This video is shared with the consent and at the request of the child’s family, with the aim of encouraging other families to seek early assessment and intervention for their children, helping to break the social stigma surrounding learning difficulties, and promoting the understanding that these challenges are nothing to be ashamed of.
Some names used in these success stories may not be the children’s real names and may have been modified to protect privacy and dignity.
An 11-year-old child joined Rawan Association for Child Development in July 2023 and continues to receive support through an individualized intervention plan. The child initially experienced difficulties in speech clarity, rapid speech, and academic performance, in addition to challenges in social interaction and communication.
Since the start of the intervention, noticeable progress has been achieved in the field of special education. The child has developed stronger letter recognition skills, improved the ability to distinguish between letters with similar sounds, and made progress in identifying the position of sounds within words. The intervention also supported the development of auditory analysis, auditory closure, and the distinction between long and short vowel patterns through audio-visual methods.
As a result of this support, the child has shown progress in reading and writing words with different syllable patterns, as well as in reading and writing simple sentences. This ongoing progress reflects the importance of early, structured, and individualized intervention in supporting children with speech and learning difficulties.
A four-year-old child joined Rawan Association for Child Development in January 2023 and completed 64 intervention sessions by September 2023. The child was referred due to difficulties in expressive language, unclear speech, and challenges in effective communication within the kindergarten environment.
An individualized intervention plan was developed to strengthen the child’s ability to communicate using words and sentences appropriate to her age. The program focused on improving expressive language, sentence formation, clarity of speech, and the accurate use of language in everyday communication.
During the intervention, a variety of child-friendly methods and materials were used, including games, cards, puzzles, and mirrors. With continuous training and family support, the child made clear progress and became able to express herself and her needs using longer, clearer, and more age-appropriate sentences that could be understood more easily by others.
A four-year-old child joined Rawan Association for Child Development in July 2022 and completed 12 intervention sessions by September 2022. The child had age-appropriate receptive and expressive language skills, but needed support in improving the production of several speech sounds.
Following an initial assessment, an individualized intervention plan was developed to strengthen accurate sound production in a structured and age-appropriate manner. The intervention focused on improving the articulation of selected speech sounds through individualized practice and guided activities, with ongoing support from the child’s family.
By the end of the intervention period, the child showed clear progress in the production of several target sounds and became more able to express himself using longer and more accurate sentences. This progress reflected the value of early intervention and consistent family involvement in supporting speech development.
An eight-year-old child joined Rawan Association for Child Development in June 2021 and completed 24 intervention sessions by December 2021. The child was referred due to difficulties in speech fluency, including interruptions in the flow of speech and associated tension during speaking.
Following assessment, an individualized intervention plan was developed to improve speech fluency through structured support and age-appropriate therapeutic techniques. The program focused on breathing regulation, speech fluency strategies, and reducing the tension associated with speech production.
With continuous intervention and family support, the child made clear progress in speech fluency and became more able to express himself using longer and more fluent sentences with greater confidence and less tension. This progress highlights the value of individualized intervention and consistent follow-up in supporting children with speech fluency difficulties.
A nine-year-old child joined Rawan Association for Child Development in September 2021 and completed 19 individual sessions and 20 group sessions by December 2021. The child initially showed a gap between his age and academic level due to difficulties in some cognitive skills and needed structured special education support to strengthen his learning readiness and academic performance.
During the intervention process, additional challenges were observed in confidence, communication, and age-appropriate social interaction, which also affected concentration during sessions. An individualized support plan was developed to strengthen self-confidence, improve communication with peers, and increase the child’s ability to participate more independently and effectively in learning activities.
A range of supportive methods were used, including expressive activities, concentration games, guided interaction, and group-based learning with peers of the same age. These approaches helped the child develop self-expression, decision-making, cooperation, and social participation skills.
By the end of the intervention period, the child showed noticeable progress in confidence, motivation to learn, communication with others, and active participation in both educational sessions and social situations. This progress highlights the importance of combining academic support with social and emotional development in individualized intervention.
An eight-year-old child joined Rawan Association for Child Development in December 2022 and completed 48 intervention sessions by February 2023. The child initially experienced writing difficulties related to weak pre-writing skills, incorrect letter formation, confusion between similar letter shapes, difficulties with letter direction, and challenges in connecting and separating letters appropriately within words.
Based on the assessment results, an individualized intervention plan was developed to strengthen the foundational skills required for writing. The program focused on fine motor development, hand–eye coordination, letter formation, directionality, and early writing readiness through structured and age-appropriate activities such as cutting, coloring, tracing, connecting dots, drawing lines, solving mazes, and copying letters, words, and sentences.
As the intervention progressed, the child showed clear improvement in writing the alphabet, forming words and sentences, and reading and writing words, sentences, and short texts more accurately. She also became better able to answer reading comprehension questions and complete written expression tasks at a level appropriate to her grade. By the end of the intervention period, her school performance had improved significantly, and she was able to complete her academic work with much greater confidence and success.
A child in fifth grade joined Rawan Association for Child Development in May 2022 and completed 21 intervention sessions by August 2022 under the supervision of specialist Heba Al-Barghouthi. Assessment results showed that the main difficulties were related to auditory and visual discrimination of similar letters and sounds, as well as distinguishing between long and short syllables.
An individualized intervention plan was developed to address these areas through structured reading and writing activities. During the intervention, the child made progress in maintaining consistent letter size, writing on the line, distinguishing between similar letters auditorily and visually, and identifying long and short syllables.
The child also improved in analyzing words into different syllable patterns, distinguishing between key reading and writing forms in Arabic, reading and writing hamza at the beginning of words, and strengthening reading comprehension through answering questions related to short texts.
This progress reflects the value of targeted and individualized intervention in strengthening literacy skills and supporting academic performance.
A child in second grade joined Rawan Association for Child Development under the supervision of specialist Heba Al-Barghouthi. Following an initial cognitive assessment, the child was found to need support in auditory and visual discrimination, in addition to strengthening reading, writing, and reading comprehension skills at a level appropriate to his grade.
Through the intervention process, the child made clear progress in recognizing and distinguishing all letters, including letters that are similar in shape or sound, and in identifying the position of the letter within the word. He also developed his ability to read and write words with different syllable patterns, distinguish between long and short vowel forms, and differentiate between important Arabic writing patterns such as taa marbouta, taa maftouha, haa, and solar and lunar letters.
The intervention also supported the child’s progress in reading sentences and short texts and answering written comprehension questions in a way that became increasingly appropriate to his grade level. This progress reflects the importance of individualized support in strengthening literacy skills and academic readiness.
A tenth-grade student joined Rawan Association for Child Development in June 2022 and completed 15 intervention sessions by August 2022 under the supervision of specialist Heba Al-Barghouthi. An informal Arabic language assessment showed that the student needed support in Arabic grammar skills in order to reach a level appropriate to his grade.
Through the intervention process, the student made clear progress in understanding core grammar concepts, including grammatical signs and cases, sub-syntactic markers, verb forms and their parsing, the distinction between subject and object, and the use of key grammatical structures such as active and passive voice. He also improved in distinguishing between important forms and functions within Arabic sentence structure.
This progress reflects the value of individualized academic support in strengthening language competence and helping students meet grade-level expectations in Arabic.
A child in second grade joined Rawan Association for Child Development in September 2022 and completed 14 intervention sessions by November 2022 under the supervision of specialist Heba Al-Barghouthi. Following an initial cognitive assessment, the child was found to need support in auditory and visual perception skills.
During the intervention process, work focused on distinguishing between similar letters, identifying the position of sounds within words through listening, and differentiating between key Arabic reading and writing patterns, including tanween forms and solar and lunar letters.
By the end of the intervention period, the child showed clear progress in reading and dictation and became able to perform these skills more accurately at a level appropriate to his chronological age.