Context & Challenge
For ten-year-old Shaiymaa, returning to school once again seemed like a distant dream after years of conflict, displacement, and hardship that had deeply affected her childhood. In addition to the difficult economic circumstances faced by her family, she lives with an intellectual disability associated with a health condition similar to epilepsy, making access to education and emotional stability a significant challenge for both her and her family.
Before joining the program, Shaiymaa had fallen significantly behind in her education due to prolonged interruptions caused by war and displacement. These experiences also affected her emotional well-being; she often struggled to interact with others and found it difficult to keep pace with children of her age within educational settings. Her family lived with constant concern about her future, particularly given their limited financial resources and the lack of access to educational and support services tailored to her needs.
Program Response
However, her life began to change when she enrolled in the Accelerated Learning Program (ALP) When I joined the Accelerated Education Program run by Dan Relief and Development Organization in the Hajin area of eastern rural Deir ez-Zor,. The program provided her with an opportunity to return to learning within a safe, inclusive, and child-friendly environment that accommodated the needs of children with disabilities. Through tailored educational support and individualized follow-up from teachers, Shaiymaa was able to progress at a pace suited to her abilities.
The support extended far beyond academics. Regular Mental Health and Psychosocial Support (MHPSS) sessions helped her express her emotions, cope with the difficult experiences she had endured, and gradually build confidence in herself. She also participated in a variety of recreational and educational activities that enabled her to discover her strengths and talents. Her passion for drawing and role-playing activities became particularly evident, serving as important tools that enhanced her interaction with others and allowed her personality to flourish in a positive way.
Family Engagement
At the same time, her family benefited from dedicated awareness and caregiver support sessions, where they learned practical approaches to addressing their daughter’s educational and psychosocial needs and creating a supportive home environment that encouraged her continued learning and school attendance. This strengthened collaboration between the family and the educational team and contributed significantly to her progress.
Progress & Results
Within a relatively short period, remarkable changes became evident. Shaiymaa’s academic performance gradually improved, enabling her to successfully complete both the first and second grades. She became more regular in attending school, more engaged in classroom activities, and increasingly confident in participating alongside her peers. She also formed new friendships, while both her teachers and family observed significant improvements in her communication skills, self-expression, and overall sense of safety and belonging within the school environment.
A key factor in this journey was the continuous support and encouragement she received from her teacher. For the first time, Shaiymaa felt that someone truly understood her health condition and believed in her potential to succeed. This trust became a powerful source of motivation, encouraging her to persevere and continue progressing.
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