. The Ministry of Education, the program team, and the donors all needed visibility into coverage and progress across schools, without asking teachers to do double entry.