DR AZIZALI F MOHAMMED REHABILITATION CENTRE
This is a well-equipped state-of-the-art facility in Gilgit Baltistan comprised of specialized units which provided systematized quality rehabilitation services since 2017. At the moment a qualified/experienced multi-disciplinary team is equipped to facilitate the public. However, the center offered physiotherapy, speech therapy, occupational therapy, and behavior therapy. Similarly, a socialization class concept is also an important part of the facility, which accommodated children with special needs for learning lifelong skills.
Units at the center
A well-equipped unit that is functional with the remediation of impairment and disabilities to restore, and maintain mobility, function, and well-being where trained staff is providing service throughout the year on regular bases. An experienced team is there to address functional limitations & reduced disability impacts by enhancing greater mobility.
A resourceful Speech therapy unit has catered to overcome communication problems and speech disorders and improving communication skills. This facility is catered to treat a variety of communication impairments and to get advice in a calm environment without any disruption.
This well-equipped unit is functioning to help people who have physical, sensory, or cognitive problems. The Ultimate aim of this unit is to provide support for regaining independence in all areas of their lives and to enable people to participate in the activities of everyday life. Under this intervention, 39 (18 boys & 09 girls) cases are registered and the team engaged these cases as per as defined time schedule on a regular or interval basis throughout the year.
Behavior therapy Unit: In this unit, a psychologist successfully catered to 18 (16 boys & 02 girls) to address self-destructive or unhealthy behaviors by using various motivational techniques. The aim is to replace undesirable actions and behaviors with more desirable ones, thus leading to better results and outcomes in life, and to swap objectionable, problematic, or disagreeable behaviors with more positive, desirable behaviors.
The intervention was structured to enhance effective parent involvement in the Rehabilitation process, which provided moral support and guidance to resolve their problems and understand vital roles. It’s also their help to ensure the socialization of targeted individuals in the family to understand individual learning capabilities. In this regard, the team arranged various effective sessions with 92 families, (49 male and 43 female).
SOCIALIZATION CLASS CONCEPT SERVICES
Socialization is a highly complex lifelong process that required ongoing procedures, which Interacting with friends, being told to obey rules, values, norms, and how to behave, and being rewarded for doing tasks that enable a person to function within the cultural values and norms of a given society. This concept was established in light of four general principles: providing special attention, care, and support, removing barriers, eliminating discriminatory approaches, and learning opportunities according to their capabilities. The ultimate purpose was to acquire knowledge and skills to become a useful member of society. The ultimate purpose was to offer specific attention-oriented services to the parents to deal with the cases at home. It is the part of Rehabilitation services where trained staff is working on individual behavior modification, confidence building, music, recreational, and life learning skills. Secondly, provides support, and guidance to the parents regarding how to deal with the cases at home. Under this intervention total of 38 (27 Boys & 11 Girls) are registered.
Socialization Level 1:
Socialization level 1 started in 2019, aim was to provide a platform that could help children get socialized and address inappropriate behavior. In this classroom environment, children are engaged in activities of daily living skills such as wash hands, attaining lunch, sharing their things, and other manners. Similarly, group activities and sports are also part of the program. Under this concept 16 (11 Boys & 05 Girls) are registered.
Socialization level 2
Initiated in 2021. There were two reasons behind this initiative, the high demand for enrollment, and secondly, providing more focused attention to children with mild to moderate symptoms who could enroll in inclusive schools in the future. This concept accommodated 22 (16 Boys & 06 Girls) to get learning opportunities. The core aim is to help children to learn daily living skills, improve socialization and enhance basic knowledge in the context of academics. Proudly, 05 children with low cognition successfully acquired admission in academics after getting improvement
When he was 2 years old, parents noticed inappropriate behaviors in their child. Hence, the parents consulted with doctor to get advices, after evaluation he was diagnosed with autism spectrum disorder (ASD). At age of 3.6 years the child register in MFF Rehabilitation center on September 23, 2020 with same features. During first consultation child was refer for screening and one week observation in different settings. While screening process following weakness was found, such as child exhibited temper tantrum, difficulty to pay attention and concentration, communication problems, stereotype behavior, avoid eye contact, trouble to follow command and did not respond to his name. He preferred to stay isolation and had difficulty in maintaining conversation and responding to his surroundings
Keeping view of above identified findings, the child referred to engage in Behavior Therapy sessions. After one month regular therapy sessions, he was showing considerable change in his behavior.
Similarly, his socialization problems resolve to accommodate in socialization class concept where aim was to boost socialization skills and make him able to adjust himself in external environment.
During one and half year period he was engage in speech and occupational therapy sessions as well. It was difficult task but after the valiant efforts improved his social and other skills and finally successfully mainstreamed in MF inclusive school.
Now, he is an inclusive student in reception Montessori and his teachers were very much satisfied with his progress. Furthermore, he has shown a remarkable change in communication skills as he can speak complete sentences and he has made his social circle with friends and also participating in classroom activities as well.
During the reporting period, the professional development ofstaff, the academic development of students and linkages withprofessionals remained an active part of the teaching process.
|1.||Completed one year WSIP programme||11.||Arranged regular Parent-Teacher meetings to share progress and problems of children|
|2.||Introduced formative assessment system in the school to get more realistic results||12.||Upgraded school to Middle level in 2013and during the reporting period our first batch entered in class 7|
|3.||Introduced subject teachers from class 3to 8 as compared to previous practice of one teacher to one class||13.||Hired 6 new staff with Science and Mathematics backgrounds to teach at higher level. One of them is working as a student counselor to provide continuous developmental and career guidance|
|4.||Initiated curriculum review and started Students Learning Objectives (SLO)-based teaching||14.||Sent one teacher to Amin Maktab Centre for Special Education and Training, Lahore, to train in Inclusive Education|
|5.||Started preparing annual, monthly and daily plans to make processes more organized||15.||Sent two teachers to the National Institute of Special Education, Islamabad for training in Inclusive Education|
|6.||From the beginning of the new academic year (March 2013) we shifted our students to the newly constructed building||16.||Reviewed and finalized classroom observation tool according to national standards of observation|
|7.||Initiated continuous observations of teachers to see their progress in teaching and learning and organized regular on-the-job training for bringing improvement in their teaching and learning processes||17.||Prepared school development plan to address learning challenges of students|
|8.||Arranged sports weeks and other co-curricular activities to provide the children with opportunities of holistic development||18.||Assigned added responsibilities to two senior teachers as Section Heads through a competitive process of test and interviews; this was done to support academic activities and improve the process of learning|
|9.||Celebrated various events such as Quaid’s day, Pakistan day, Gilgit Independence day, Fathers’ day, Mothers’ day, Flower day, Fruit day, etc.||19.||Obtained Middle level registration from the Government Education Department|
|10.||Celebrated Parents’ day to share progress of their children where students performed a variety of activities|
[testimonal ids=”12,13,14,15,16″ id=”mytestimonial” title=”Parents’ Views About
Mehnaz Fatima Montessori” class=”testimonial”]