Psychological Services
It is well known that a positive psychological state plays an essential and influential role in developing the abilities of children with disabilities, improving their emotional adjustment, and supporting the effectiveness of the treatments provided to them.
For this reason, the psychological services departments in the Society’s educational centers begin by conducting full psychological assessments for new students to complete their files before they are reviewed by the admissions committee.
Psychological services then focus on ensuring a supportive environment for the mental well‑being of all children enrolled, and on addressing any case that requires immediate, temporary, or long‑term follow‑up or intervention.
Naturally, these procedures and services are not limited to an initial stage or a specific period; rather, they continue consistently throughout the entire year without interruption.
Psychological Services
To achieve the desired psychological goals, the psychological services departments in the Society’s centers carry out several key tasks, including:
Conducting regular psychological assessments for all students at set intervals, or when needed, to address any unexpected issues.
Following up on behavior records to correct difficult or inappropriate behaviors and strengthen positive ones.
Providing psychological guidance to teachers and parents when behavioral concerns require intervention.
Offering ongoing guidance to the educational staff about students’ psychological needs.
Supporting behavior‑modification programs as an essential part of student development.
These services also extend to families through regular counseling during the school year, including:
Helping families adjust their approach to their children.
Increasing families’ understanding of their children’s disabilities.
Connecting families with the training programs designed for their children.
Social Services
The social services departments in the Society’s centers register new cases, open individual files, and present them to the admissions committee. After approval, the centers receive newly enrolled children and hold guidance meetings with their parents, together with the work team, to complete required information, follow up on home‑based programs, and offer advice to strengthen cooperation between the center and families.
Within the centers, social workers monitor daily and repeated student absences and inform the team of any social needs through their ongoing interaction with teachers and continuous follow‑up throughout the school year.
In addition, the social services departments organize educational trips and events for the children to support their integration into the community and interaction with their non‑disabled peers. The centers also receive visiting groups from public schools to help students learn how to interact with peers who have disabilities and reduce any psychological barriers.
The main Social Services Office oversees the Family Support Fund, which is sustained by Society members and other generous donors who provide financial and in‑kind assistance to families of children in urgent need.
For this reason, the psychological services departments in the Society’s educational centers begin by conducting full psychological assessments for new students to complete their files before they are reviewed by the admissions committee.
Psychological services then focus on ensuring a supportive environment for the mental well‑being of all children enrolled, and on addressing any case that requires immediate, temporary, or long‑term follow‑up or intervention.
Naturally, these procedures and services are not limited to an initial stage or a specific period; rather, they continue consistently throughout the entire year without interruption.
Psychological Services
To achieve the desired psychological goals, the psychological services departments in the Society’s centers carry out several key tasks, including:
Conducting regular psychological assessments for all students at set intervals, or when needed, to address any unexpected issues.
Following up on behavior records to correct difficult or inappropriate behaviors and strengthen positive ones.
Providing psychological guidance to teachers and parents when behavioral concerns require intervention.
Offering ongoing guidance to the educational staff about students’ psychological needs.
Supporting behavior‑modification programs as an essential part of student development.
These services also extend to families through regular counseling during the school year, including:
Helping families adjust their approach to their children.
Increasing families’ understanding of their children’s disabilities.
Connecting families with the training programs designed for their children.
Social Services
The social services departments in the Society’s centers register new cases, open individual files, and present them to the admissions committee. After approval, the centers receive newly enrolled children and hold guidance meetings with their parents, together with the work team, to complete required information, follow up on home‑based programs, and offer advice to strengthen cooperation between the center and families.
Within the centers, social workers monitor daily and repeated student absences and inform the team of any social needs through their ongoing interaction with teachers and continuous follow‑up throughout the school year.
In addition, the social services departments organize educational trips and events for the children to support their integration into the community and interaction with their non‑disabled peers. The centers also receive visiting groups from public schools to help students learn how to interact with peers who have disabilities and reduce any psychological barriers.
The main Social Services Office oversees the Family Support Fund, which is sustained by Society members and other generous donors who provide financial and in‑kind assistance to families of children in urgent need.
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