Words worth contemplating and reflection , Qamar, a 22-year old, an IDP from Jobar, lives with her family in a rented apartment in Al-Hameh and her father goes through hardship to make little income.
She has always had passion toward the high tech world, namely, PCs and Lap Tops. Completing high school, she chose to pursue a bachelor’s degree in IT, as she wanted to master everything involving PCs, especially its components and parts, how to perform maintenance, programming, and networks.
However, her family was not able to buy her the IT tools required for the practical part of the university’s curriculum. Consequently, she felt embarrassed in front of her peers and gave up her dream quitting college.
Luckily, hope knocked on her door again, when an outreach volunteer visited her to assess her financial and educational needs, encouraging her to apply to the Livelihood Toolkit Program (PC Maintenance Tools). Later, the program’s committee held a panel interview with Qamar and reached a decision to offer her the toolkit.
During our follow up visit, Qamar expressed her happiness: “The toolkit was like a shining star that lit my way, motivating and enabling me to pursue my higher education and work. Now, I am working for an IT maintenance shop in Al-Bahsa and making adequate money to support my father.”
She carried on, “I am really grateful to SSSD and UNHCR. I am thankful to everyone who had a helping hand in supporting my education journey. I am thankful to everyone who participated in finding me a good paying job, keeping me away from abuse.”

Two-year old Etidal, a person with Down syndrome, lives in a family of six. The family was displaced from rural Aleppo and lives currentlyin an unfinished house in Jaramana, Daff al-Sakher. When they came to visit the community center to receive some services, the girl was registered, referred to the Rehabilitation Program and integrated into a Friendship Group. In fact, all children were enrolled in age-appropriate activities to obtain services offered at the CC.

When interviewing the mother (with the girl present), the Program and what it can offer was explained to her, especially as it is applied at home mainly and helps the whole family develop some objectives along with the Dawn person.

An evaluation was conducted with both mother and girl, and on the basis of that, a family plan suited to Etidal’s needs was developed. Those needswere explained to the mother and she was provided with appropriatetools and games to achieve the desired objectives.

Through follow-up and practical sessions with both girl and mother, it was established that the girl achieved several objectives:
- She is no longer afraid of leaving her mother at home in her familiar environment with familiar people.
- She no longer crawlsaround the house or move carried around, but walks autonomously and runs to escape or play.
- When talking to her, she nods or shakes her head to affirm or negate, and tries to communicate with the caregiver through sight, waiting for the confirmation of something, and tries to draw attention by applauding or disappearing behind hands.
- She expressesher needs (hunger and thirst) in words, sounds and gestures instead of crying; she names some objects, mimics some simple sounds/words and songs and mentions some names, especially those of her siblings in their absence.
- She is no longer afraid when changing the position of her body from sitting to standing and from lying down to sitting in order to do something.
- She is no longer afraid from hiding to play and loves to play with her siblings, fits with the group, and follows the rules by imitating some of the children’s or siblings’ movements.
- She has become more aware and in control of her surroundings: when seeing sunlight coming from the window she drawsthe curtains; when seeingtrash she throws it in the trash bin; when feeling cold she brings a blanket to feel warm; etc.
- She used to be indifferent to pictures or any drawings she saw. Now, however, when she sees a picture her mother had talked to her about, she points to it with her index requesting from her mother to bring it and talk to her about it again.
- Thanks to the increasing attention given to her and to finding a suitable place where she can play, away from unsafe sources of contamination, the girl’s health improved and she was finally rid of a chronic intestinal infection.

The family’s happiness with this change was immense. It facilitated a lot of things for them and created a relaxed atmosphere within the household. This is why the family continues to help Etidal, cooperating by enjoying playing with her or doing any activity that improves her performance and offers her more autonomy in some simple daily activities.
Work is still going on to plan forward towards subsequent objectives.

We met Youssef’s mother after SSSD ORVs had monitored her son. She had come to the community center to get help for him, a 5-year-old Down syndrome boy living with a displaced family from Saqba (Damascus Reef) at one of their relatives’ because they could not afford to rent a house. He was then referred to the Home Rehabilitation Program by the Child Protection case manager.

After talking to the mother during several sessions to explain the Program’s purposes and the way to use it, a direct evaluation of the boy’s condition was conducted and several questions were put to her in order to develop an implementation plan that she could apply with the child at home through a definite routine. The mother was also handed some of the Program tools to ensure her full cooperation and help her achieve the desired objectives.

Then the boy was integrated into a Friendship group and regularly followed up among his peers during group activities. After a specified period of time had elapsed, and reviewing the objectives set before, it turned out that the boy had reached them all:

• The boy is now able to solve his problems by asking his mother for help, while he used to beat other children in previous stages.
• He listens to his mother’s injunctions regarding behavioral control and abides by the rules she sets for him, such as sitting down when someone comes to the house, not messing up with his father’s things, etc.
• He is able to classify tools as carpenter’s tools, kitchen utensils, physician’s instruments, etc.
• He can count up to 3 and has integrated the number concept (he can handle cubes and other objects counting from 1 to 3).
• He can formulate words that express sizes and amounts, such as: big and small, much and little. For example, a large spoon for eating and a little spoon for tea; “I will pour a little tea”; “My big brother”; etc.
• When back home, he talks about things and persons he encountered, especially familiar ones. For example, “Brother played with us with the ball”; he relates the songs he learned and his new experiences to his brothers; etc.
• He can use opposites when speaking about persons and things: “My mate is big,” “That man is tall/short,” and can identify images that illustrate opposite concepts using given tools.
• He can identify and read more than 10 characters, including his name’s (direct application with the boy).
• He can rely on himself in doing some daily tasks without help from adults (washing hands, putting on his clothes, folding clothes, helping in setting the table, etc.).

Working with both mother and child continues in order to set new plans to achieve the subsequent objectives. The dramatic change in Youssef’s life was expressed by the mother thus:
“When I came to the center and learned about the Program and the importance of the plan for my child, the way it works and its objectives became clear to me. I benefited from the plan a lot and experienced immediate results during its application at home. This provided me with effective solutions to several points I observed on Youssef, and this prompted me to make simple tools for my son to serve those objectives. I found myself spontaneously involved in making simple plans to develop some of his skills, in addition to the tools and games that already served the objectives.”

One of the mother’s tools to develop Youssef’s perception and skills is a special notebook in which she puts down all the elements that the boy recognizes, like fruits and animals, with pictures taken from old manuals and captions including the name of each item and some information about it. For instance, “A cow give us milk and says muuu,” etc.

The mother, Youssef’s Guardian Angel, continues to follow up her son’ blooming in the framework of the Rehabilitation Program and seeks to integrate him into the school curriculum.