Our story today is about a flower with its petals plucked, one of the flowers of Palestine, a child who carries no damask thorns but rather needs special care: the child Warda. Warda lives with her family of 11 members in the Tawam area north of Gaza, where the innocence of children and the frailty of the disabled show in her. Warda was born with a mobility disability and uses crutches to lean on when walking and moving. She lives within a modest, extended family like the rest of the families in their neighbourhood: her father works as a day labourer on a meagre income that does not meet their basic needs. The child studies at Jabalia joint primary school C\/A for refugees together with her sister Nirvana, who is registered with us, and who used to bring her along to the organisation without any participation by her with the other children, content with watching and observing while the looks of frailty and deprivation flashed in her eyes. As for the child's educational level, it is very low because of her disability, so that her age is beyond her educational level. It was noticed that Warda came almost daily to the organisation accompanied by her sister, who has been registered with us since the beginning of the project, and that the child did not want to talk or to join the children in play. The activity leaders tried to give her attention on the recreational side but she refused to take part. However, the activity leaders and the teachers insisted on helping her take part in the project's activities, and indeed Warda began receiving psychological and social support, educational and activity sessions in the project \"Our children are our hopes\" in August 2010, through carrying out the following activities: preparing the child for the coming stage in her school life at preparatory level (school integration); other children helping her by cooperating in carrying out the activities; supporting the child by urging her to take part in the community; urging the family and siblings to include her and give her attention at home; supporting the child when she takes part, through moral reinforcement by family, relatives and friends; giving attention to her attendance through the activities; the child taking part in many social activities, accepting the views of others and helping; guiding the activity leader and the teachers to treat her with a degree of confidence and to give her gestures with the eyes that suggest their interest in the subject she raises. The family was made aware of how to treat her at home and of doing the following: not favouring any of her brothers or sisters over her; granting the child confidence when something is done successfully and not assigning her things she is unable to do; follow-up took place between the counsellor, the child, the family and the activity leaders to assess the situation and to identify the changes that had come about in the case in family, personal, social-interaction and educational terms. After a period of holding the sessions, Warda began to take part with her classmates and friends in the activities, particularly the recreational ones (because at the beginning of the project she did not want to take part on account of her disability; in addition she became able to ride the swings on her own and to help others push them), and she developed good social relations and greater interest in participatory and group behaviour, particularly during the activities, so that she earned the confidence of the activity leaders and teachers. Her confidence in herself increased and she became more committed and more engaged with the other children. The teachers praised her participation in the educational activities and her noticeable progress in her educational level. In the grandmother's words: \"We are 90% satisfied with our child's behaviour at present. We offer our thanks to those working on the project for their attention to our child's situation and for helping her educationally and in her upbringing.\"<\/p>","protected":false},"excerpt":{"rendered":"
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