Mohammad Haussam Abou-elenin
🧩 Meet Mohammad Haussam Abou-Elenin
Master’s in Advanced Chemical Engineering | School Inclusion Teacher Level 4 Practitioner | Behavior & Inclusion Specialist at CIPPO
Mohammad brings calm clarity, a rich interdisciplinary background, and a deep commitment to inclusive practice in his work supporting neurodiverse and neurotypical learners. He has years of experience working in UK schools as a Science and Maths teacher and Learning Support Assistant within Special Educational Needs departments. His teaching journey has spanned diverse learning environments, supporting students from varied backgrounds and needs, including GCSE and A-level cohorts, with a focus on practical, strengths-based strategies that empower learners to thrive. With extensive experience across science education, learning support, and STEM outreach, he is dedicated to fostering emotionally secure, socially capable, and self-reliant learners.
During the 2024–2025 academic year, Mohammad worked as an Integration Teacher at BCCIS East (Grade 10) and AIS New Cairo (Grade 4), supporting students with Autism and ADHD. His focus was on improving attention, promoting social skills, encouraging emotional regulation, and increasing independence in class routines. He used positive reinforcement, sensory breaks, and academic scaffolding; particularly tailoring academic tasks to each student’s learning profile. At AIS, he supported conflict resolution and emotional expression, leading to reduced behavioral incidents and better peer interaction. At BCCIS, he maintained structured routines and encouraged participation in new activities.
Through this role, Mohamed strengthened his skills in behavior management, classroom adaptation, emotional support, and reflexive decision-making—working closely with families and educators to ensure inclusive, student-centered support.
Educational Background
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Master of Science (MSc) in Advanced Chemical Engineering
School of Chemical Engineering and Analytical Science, The University of Manchester, United Kingdom
Bachelor of Engineering (BEng Hons) in Chemical Engineering
School of Chemical Engineering and Analytical Science, The University of Manchester, United Kingdom
Certifications:
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Certified Positive Discipline Classroom Educator
Accredited by the Global Positive Discipline Association
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Professional Development:
Institute of Child and Adolescent Psychology (Ongoing)
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Maths Difficulties
Explored the nature of mathematical learning difficulties, including dyscalculia. Focused on early identification, common challenges, and practical strategies to support numeracy development in inclusive settings.
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Child-led Learning and Autonomy
Examined approaches to foster independence and engagement by centering children’s interests and choices. Emphasized self-directed learning and the creation of responsive, supportive environments.
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Understanding Dyslexia
Covered the core characteristics of dyslexia and its impact on learning. Introduced evidence-based strategies for early identification, support, and inclusive instruction.
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Speech and Language Skills
Provided foundational understanding of speech and language development. Focused on recognizing communication challenges and applying strategies to support expressive and receptive language growth.
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SITs 101 – Structured Intervention Techniques
Introduced proactive approaches to support children during moments of dysregulation. Covered emotional safety, planning, and co-regulation strategies for effective intervention.
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Functions of Behaviour
Developed understanding of the underlying reasons behind behavior. Focused on creating positive, functional responses tailored to each child’s unique needs.
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Related Work Experience
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School Integration Teacher at CIPPO- since August'24
Provided one-on-one and in-class support for neurodiverse children within inclusive school environments, ensuring their social, emotional, and academic needs were met.
Worked closely with classroom teachers, learning support staff, and families to co-design and implement individualized support plans tailored to each child's strengths and challenges.
Emphasized co-regulation strategies to support emotional regulation and reduce barriers to learning, while adapting classroom routines and environments to promote access and participation.
Actively facilitated peer connections and social inclusion through guided interactions, small group activities, and scaffolded play or learning opportunities.
Contributed to a whole-school approach to inclusion by sharing strategies with staff and modeling neurodiversity-affirming practices.
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Science & Maths private tutor (part-time), HR tuition at Bury Park community centre, Luton, UK.
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Science Teacher (full-time), The Astley Cooper secondary school, Hemel Hempstead, UK.
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Teaching assistant (Science & Maths), The Astley Cooper secondary school, Hemel Hempstead, UK.
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General Teacher (full-time) (Prospero Teaching agency), Canons High School, Harrow, Greater London.
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Science teacher from year 7 to year 11, St Michaels Catholic High School, Garston, Watford.
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Science & Maths Learning Support Assistant (LSA) in the Special educational needs department, The Charter School North Dulwich (Engage Education agency),London borough of Southwark.
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