You are all very special people to be taking such good care of special children. You have helped all the children so much in different ways! May God bless you all and wish you a Happy 2010 New Year!

Gabi loves you all! Can never thank you enough! Special thanks 4 Noha and Anna! All the best + Love always Kim

Raed Happy New Year 31/ 12/ 09

Movement is the Foundation of Learning

Children’s Activities

The MOVE Center is based on the idea of adapting educational skills within the motion framework. This occurs through educational and entertainment activities based on combining physiotherapy and functional activities.

Physiotherapy Unit:

The physiotherapy at the MOVE Center is based on encouraging movement in the class. Activities are adapted in a way that complements the MOVE program equipment, and are learnt in motion. Furthermore, each child at the MOVE Center receives individual physiotherapy sessions tailed to their specific case.

Skills and Functional Therapy Unit:

This unit takes simple educational skills - selected according to each child’s needs - and adapts them into fun and entertaining activities. Examples of these activities include coloring, drawing, and cooking – all of which are life and self-care activities which are practiced in motion.

Speech and Non-Verbal Communication Unit:

This unit is responsible for coping with disabilities related to language and speech using state-of-the-art programs in the field of speech for multi-disability children. The unit also encourages and practices non-verbal communication or alternative communication through the use of computer and picture programs for children who are unable to communicate verbally.

Psychological Rehabilitation and Behavior Modification Unit:

Through this unit, the MOVE Center carries out specific tests for our children. For example, IQ tests are conducted to measure each child’s level of intelligence in an attempt to develop a specialized program in line with her/his capabilities in the classroom. The unit also focuses on encouraging children to positively accept their disabilities and begin coping with the school community according to their capacities.