Project Description

This National project is an initiative by the HCAPD to reduce the number of disabilities through early detection early from pregnancy up to five years. In addition of making diagnostic and medicinal intervention for the pregnant mother and child, In addition of finding mechanisms to prevent disability.

Project Objectives:

This project aims at achieving disability prevention which includes primary prevention (curbing the occurrence or weakness) and stopping this weakness from developing into incapability at the second stage.  At the third stage, it aims to stop it from growing into a disability through early detection and intervention by:

·        Establishing participatory professional relationships with the centers at the Ministry of Health to identify detection mechanisms.

·        Conducting necessary medical examinations for pregnant mothers   during the initial stages of pregnancy and taking necessary measurements to follow up developments in the last stages of pregnancy.

·        Having medicinal examinations and appropriate intervention for pregnant mothers.

Developing necessary detection tools such as growth detection tools

( tools that measure growth milestones )

·        Training the working staff at maternity and Childhood centers, teachers at kindergarten, nursery supervisors and the staff working in community based rehabilitation on how to use growth detection tools.

·        Tools to be applied on pregnant women and children up to the age of five years.

·        Monitoring cases of children who show clear deviation in growth development based on these detection tools.

·        Referring children to specialized centers to receive diagnostic and treatment services.

Partners:

-         Ministry of Health

-         Ministry of Social Development

-         Ministry of Education

-         Royal Medical Services

-         Non Governmental Organizations ( NGOs)

-         Community Based Organizations ( CBOs )

-         Jordanian Universities

-         Private Sector

Project Outcomes:

1.     Detection forms for the pregnant mother

2.     Detection forms for children up to the age of five years

3.     Operational guide to the detection process

4.     Brochures and media programs

5.     Workshops

6.     Preparation of trained staff on detection for the mother and child

Time limit: Study survey 2008 – 2009 and the project are expected to finish in 2011.

May 2009

Integration Education is a process of meeting different educational, psychological and social needs of all students, and response to it through changing  educational contents, methods, strategies and making the necessary adjustments to meet these needs, these responsibilities relies on  the general educational system.

Integration education is in fact a set of processes that seeks to find suitable solutions to meet the needs of all learners within a general formal educational framework. It is also an approach that seeks to transform this educational system into one capable or responding to the various learner’s needs through developing learners’ capabilities and capacities in order of avoiding enslavement and marginalization of learners by general formal education.

Conferences emphasize on the right of “Learning for All” by providing educational opportunities.

Among the primary priorities of the HCAPD and its local and regional partners is developing special standards to ensure the quality of special education. This is done by equipping all learners and concerned parties must collaborate their efforts in all aspects: educational, health, and social.

According to operational and vocational plans, these objectives can be realized. It is worth mentioning that there is a growing need for more programs, therefore the need for more psychological, social support and educational strategies to ensure autonomy and high self esteem.

The percentage of special needs, learners with behavioral disorders, language disorders and simple disabilities is really high. Estimated numbers vary (1% - 30%) as a result of employment of different criteria. “Lerner Study “points out the stricter the standards are the less of spreading percentage and vice versa.

At the local level, the history of looking after students with special needs goes back to the early nineties of the previous century. At that time the Ministry of Education adopted the philosophy of establishing educational programs for those students at formal ordinary schools. In (1994) the Ministry of Education signed an agreement ( Protocol ) with Princess Tharwat College to train and equip teachers with the required qualifications through a degree of Higher Diploma in special education. The number of teachers with this diploma degree reached up to ( 700). Nowadays, there are more than (582) resource rooms at formal ordinary schools which serve (12000) students in second till sixth grade and face many learning difficulties ( special needs ,behavioral disorder , simple mental disabilities , low achievers ). The Ministry of Education plans intersects  with HCAPD priorities in taking all necessary measurements to improve services quality offered to students with special needs through the provision of pioneering programs and adopting them.

Carrying out this program in cooperation with the Ministry of education and the UNESCO is a practical translation of the Council’s priorities and strategy. In addition it reflects the Council’s concern to improve the quality of services and programs for persons with disability including those enrolled at the Ministry of education schools in accordance with article (7) paragraph (E) of law 31 of the year 2007.

Objectives of the Project:

1.     Establishing an integration qualitative model program based on the results to develop integration programs.

2.     Following up and supporting the implementation of strategy, resulting plans and programs.

3.     Activating quality integration programs within various educational institutions framework.

4.     Taking part and coordinating with concerned parties.

Justifications:

1.     To improve the quality of programs offered to students with special needs.

2.     To develop teachers capacities working in these programs.

3.     To improve educational quality and classroom environment.

4.     To improve educational practices and implementations.

This project has been translated into a series of activities and procedures embodied in planning to conduct a survey study for the selected programs of resource rooms for special needs at the Ministry of Education schools in coordination with the Ministry and the UNESCO office .This survey aims to assess reality status and identify training and materialistic  needs to take the necessary measurements and following operational plan:

 Activities and of the Project ... Click Here

 Participating Schools in Integration Program ... Click Here 

Training workshop:

This training workshop has been built in accordance with training needs feedback, it aims to shed light on the group of students with special needs in Ministry of education formal schools in terms of their characteristics, methods of identification , organizing the program in addition of identifying difficulties and psychological challenges. This workshop has been characterized from other workshops to target families as an active partner to establish a fruitful relationship between the family and concerned professionals.

Program Workshop

-         The reality  of resource rooms learning difficulties programs at the Ministry of Education

-         Running and organizing resource rooms

-         Cooperative teaching

-         Concepts of Learning Difficulties

-         Characteristics of students with learning difficulties

-         Learning Patterns/ Styles

-         Diagnosis and assessment of learning difficulties Strategies.

-         Diagnosis and assessment of teaching mathematics learning difficulties Strategies.

-         Case study on learning difficulties

-         Families of students with learning difficulties

Outcomes of the Training workshop

1.     Training 35 teachers, counselors and head master’s assistants in the field of teaching students with learning difficulties.

2.     Training families of students with learning difficulties. Five hours of training.

3.     Following up the implementation of the program by HCAPD

4.     Assessment of the program in light of feedback and inspection visits reports.

5.     Preparing a final report to assess the program.

6.     Holding seminars to present the final report on program development.