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Palestine

Program Report:

Program: Shoroq wa-Amal

Fall, 2012

 

Ahmad Mohammed

Family: One of nine members
Hometown: Khan Younis, once a major stop on ancient trade route to Egypt
Refugee Camp Demographics: 35% of population is 14 years or younger

Meet Ahmad

At first glance, Ahmad (12) appears unimposing and shy. However, when he talked about the summer camp group that he leads, he demonstrated poise and intentionality. Ahmad was elected the leader a group of eleven to twelve-year-old boys. He says he knew nothing about leadership before he received training in conflict resolution and goal-setting. He proposed a program to the other children that he presented through meetings and interviews, leading in the end to his selection by his peers as one of the camp’s leaders.

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Program Report:

Program: Beit Sahour Special Education

Fall, 2012

 

Norma and a client at Al-Malath (Refuge) Society

Norma loves the garden with herbs.
Ghada is optimistic about the role of the “sensory room”.
Both admire their children for who they are.

A Place to Belong

Ghada and Norma, president and vice president (respectively) with their vision and energy have transformed a modest stone building into a haven for a unique group of individuals. They know the importance of creating a space for mentally and psychologically disabled adults. It was their own children with special needs that inspired their dream to create Al Malath (meaning refuge) Center in Beit Sahour.

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Program Report:

Program: Latin Patriarchate School

Spring, 2011

Latin Patriarchate School Student Mira Khader

Latin Patriarchate School Student Mira Khader

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Program Report:

Program: Beit Sahour Special Education

Spring, 2011


SPRING 2011


The Setting

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Program Report:

Program: Spotlight

Spring, 2013

Afghanistan: Le Pelican

Zainap’s Story (name changed)
When I came to Le Pelican with my mother I did not know my age. I just knew that I was born somewhere in central Afghanistan. With no father, we needed help.

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Program Report:

Program: Shoroq wa-Amal

Spring, 2013

 

Favorite people: her family
Favorite memory: going to summer camp
Dream: to be a doctor

Rania’s Story

Rania Sadoon, age 11, is working on a news spot. Independent thinking activities at Shoroq wa-Amal have encouraged her to speak out in the form of writing—in this case, in a piece that might go public. She is interested in addressing the issue of overcrowding in the classroom.

“When a student can hear, see and talk to the teacher and discuss with others, then real learning happens,” Rania says.

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Program Report:

Program: Latin Patriarchate School

Spring, 2013

 

Home: in Jenin with her mom, dad and brother
Favorite activities: drawing and painting
Favorite subject: math

Razan’s Story

Razan Jaradat sits at the front of the 6th grade classroom. From all appearances she is functioning like the students around her—interacting, smiling and reacting to the prompts of the teacher and class.

Four years ago when Razan began at the Latin Patriarchate School, she was tested and found to have no hearing. But she has been able to remain in a hearing school and participate with the help of hearing aids.

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Program Report:

Program: Beit Sahour Special Education

Spring, 2013

 

Favorites activity at Beit Sahour: dancing
Favorites activity at home: brushing teeth
Favorite people: his sisters and brothers

Mohammad’s Story

Mohammad is 23 years old. Due to a lack of oxygen at birth, he has an intellectual disability. His mother died a few years ago so he lives with his brothers and sisters. His sisters are his main caregivers.

Mohammad is dependent on his family for self-care activities such as dressing, shaving, bathing, brushing teeth and preparing meals. His sisters want him to be more functional and more aware of physical boundaries; not kissing and hugging everyone who greets him.

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Program Report:

Program: Spotlight

Fall, 2012

Uganda: Ik Education

Veronica’s Story
Veronica Longoli has one more year of secondary school, after which she hopes to study Law at university. Veronica shares; “I want to work toward social justice for my tribe.” She explains that many times the Ik people are not given fair trials at court because their lack of education leaves them ignorant of the law.

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