rawanassociation@gmail.com +970 597 375 478
Follow us on
*The main problem is that the child Yahya has a receptive and expressive language that suits his chronological development, but he needs to improve his understanding of speech by developing his production of the sounds /m,j,l,r/ in the correct manner. The child attended with his parents, and a test of phonetic outputs was conducted, its results were analyzed, and the sounds that were identified were identified. She needs to improve her production from their output. During the individual sessions, an individual plan was developed to begin working on teaching Yahya the correct way and place (for the speech organs) to produce sounds from their correct output. The sounds were started based on the developmental age of the children. During the implementation of the individual treatment plan, reliance was placed on the woman. Imitation and audio recording were used to be a means for Yahya to judge himself and the way he produced sounds. The production of the sounds /m,j,l/ was improved in proportion to his chronological age, but no work was done to improve the production of the r’ sound due to the young age of the child Yahya, and after we implemented The established plan and continuous training, with the help of his parents, enabled the child Yahya to express himself by producing long, correct sentences using Arabic sounds correctly

* The main problem: The child Majd suffers from difficulty in producing fluent speech, as there is repetition of the first letter of the word and pausing for a period of time between words due to the short length of the breath, and the tension that occurs in his neck during speech. In addition, the child Majd suffers from problems with concentration and memory. The child Majd came to the Rawan Association, and after the necessary stuttering test was conducted for him, it became clear that he was suffering from this problem. The specialist planned an individual treatment program. During the individual sessions, Majd’s way of speaking was developed so that it became more fluent and without stuttering. The tension that was accompanying it was eliminated. For the speech production process, during the implementation of the individual treatment plan, reliance was placed on developing the child Majd’s ability to breathe correctly and using special techniques when producing speech to work on producing speech in a flexible manner and reducing the tension that occurs in the child Majd during speech, and after we implemented the established plan and continuous training. With the help of his parents, the child Majd was able to express himself by producing long, correct sentences without stuttering in a short period of time

*The child’s main problem: The child has problems related to the incompatibility of his age level with his academic development due to a deficiency in some cognitive skills. He needs special education sessions to fill the gaps in his academic shortcomings so that his academic status becomes appropriate for his chronological age. During the special education sessions, the specialist noticed that the child has inappropriate behaviors. Suitable for his age, such as his excessive attachment to his mother, shyness, and difficulty communicating and communicating with his peers in a manner appropriate for his age, which affected his general focus in special education sessions. Work was done with the child in the beginning to enhance the child’s self-confidence and change the family’s home system to suit his age by giving the child Suitable space and responsibility for him and reducing excessive attachment to the mother through gradual separation. Psychodrama methods and puppets were used to express the child’s inner thoughts and ideas. He was also given concentration games appropriate to his age, such as puzzles, analogies, and competition games. Then we moved on to education through modeling or peer education by including the child in the session with two children of the same age to work on developing his abilities to communicate with others. Work was done on developing self-expression, defending his ideas, the ability to make decisions, and cooperating with others to achieve A specific goal, competing and striving to win, which affected his self-confidence, his motivation to learn and attend sessions, and his public relations outside the scope of the association.

* The child’s main problem: Through cognitive testing and interviewing the parents, it became clear that the child, Joud, has a problem with writing difficulties due to a lack of pre-writing skills, writing the abstract letters of the alphabet correctly, closing the letters of the word, letter directions, confusion between the shapes of letters that are similar in shape, and the shapes of the first letter. The middle of the word is connected and separated, and the end of the word is connected and separated for some letters. A treatment plan was drawn up based on the test results, and we worked with the child, Joud, to develop the stage of preparation for writing, which is related to the development of the child’s fine muscles, which includes developing the child’s skills in cutting and pasting, coloring within a frame, and drawing on the dots. The stage of preparation for writing was developed for her and includes connecting the dots. One to another, drawing curvy and straight lines, training the girl on hand-motor coordination, training the girl to learn letters related to writing letters, using and solving a maze, training the girl to follow directions from right to left or from left to right (assembling a puzzle, writing on a notebook during… Copying letters, words, and sentences) and the child’s ability to write the alphabet, write and compose words, and compose sentences was developed. The child’s ability to read and write words, sentences, and texts correctly was developed, and the child became able to answer reading comprehension questions and written expression in a manner appropriate to her grade level. As a third-grade student, the child was able to perform her schoolwork as a written expression and her results in school became excellent.

The student, Sally Fahl, attended, and through the cognitive test and the Arabic language test, it became clear that the main problem was in the auditory and visual discrimination of the letters (dha/dha/dha), sounds that are similar in sound and different in form, and distinguishing long and short syllables auditorily. Several goals were worked on during the individual treatment plan, Among the achievements that have been achieved:

  • Consistency in the size of letters in a word, and writing on the line.
  • Distinguishing between letters (ḍ/ḍ/ḍ), auditorily and visually.
  • Distinguish between long and short clips auditorily and visually.
  • Being able to analyze words into long, short, and consonant syllables.
  • Distinguishing between the solar lam and the lunar lam, reading and writing.
  • Distinguish between the bound ta’, the open ta’ and the ha’.
  • Distinguishing between forms of reading and writing.
  • Reading and writing hamzas at the beginning of words.
  • Develop reading comprehension and answer questions attached to a read text

The child attended with his mother and a cognitive test was performed. He needed to improve auditory discrimination and visual discrimination, in addition to developing the child’s skills in reading, writing, and reading comprehension within his grade level. Among the most important achievements through the intervention process are:

  • He became able to distinguish all letters.
  • He became able to distinguish letters that are similar in shape or sound.
  • He became able to distinguish the location of the letter within the word (first, middle, and last).
  • He became able to read and write long and short passages.
  • He became able to read words from different syllables.
  • He became able to distinguish between the marsupah ta’, the open ta’, and the ha’.
  • He became able to distinguish between solar lights and lunar lights.
  • Distinguishing the three forms of tanawīn (tanwīn fatḥa, dammah, and kasār).
  • He is able to read sentences and texts and answer text questions in writing and within his grade level

The student attended and an informal Arabic language test was taken. The student needed to develop his skills in Arabic grammar in order to reach his grade level. Among the most important achievements through the intervention process, the student became:

  • Able to distinguish between the grammatical sign (Fatha / Damma / Kasra / Sukoun), and the grammatical case (accusative / nominative / genitive / jussive).
  • Able to distinguish sub-syntactic signs (a/w/y).
  • Able to parse verbs (past/present/imperative) in all cases.
  • Able to distinguish the subject and object in a sentence and their parsing.
  • Able to distinguish abrogated verbs (kan/en/kad) and their counterparts.
  • Able to distinguish between the active voice and the passive voice.
  • Able to distinguish (passive participle/passive participle/exaggerated forms).
  • Able to distinguish objects (object in it/object with it/object for it/absolute object)

The child Ahmed attended with his mother, and a cognitive test was conducted and weak points were identified, as he had a problem with auditory and visual perception. During the intervention process, work was done on distinguishing the letters (ṣ/ḍḍ/ṭ/ḍ), distinguishing the location of the letter within the word auditorily, and distinguishing between the forms of nunation. The three lams, the solar and lunar lams, and he became able to read and dictate correctly and in a manner appropriate to his chronological level