Paul Khairallah, Charbel’s father, is equally happy with the progress his son made after joining the programme.
“His personality changed drastically. He felt he was no longer a child, but like any other young person going to university,” Khairallah said.
“He gained more autonomy and self-confidence after entering the job market and earning an income. He is very committed to his work, and his employers are extremely happy with him. The inclusive education programme definitely offered him an opportunity for life and for the future.”
Ashi found her vocation in flower arrangement and cultivation. Working in an exclusive flower shop, she has to follow a strict work discipline, which she has fully assumed.
“She feels equal to me and her father,” says her mother, Nada Ashi. “She has to go to work every day, has a profession and earns an income.”
Going to the university made a big difference in Ashi’s life, her mother said. “Marie has become more sociable and now has a group of friends from her class. … When she graduated, she was a completely different person.”
Hope for Parents and Students
Moubarak, the programme coordinator, says that parents play a crucial part in the development of their children.
“They are main actors in inclusive education’s succeeding,” she said, “because they know their children better and can support the teachers’ work. As a coordinator, I can say that it was a beautiful experience because we have given hope to both the parents and the students. In a matter of a few months, we have observed how much they have developed and matured.”
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Bejjani, UPT’s director, says inclusive education has “changed the face of
“I was never alone on this journey,” he said. “Many of us have believed, hoped, acted, fought hand in hand. Today, together, we have succeeded.”