The rehabilitation unit provides therapeutic services for children with disabilities through a multidisciplinary team,
where they form a single crucible with tasks overlapping in a coherent and integrated way to draw a clear picture
of the child's situation and needs, and then plan together how to meet these needs and reduce their aggravation to
provide children with the utmost degree of self-reliance in their various daily activities. The Association provides
comprehensive rehabilitation programs for children with disabilities in addition to ongoing training and awareness
programs for families.
The Association offers the following rehabilitation programs:
Physiotherapy stimulates the normal development of children in the field of locomotion, to improve the performance of
physical motor skills. This includes the follow-up stages of normal development in:
● The motor field (head control, sitting, walking, etc.)
● Improve balance
● Improve the motor range of the joints and strengthen the muscles
● Improve strength and walking.
● The physiotherapist also describes equipment for the child and encourages and trains families to use the equipment.
Therasuit (space suit):
Is a comprehensive treatment and rehabilitation program commonly used in cases of cerebral palsy, Stroke, brain
injury, spinal cord, motor and musculoskeletal diseases. It lasts for 3-4 weeks, 3-4 hours per week (5-6) days.
Often the child needs several courses determined by his condition. The program contains many therapeutic exercises
with equipment and tools for the program of Therasuit, such as space suit consisting of cap, jacket, shorts, knee
facilities and special shoes in addition to rubber ropes installed on the suit by the processor. This program trains
the central nervous system to improving the motor pattern, improving the integrity of the body, improving balance,
strengthening muscles, relieving involuntary movements.
Second: Occupational Therapy
Occupational therapy improves the child's performance in the areas of self-care, personal responsibility,
fine motor skills, motor cognitive skills, improving motor kinetic synergy, writing skills and cognitive skills,
developing motor visual skills, improving attention and concentration of different stimuli, improving muscle strength
and functionally. To provide tools needed to help make adjustments to the home or school and the means of sitting
and mobility as needed to facilitate the functional performance. The occupational therapist looks at the child with
a holistic view, which aims to restore the child's functional abilities in all aspects.
Sensory processing disorder (also known as sensory integration dysfunction) is a disorder that arises when
multi-sensory integration is not adequately addressed to provide responses that are appropriate to the requirements
of the environment. The senses provide information through various means such as vision, hearing, touch, smell,
taste, deep sense, and vestibular system which people need for function. The sensory processing disorder causes
significant problems in regulating the senses coming from the body and the environment, which causes a range of
problems for the child that affect their ability to process data coming from different senses and many of their
daily life activities such as (the feeling of itching when wearing industrial fabrics and difficult to wear) or
coming through the vestibular system (for example feeling dizzy while riding a car) or when receiving a deep sense
(having trouble holding the pen for writing). The specialist performs sensory integration, which is seen as a
neurological process that regulates the sensation coming from our bodies and the environment, which will make it
possible to use our bodies effectively within the environment. It is possible to take advantage of sensory
integration programs for children with different sensory disorders, It could be useful in minimizing disorders
caused by children with Attention deficit hyperactivity disorder (ADHD)
Third: Speech and language therapy
Human communication expresses the ability to form and use the language and the ability to speak clearly and
comprehensively by others, it also includes the ability to hear and understand what is being said. When communication
is interrupted, the results are harmful and negative and are results language diseases and speech defects.
Often it due to neurological disorders (Diseases of the central and peripheral nervous system) or due to
physiological disorders (swallowing, chewing, nasal twang, cleft palate, respiratory problems, etc.) or
developmental problems (autism, hyperactivity, attention deficit disorders, etc.) other sensory (Loss of hearing
loss - visual problems) or psychological problems (selective mutism resulting from psychological problems,
stuttering speech, childish voices). We conclude that there is a close connection to the language in the areas of
mental, cognitive, sensory, neurological, psychological, and even child-stimulating environments.
Therapeutic intervention includes:
• Detection (standard measures are used here for full diagnosis of the case).
• Diagnosis and evaluation: Individuals who showed symptoms of communication disorders in screening tests,
the nature and extent of the disorder and suggestion on therapeutic steps.
• Treatment: Therapeutic services aim to help the child to achieve the closest connection to the normal
situation and to provide compensatory strategies for untreated obstruction and reduce the determinants and obstacles
that prevent the establishment of effective communication.
• Guidance: The guiding role is to help families and people who are important and familiar in the child's life,
play a prominent role in communicating with him/her and applying the therapeutic goals. It also helps the child by
increasing his/her awareness of other aspects that need help such as the need for psychological treatment, vocational
rehabilitation, and Special educational services.
• Collaboration of the speech specialist within the team in order to help him/her to serve the children through
explaining the problems of communication and ways to deal with them and explain the role of the team of multiple
specialists (audiologist, rehabilitation specialists and ENT doctors) and importance follow-up a child and promote
their level of communication and Speech
Fourth: Psychological / Behavioral Therapy
Psycho-behavioral therapy helps children with disabilities adapt, grow and become independent within their
environment. It also helps family members understand disabilities and their potential impact, develop coping
strategies with problems and stress, and achieve family stability. Through behavioral modification of children,
development of mental abilities, treatment of introversion and shyness in children, treatment of hyperactivity and
the development of social interaction skills in children. Behavioral therapy is based on the foundations of
scientific theories that have proved effectiveness. Psychologist and behavioral therapist conduct case specific
studies to identify before and after stimuli that elicit undesirable behavior from children and thus design a
child-friendly behavior modification plan that the specialist shares with the family with the aim of reducing
Fifth: Adequate sports activities
The origin of sports for persons with disabilities go back to the late 19th century when there were clubs in Germany
where deaf people were active. These types of appropriate and modified sports for people with disabilities acquired
great importance after the First World War, but sports for persons with disabilities started only after the Second
World War. The appropriate sports activities were known as programs of improvised and prevention, these included
sports which were adjusted to suit the types of disability according to their type and intensity.
The aim of these appropriated sports activities was to develop the physical fitness and mobility of the disabled
individual, to help them achieve mental and physical development. They also develop the basic skills to meet the
requirements of life such as walking, running, changing direction, maintaining balance, developing muscular and
neurological compatibility, knowing the sense and place, size and area in which the body moves and the possibility
of movement in the environment surrounding it, increasing the capacity of recreational practice and leisure time.
They also help acquire cooperative behavior and develop the love of the community; increasing attention, good
behavior, self-confidence and other, self-reliance in the pursuit of different needs and not relying on others with
the possibility of living independent and self-reliant.