NCCR Concludes Disability Lectures in Al-Majeda Waselah School

The NCCR concluded lectures about disability targeted 44 students of the secondary level at Al-Majeda Waselah School in Gaza. These activities come under the plan proposed by the Awareness and Guidance Program in the Center to the Ministry of Education and which targets school students in the Prep. and secondary levels by providing awareness and guidance about disability. Additionally, supervisors from the special education in the Directory of  Education, the school's headmistress, and 5 lady-teachers attended the lectures.

The lectures, held for 2 days in the amount of 2 hours a day, handled defining disability, its causes and types, ways of early detection and prevention of disability, and defining integration of the disabled and its importance. Also, Mr. Hany Abu Zaid, rehabilitation consultant of the NCCR, pointed that what is meant by integration is completeness, naturalization and merging the disabled children in normal schools. He added that the integration's social perfectness means giving them the chance to live in the community after graduation with the right of having jobs.

Abu Zaid discussed the psychological significance for integration which gives them self-confidence and adaptation with others and with the society, in addition to the correct language and pronunciation, ability to converse, and ability to build relationships. Integration has psychological impacts on the parents and family of the disabled in easing their suffering and making them accept him and take care of him, in addition to their acceptance to the society around them which will look positively to the family.

Abu Zaid also tackled what the administration of the school can do for the disabled like offering assistive services, especially services inside classes, using aiding educational materials and equipments, and adapting the schools to facilitate the integration like classes, bathrooms, and playgrounds.

He also handled ways which facilitate the collective education like workshops for teachers and mothers to enlighten them about the importance of collective education, and merging the disabled in the social activities like summer camps, clubs, parties and trips. Furthermore, he insisted on the role of media like press, radios, and TVs in clarifying objectives of collective education and grabbing the attention of the society to the disabled and their problems, and working on solving them.