It was not an ordinary year. The challenges were many, both educational and behavioral. The disruptions caused by the war, and the atmosphere of uncertainty and anxiety it spread, all weighed heavily on the family, especially since it was my son's first academic year at his school, within a program dedicated to children on the autism spectrum and those with hyperactivity and attention deficit disorder.

The biggest challenge was getting him accepted into the school. I still remember the initial reaction after he underwent a preliminary assessment. The program director told me he was not ready to join the classroom and needed more training, and that it would be better for him to spend an additional year at the center where he had been for the previous two years, as part of a special plan to prepare children for school. That day, I was the tough father, or to be honest, the stubborn parent, who had no choice but one: school, and not just any school, but the one I specifically targeted, because after extensive research, persistent inquiry, and visits to several educational institutions, I found it to be among the top three schools with a specialized track for autism spectrum individuals, meeting their educational and behavioral needs while gradually integrating them into mainstream education.

Surrender was never an option. I fought like someone who sees no way to survive except by clinging to his sword and shield. My sword was my expertise in the autism file, which I had deepened over more than five years, and my shield was my absolute faith in my son and his abilities, and that he deserves the best.

I told the director: 'You call them children with special needs, yet you assess them as if they are going to study at Oxford or Harvard?!' She looked me in the eye, asking, 'What do you want me to do? Conduct another interview for him?' I replied, 'No, you don't need an additional evaluation. Just take my son and throw him into the ocean, and you'll be surprised that he is a skilled swimmer!'

After that, following multiple visits and intensive discussions, the good news of acceptance came while I was visiting my mother. It was as if her lights and prayers enveloped my son, and the Almighty responded graciously just when things seemed dire.

Despite the acceptance, the school forced me to bring a 'teaching assistant' to accompany him all day, which meant additional financial burdens. The first month was full of stormy meetings, frank discussions, and psychological pressures. Those days were like mountains; my wife and I were determined to bear their weight and not weaken a single bit, because real change begins early. We had started the academic and behavioral rehabilitation journey about five years ago, so completing what we had built was necessary to achieve the desired results.

I was not satisfied with just the educational program, despite its intensity—it was a mix of academic subjects, sports, music, arts, behavioral therapy sessions, and speech therapy sessions. However, as a family, we added weekly sessions to develop sensory skills and enhance concentration through a special program based on neurofeedback.

The 'teaching assistant' that the school requested to be with my son, we also did not bring her just to accompany him as if she were a nanny. Instead, she became part of the family in her relationship with us, and we provided her with the professional and psychological support she needed. This enhanced her ability to understand my son and interact with him with complete ease.

There are key factors to achieving the desired progress. The first is trust. Trust was built patiently and consciously between the family, school, specialists, center, and teaching assistant. At the same time, I insisted that the most important thing was for all of us to trust my son because he is the foundation of all this work. If we believe in him, we will see how he gives us his best, and at the same time, this trust will translate into love, interaction, and improvement in various areas.

Another matter is integration in work and the exchange of information, experiences, and observations between the school, center, family, and teaching assistant, because the work is a collective responsibility, not the task of one party without the other. Harmony and cooperation among these parties have a positive impact on the 'individual education plan,' which is carefully reviewed and evaluated at the end of each semester.

Also, above all, we must listen to my son before anyone else, to find what makes him happy, understand what angers him, read his emotions, and handle his needs well. Understanding his personality is essential for building appropriate work methods and developing a successful rehabilitation and development plan.

The disruptions caused by the war were very disturbing. Maintaining daily routine is important for children with autism and hyperactivity and attention deficit disorder. Therefore, even when schools closed for safety reasons, my wife—who had a pivotal and fundamental role—took my son daily for physical therapy sessions, and we brought the teaching assistant home five times a week to avoid any disruption. The family continued to take my son to practice his favorite hobby, climbing.

Although the past academic year posed a great challenge for all of us, its conclusion was a blessing—like musk, coolness, and peace. What was sown over the years bore fruit, and the positive progress was noticeable. At the last school meetings before the break, the principal, program director, my son's teacher, and the entire team were proud of what had been achieved. He was worthy of the success he snatched from the lion's mouth, and it was well-deserved.

We did not stop at this happiness; we have already set the plan for the next academic year because continuity is most important; otherwise, undesirable setbacks occur.

This is a direct personal experience. As challenging as it may be, families of individuals on the autism spectrum and with hyperactivity and attention deficit disorder must not give up. They should be proud of and believe in their sons and daughters, and trust that these children have a great deal of intelligence and skills. We only need to listen to them, understand their unique ways of expression, and provide proper support early on through modern and integrated educational and rehabilitation programs.

Quoted from Asharq Al-Awsat

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