ABSTRACTS BOOK

Transcription

ABSTRACTS BOOK

ICDR
4th International Conference on Disability & Rehabilitation
1
2014
Advances in Disability Research from Theory to Practice
ABSTRACTS BOOK
19th to 21st of October, 2014
Riyadh, Kingdom of Saudi Arabia
www.icdr.org.sa
ABSTRACT BOOK
Index
Titles .................................................................................................................................. 6
Biography ......................................................................................................................... 15
Conferece Daily Schedule .......................................................................................... 53
Abstracts (Oral) .......................................................................................................... 63
(Workshops) ...........................................................................................
89
(Posters) ..................................................................................................
99
6
ABSTRACTS
ORAL
O-15
Modifying National Legislations Based on an
Agreement of the Rights of Disabled People
and Its Activation
Rajah Abdallah Ahmad Almusabi
O-16 How might disability policy failure be
explained?,
The case of employing quota schemes for
persons with disabilities
Mr Ahmed Ghanem
O-1
Genes and Disability: The Past, The Present
and The Future
Dr Fowzan Alkuraya
O-2
Sourcing your own therapies; from stem
cells to cures
Dr Peter Coffey
O-3
The rights of persons with disability in the
UN system
Vladimir Cuk
O-4
Implementation of accessibility as a key
element for the full social inclusion of persons
with disabilities
Mr Andres Balcazar
O-5
Towards Quality of Life through inclusive
implementation of Human Rights
Dr Liisa Kauppinen
O-6
Kingdom’s achievements in the
implementation of the Convention on the
Rights of Persons with Disabilities
Dr. Talaat Alwazneh
O-7
The time to reap the benefits of the
Mendeliome is now
Dr Fowzan Alkuraya
O-8
Promising, Evidence-based diagnostic and
therapeutic innovations for Autism
Dr Mohammed Al Dosari
O-9
Neurodegenerative disorders in childhood
Dr Mohammad A. Al-Muhaizea, MD
O-23 Rights of the “Disabled Persons” in the Light
of the International Convention, the Optional
Protocol and the Local and Regional
Legislations
Prof. Dr. Mohsen El-Hazimi
O-10
White matter mechanism of changes in
Alzheimer’s Disease
Dr Margherita Di Paola
O-24
An analytical image to the fact of Special
Needs of Pilgrims
Dr. Rizq Abdulhameed Mohammed Futouh
O-11
Chronic Diseases faced by the Pilgrims at
the Holy Places and the Sacred Mosque
O-25
Wheelchair users’ Accessibility to Built
Environment in Riyadh
Mohammad A. Mulazadeh ,Talal S. Alharbi
O-12
Language planning and standardisation in
the Deaf Community: what are the human
rights implications?
Dr Robert Adam
O-26
Arab Network for Disabilities & Learning
Difficulties
Dr. Mohammed Jihad Dergham
O-13
Legislations and Educational Systems for
people with disabilities in Saudi Arabia –
Analytical Study
Dr. Nada Saleh al-Rumaih
O-27
Retinal transplantation: seeing is believing.
Dr Peter Coffey
O-28
Repairing the ear with stem cells: paving the
way for a treatment for hearing loss
Prof. Marcelo N. Rivolta
O-29
A Stem Cell Therapy for Spinal Cord Injury A Decade from Lab Bench to Clinical Trial
Dr Brian J. Cummings
O-14 Disabled People from the Perspective of
Legal Legislations, Global Developmental
Goals, and National plans in the State of
Qatar
Dr. Asmaa Abdallah Mohammed Al Attiyeh
O-17
Implementation and Monitoring of the
International Convention of the Rights of
Individuals with Disabilities
Muna Abdul Jawad
O-18
Mainstreaming the Concerns of Women with
Disabilities in Development
Abia Akram
O-19 Standards of Comprehensive Reaching in
Rehabilitation and Integration of Disabled
Persons
Mrs Faten Al Yafi
O-20
The state of eGovernment Website
Accessibility in Saudi Arabia
Dr Hend S. Al-Khalifa
O-21 Accessible images: lessons from 20 years of
innovation supporting visually impaired
people.
Dr. Sarah Morley Wilkins
O-22
Assistive Technology (AT):
Better Quality of Life
Mr Pantelis Makris
O-30 Stem Cell Therapies for Neurological
Disease
Dr Brian Lee, MD, PhD
Dr Charles Liu, MD, PhD
O-31 Treating pain in Rehab patients
Dr Bilal Shanti
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O-43 Disability & Society-Enabling Inclusive
Communities
Dr Michele Moore
O-44
Understanding the Complexities of Inclusive
Education from a Comparative Perspective:
How Cultural Histories Shape the Ways
That Teachers Respond to Multiple Forms
of Diversity
Dr Elizabeth Kozleski
O-32
Rapid Access Acute Rehabilitation following
Traumatic Brain Injury
Dr Fahim Anwar
O-33
The Role Of HyperBaric Oxygen Therapy in
clinical management
Dr.Riyad Alkhlaif,MD
O-45
Integration; is it a goal or means?
Considerations of integrating deaf persons
in various environments
Dr. Tariq bin Saleh al-Rayyis
O-34
Cochlear implant and future of deafness in
the Kingdom of Saudi Arabia
Dr Abdulrahman Hagr
O-35
A Comprehensive Research Agenda to
Enhance Family Quality of Life: Theoretical
and Empirical Guidance
Dr Ann Turnbull
O-46
The effect of the assessment of articulation
and phonology diagnosis of children with
communicative disorders
Enas Mohammad Oliemat
O-47
The nature of operational functions in people
with autism and its methods of measurement
D.Alsayed Saad Khamesi
O-48
A Study of the Psychometric properties of
the Scale diagnosis of Asperger’s disorder
Dr. Abdulaziz al-Sayed al-Shakhs
O-49
The State of Learning Disabilities Services
in Saudi Arabia and Future Needs
Dr Ibrahim Abu Nayyan
The Significance of the United Nations
Convention on the Rights of Persons with
Disabilities for Special Education Policy and
Practice
Dr Rutherford Turnbull
O-36 Contemporary Issues in Individuals with
Disabilities Education
Dr. Nasser bin Ali al-Mousa, member of the
Shura
Council
O-37
Lighting the Way to Learning for Students
with Learning Disabilities
The Beacon College Model
Dr Shelly Chandler
O-50 The Integration of Common Assistive
Technologies into the Teaching and Learning
Environment
Dr Brent Betit
O-40
Using eBooks formats to deliver accessible
information to people with disabilities
Mr Dave Gunn
O-51 Battery for Diagnostic Assessments of
Literacy & Literacy-related skills for Saudi
Arabia
Dr Nadia J. Taibah, King Abdulaziz University
Dr Charles Haynes, MGH Institute of Health
Professions
Dr Pamela Hook, MGH Institute of Health
Professions
Dr Nujood Alsudairi, King Abdulaziz
University
Dr Abdessatar Mahfoudhi, Centre for Child
Evaluation and Teaching
Dr Saja Jamjoom,
O-52 A Medical Home: Integrated Care for
Children with and without Disabilities
Dr Caroline Schroeder
O-41
iSpeak for speech impairment applications
Dr Wadee Al Halabi
Noha hafez
Noha Al Samahi
O-53
Applying the productive school with learning
for the disabled people in Saudi Arabia: an
Applied Suggestion
Dr. Arwa Ali Abdallah Akhdar
O-54
Phonology in Saudi Sign Language for deaf
Dr. Yousef bin Sultan al-Turki
O-55
A Data-Driven Neuromuscular Model of
Walking and its Application to Prosthetic and
Orthotic Control
Dr Hugh Herr
O-38 Educating Struggling Students:
Understanding and Managing Cognitive
Load
Dr Ibrahim Dahlstrom-Hakki
O-39 Educational procedures used in teaching
people with moderate to severe disabilities
Dr. Bandar Al-Otaibi
O-42 Technology Access for the Deaf and Hard of
Hearing
Dr Christian Vogler
8
O-56 Developing a framework for the clinical
definition of spasticity
Dr Anand Pandyan
O-57
The applications of international classification
of Functioning (ICF) in Rehabilitation
Dr Ziad Hawamdeh
O-58
Long term follow up of cell treatment for
chronic spinal cord injuries, the Jordanian
team experience.
Ziad M. Alzoubi
Adeeb Alzoubi
Emad Jaffar
M. Jamous
O-59 Conversion Hip disarticulation into Above
Knee amputation & Prosthetic Management
Dr Burhan Dhar
O-60
Needs of Families’ with Handicapped
Children to Different Type of Support
Dr. Sameera Mohammed Abdul Wahab
O-61 Effect of constraint- induced therapy on
upper limb functions: A randomized control
trial
Dr Ehad Mohammed Abdul Kafi
O-62
Abusing the Disabled Children and
Strategies to face this Problem (A
descriptive analytical study)
Prof. Dr. Ali Abdu Rabb al-Nabi Hanafi
O-63 Future Vision of Vocational Rehabilitation
for Autistics in the light of some international
experiences
Dr. Aisha bint Khalifa al-Kiomiyya
Rebecca Nasland
O-64
The importance of psychological support for
recovery similar to the owners acquired of
the disability
D. Adnan Wajeeh Aboudy
O-65 Efforts of Arab Council for Childhood and
Development
Dr. Suhair Abdul Fattah
O-66
Needs of Families’ with Handicapped
Children to Different Type of Support
O-67 Diagnostic & Early Intervention Centers
Between Reality and Aspirations
Dr. Fawzia Bint Mohammed Bin Hassan
Akhdar
O-68
Patient Centred Care Approach (PCC)
Mr Ahmad Al Baker
O-69 The media’s role of integrating the visually
impaired people in the society
Abdurrahman Mustafa Abdurrahman Alama
O-70
The role of media in the advancement of
persons with disabilities by providing their
participation and contributions in the media
of all types
Imad Eddin Chaker
O-71
We are all with you
Engineer Atef Abdulaziz Mustafa
O-72 Awareness of Disabilities and Media
contribution
Mr Nabil Al Moalimi
O-73
The Role of Youth Volunteer Work in
supporting and rehabilitating the Disabled:
Future Views and The Best Practices
Mr Mohammad Sayed Sultan
O-74 Early Prevention of Severe Behavior
Disorders among Infants and Toddlers At
Risk for Autism and Developmental
Disabilities
Dr Stephen Schroeder
O-75
Behavior Analysis Presentation: Early
intervention: genetics, behavioral and brain
development: A review of research.
Dr Travis Thompson
O-76
Relationship between Learning by
Observation and Brain Structures in
children with Autism Spectrum Disorders
O-77
Early Identification of Autism
Dr Mayada Elsabbagh
O-78
The Saudi National Health and Stress
Survey: Planning and Fieldwork Presenting
Dr Abdullah Alsubaie, Yasmin Altwaijri
Abdullah Alsubaie, Abdulhamid Alhabib
O-79
Schizophrenia disabilities in Saudi Arabia
Dr. Ibrahim Al-Khodair, MD. M.Phil.
O-80
Mental disability in the Fifth Diagnostic and
Statistical Manual (DSM 5)
D. Mohammad Mohammad Odeh
O-81
O-82
The roles of the psychologist in the process
of rehabilitation for the elderly.
D. Azzah Abdul Karim Faraj Mabrouk
The use of a behavioral treatment program
to overcome bedwetting (Day and Night) for
students with intellectual disabilities of
simple and medium degrees
Emad Abdel-Maqsoud Mabrouk Mahjoub
O-82 Rights of persons with disabilities in Saudi
laws
Mr. Ahmed Bin Ibrahim Al-Muhaimeed
9
WORKSHOPS
W-1
W-2
Best practice for accessible images:
standards, guidance and technologies
Mr Dave Gunn
W-13
Understanding Problematic Behavior
in Children with Disabilities: A Parents
Training Workshop
Dr Mohammed Al Jabery
Implementation of the Universal Design
concept in policy making for the private,
social and public sector
Andres Balcazar
W-14
Applying Assistive Technology in the
Individualized Education Programs of
Students with Disabilities
Dr.Turki A. Alquraini
W-3
Employment of Persons with Disabilities
Program at MoLPlus in Saudi Arabia
Dr. Mervat Tashkandi & Dr Heidi Alaskary
W-4
The Speech and Arabic Language
Acquisition Method (SALAM)
Mr Pantelis Makris
W-15
Using the Statistical Manual of Mental
Disorders, Fifth Edition for Assessment and
Diagnosis of Neurodevelopmental Disorders
Dr Annita Sani
W-5
W-6
W-7
Building Effective Special Education
Policies and Guidelines an Expert Approach
to Nonprofit and NGO Operations
Dr George Hagerty
W-16
Comprehensive Patient and Family
Centered Medical Home for Persons
With Disability: The role of the community
based wellness center
Dr Mindy L. Aisen
W-8
Curriculum-Based Measurement:
Implementations of Curriculum-Based
Measurement in Reading as a model
Dr. Zaed M. Albattal
Dr. Ibrahim S. Abunayyan
W-9
W-10
Therapeutic methods for people with
learning difficulties (Diagnostic therapeutic
activities and exercises)
Dr. Mosaad Abu- Aldiyar
W-11
W-12
Differentiation of Gifted Education with
Individuals with Learning Difficulties
Dr. Najat al-Hamdan
Educational and Assessment Technologies
for Deaf Children
Dr Christian Vogler
Implementing Response to Intervention in
Fourth Grade
Dr Maha Al Suleiman
Impact of early Intervention using verbotonal practices to improve the
everbalizing phonemes and morphemes for
children with cochlear implants aging (3-5)
years mainstreamed at kindergarten
schools in Jeddah
Dr Lina Bin Sadeq
Skills in daily life of those Visually Disabled
Mr Anwar Al Nassar
W-17 The seven basis of taking care of an
Alzheimer patient at home
Dr Fahad Al Wahhabi
W-18
W-19
Recreational therapy and its effective impact
on disabled
Mr Mohammed Omar Solan
Community Development Program for
Identification, Early Intervention and
Rehabilitation of Persons with Disability
Dr Nyla Anjum
W-20 Engineering New Possibilities for the Clinical
Neurosciences and Neurorehabilitation
Dr Brian Lee & Dr Charles Liu
W-21
Managing and Treating Compulsive Behavior
and Anxiety Problems in Autism
Dr Travis Thompson
W-22
Applying psychological therapies to acute
and chronic stage medical conditions in
Arabic rehabilitation settings: practical and
cultural considerations
Dr Rafat Al-Owesie & Dr Jason Brown
W-23
Activating parental participation in training
and therapeutic programs for their
handicapped children
W-24 The basics of dealing parents of children
with special needs
Mrs Suzanne Al Ghanem
10
W-25 The difficulties faced by families of the
disabled
Princess Samira Bint Abdullah Al-Faisal Al
Farhan Al-Saud
W-26 Engineering New Possibilities for the
Clinical Neurosciences and
Neurorehabilitation
W-27 Cognitive behavioral therapy for people with
Special Needs
Dr. Iman Abdel-Halim Taha
W-28 Rehabilitation Team Rewards:
DCA Experience
Dr Zayed Al Zayed
W-29 Overall quality of hiring persons with
disabilities, “how and why”
Mr. Fawaz Al-Dakheel
W-30 Dealing with children with learning
difficulties
Naif Sulaiman Al-Saqar.
POSTERS
Training & Rehabilitation & vocational
P001
The effectiveness of a training program
on the development of some skills of
orientation and mobility of students with
visual impairments
Hala Ramadan Abdulhamid
P002 Mechanisms for implementing the project
of inclusion of the physically disabled in
Algerian government institutions (Algeria
Project 2008) ... between success and
failure
Radwan Blkhiry
P003 The reality of the services provided
to students with disabilities in Jordanian
universities
Enas Mohammed Olimat,
11
P011 Trends toward a transition program for
students with mental disabilities in Saudi
Arabia
Reem Alrusaiyes
Medical
P012
Long-term outcome in patients with
Guillain-Barre Syndrome following
inpatient rehabilitation
Fahim Anwar , Klint Asafu-Adjaye
P013 Autism Researches: Arab world’s
contributions
Faisal Mohammed Al-Nimri; Yasser Al
Amri; and Fahad Al-Nimri
P014
Behavioral assessment of zinc treatment
in combination with Paroxetine in
Streptozotocin-induced diabetic mice
Abdulaziz Mubarak Abdullah Al-Jazaa
The prevalence rate of iron deficiency
anemia that causes mental disability for
infants in Medina, KSA
Zakaria Mohammed Hamza Al-Hawsawi;
Samy Abdullah Al-Rehaily; Amani
Mohamed Mahrous; Aly Mahmoud ElSisi; and Ahmad Mohammad Yusuf
The clinical impact of orthotic correction
of lower limb rotational deformities
in children with cerebral palsy.
Randomized controlled trial:
Ihab Mohammed Abu Al-Saud Abdulkafi
P004
The accessible cities as a keypoint for
education and rehabilitation of blind
individuals - Marburg case
Selahattin AYDIN
P015
P005
The prototype of International classification
of functioning,disability and health (ICF)
and its implementation in Sultan Bin Abdul
Aziz Humanitarian City.
Hamzeh Awad, Sadia Misbach
P016
P006
The model of “What” and Evidence based
Rehabilitation setting at Sultan Bin Abdul
Aziz Humanitarian City. A call to action.
Hamzeh Awad, Sadi Al Zahrani.
P017 Visual Field Defect and possible
managemnt
Osama Daoud Abdulkader Abdulkader
P007
The challenges and difficulties facing the
employment of the disabled, and the field
experience of Association of Motor
Disabilities for Adults in that regard
Abdullah Bin Abdulrahman Al-Owairidy
P008 The efficacy of self patellar taping versus
therapist patellar taping in those with mild
to moderate patellofemoral knee
osteoarthritis
Ameer Abdullah Mohammed Almubarak,
P009
Am a person with special needs, help me
to choose the best assistive devices to
challenge it
Mahomoud Abdulghani Alshaikh
P010 Efficacy of Newer interventions in upper
limb unilateral cerebral palsy
Rougyah N.Bumozah
Low
P018
Services provided to children with autism
in KSA (Initial analysis)
Fahd Mohammed Al-Nimri,
Faisal Mohammed Al-Nimri,
P019
Integration of people with disabilities in
the main stream of Society – Islamic
Perspective and Guidance
Muhammad Zaid Malik
P020 Curriculum modification techniques as
a part of the comprehensive
accommodation of students with
disabilities
Ahmed Salah Al-Din Abu Al-Hassan
Mustafa
12
P021 Sensory and motor disabilities and
mental health and its impact in terms of
worship and the jurisprudence of the
family
Abdel-Aziz Bin Rashed Al-Tweirish
Education
Social & Psychological
P031 Measurement and diagnosis in early
intervention programs
Inas Abdulfattah Al-Khir
P022 Stress and its relation to some behavioral
problems for children with visual
impairment
Dr. Najda Mohammed Abdulrahim
P032
P030
How alliances can be formed to support
more Deaf people in entering and
achieving in higher education.
Abdi Gas
The effectiveness of an autistic
kindergarten children integration program
applied over a sample of students from
Muscat Autism Center
Mashair Shamsan Abdullah Al-Shargabi
P023
Speech Disorders and its relation to SelfEsteem and Anxiety in Egypt and Kingdom
of Saudi Arabia
Dr. Yusuf Mohammed Yusuf Ahmed Eid
P024
Self-efficacy and its relation to future
anxiety and level of ambition for the
physically disabled athletes and nonathletes (comparative study)
Nashwa Mahmoud Nafiee,
Aml Mahmoud Abdullah
P025
Parent’s attitude towards PND and TOP
could be influenced by other factors rather
than by the severity of condition
Ayman Alsulaiman,
Altaf A. Kondkar,
Khaled K
P026
The prediction of psychological flow
with the visually impaired in light of some
psychological variables
Walla Rabea Mustafa
Mohammed Ahmed Deiab
P027
The effectiveness of an integrative
treatment program for social support in
improving the degree of psychological
security and reduceing the degree of lying
of the blind females
Zainab Mahmoud Shukir and Abeer Khayat
P038
P028
Diagnostic study of some personal,
psychological and social problems
Samira Abdullah Kurdi
Zainab Mahmoud Shukir
P039 The Importance of Sign Language
Education
Bader Abdulmohsen Alomary
P029 Evaluative study of the universal design in
the built environment in Riyadh city
Nahar behaig abdulfatah
P033 Behavioral problems for individuals with
autism and other developmental
disabilities: causes and treatment
methods
Faisal Mohammed Al-Nimri, Fahd
Mohammed Al-Nimri
P035
The level of social phobia among gifted
students with disabilities at basiceducation stage and the ways to overcome
their social phobia from the standpoint of
their teachers
Thanwa Al-Mutairi, Marwa Al-Kandari
P036
Diagnostic significances of the Wide
Range Achievement Test (WRAT) for
females with learning difficulties at Saudi
Arabia primary schools:
Rana Jamil Tayba
P037 Technology applications supporting the
people with autism
Yahya Fawzi Mousa Obeidat
The effectiveness of using PAS3 model as
a supporting program in facilitating the
gaining of speed reading skills for
students with learning difficulties at
Faculty of Education
Subhi Bin Saeed Al-Harthy
P040
A proposed program for the development
of linguistic achievement for pre-school
deaf children
Essam Abdullah Mohammed Al-Freeh
P041
Integration of the disabled
Fatima Al-Ramadan;
Al-Jazi Al-Bahri;
Hanan Mustafa;
Mona Al-Hanwa
P042 Take caring of them … extended services
Naglaa Fahd Al-Mushayqih;
Samia Alyaeesh
P043
iSpeak Program
Noha Hafiz,
Lama Al-Samahi,
Wadee AL-Halabi
P044
Hyperbaric Oxygen Therapy as an
Adjunct to Limb Salvage, Rehabilitation
and Reconstruction
ELVIRA M. SABINORIO,
EATRICIA DORMER
P045
The effectiveness of training on the
self-organized learning strategies in
improving academic self-motivation and
the attitudes towards school for lowachieving gifted students
Hosni Zakaria,
Al-Sayid Al-Najjar,
Amal Mohammed Ahmed Zayed
P046 The effectiveness of early intervention
using full-brother strategy with a child
with autism to improve his social
interaction
Fikri Lateef Metwally Hameed
P047
The effectiveness of using multimedia
technology to teach sixth-grade primary
female students with learning difficulties
in mathematics
Mahmoud Fattouh Mohammed Saadat
P048 Obstacles to educational supervision of
Autism Program from the perspective of
female educational supervisors in Saudi
Arabia
Al-Dana Nasser Abdullah Al-Kaffary
P049
The effectiveness of using Web 2.0 in the
development of some reading skills for
students with intellectual disabilities
Hanadi Hussein Al-Hadi Al-Qahtani
P050
The effectiveness of the mentoring
program using some behavior modification
techniques to reduce the hyperactivity of
the mentally retarded children
Khalid Bin Gaze Bin DHAR Al-Dalbahi
P051 Pressures on families of children with
disabilities and how to address them
Mariam E. Al-Shirawi
13
Media
P052 The role of the National Council for Family
Affairs (NCFA) in educating children and
their families bout safe relations in early
childhood
Suha Tabbal
P053 Learning Difficulties Application
Abdulaziz Ibrahim Abdulaziz Al-Bader
14
Biography
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Professor Abd Elaziz Elsayed Elshakhs
Professor of Special Education
Latter dean of Faculty of Education
Ain Shams University
He had a Ph.D. in special education form Boston College, USA, in 1982. He has
many researches and books in special education. He supervised on many Master
and Ph.D. Theses in Psychology and Mental Health in general, and in Special
Education in specific. He organized and participated in many symposiums,
conferences, scientific projects, and training courses in Egypt and the Arab World.
Moreover, he participated in establishing some Special Education Departments
in the Arab Countries. He also established the first Special Education Department
in the Egyptian universities (Ain-Shams University, 2006).
Dr Abdullah Sultan Al-Subaie
Professor & Consultant Psychiatrist
King AbdulAziz University, Jeddah, Saudi Arabia
Ottawa University, Ottawa Ontario, Canada
Fellowship of the Royal College of Physicians & Surgeons of Canada
Abdulrahman Mustafa Abdulrahman Al Aama
An experienced teacher, a lecturer, and a researcher in the field of Disability
Ministry of Education
He holds a Master’s degree in special Education and he is a researcher aiming
at the Doctorate degree. He also holds a Bachelor of Arts and Education in
Arabic Language.
An academic delegation in special education. A Diploma in special Education
1990. A vocational education Diploma and A diploma in graduate studies,
preliminary Master’s, then a Master’s degree.
These are some of the studies and training programs that he achieved. He
holds a diploma in education for the blind disabled-child autism at Ain ShamsProgram of experts at Oslo university in educating the blind and deaf-the
program of English experts on autism-program on preparing teachers for pre
school children-program for working with various disabled.
Prof. Abdulrahman Hagr MBBS FRCS(c)
Professor, King Saud University
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President, Saudi ORL society
Director of national Saudi neonatal screening program
Director, King Abdullah Ear Specialist Center KAESC
Director, Prince Sultan Research Chair for Hearing Disabilities (RCHD)
Founder, King Saud University’s Otology Neurotology Fellowship
Founder, 1st Bone Anchored Hearing Aid” BAHA”, Hybrid CI, ABI, ABCI,
Vistafix, Vibroplasty and Bonebridge programs in the kingdom of Saudi
Arabia
Founder, Largest Cochlear Implant Program In Saudi Arabia ( 400 C.I. / Y)
Consultant, Ministry of Health for National Neonatal Screening Program
Abia Akram
Chief Executive Officer
National Forum of Women with Disabilities (NFWWD)
With a personal experience of physical disability, Abia has been engaged in the
activities of Disability Movement since 1997. In the struggle of giving voice to
women with disabilities, she has been lobbying with parliamentarians, conducting
leadership trainings, established National Forum of Women with Disabilities,
Independent living Centre with STEP, Ageing and Disability Task Force,
DPI’s Global Network of Emerging Young Women Leaders with Disabilities,
Commonwealth Young Disabled People’ Forum and recently assigned the
17
responsibility as Facilitator, Global Youth Council UNICEF-NY, Co-Coordinator,
Asia Pacific Women with Disabilities United and Secretary, South Asia Women
with Disabilities Network.
At the same time she acquired British Council’s Chevening Scholarship and done
her post-graduation in Gender and International Development from the University
of Warwick, UK, to envision the leadership role of women with disabilities
and learn the practical strategies to implement the legislation, particularly UN
Convention on the Rights of Persons with Disabilities in diversified environment.
Being a member of Beijing +20 Review Committee member, she is highlighting
the concerns of women with disabilities in global agenda and also participated
in the United Nations Conference of the State Parties, High-Level Stakeholders
Conference on Disability and Unicef Global Partnership on Children with
Disabilities held in UN New York 2012-2014.
Through her work she saw the stark contrast between her home life where
her parents were encouraging and supportive, to those of other women with
disabilities who are forced to stay in the home without social interaction.
Dr. Adnan Wajeeh Al-Aboudi
Coordinator of Outreach Programs and the driving of the Higher Council for the
Affairs of People with Disabilities
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Executive Director of Landmine Survivors Network - Office of Jordan: From
1999 to 2008.
A member of the Working Group of the Ad Hoc Committee for United Nations,
to draft a United Nations convention to promote the rights of persons with
disabilities, representative of Arabic non-governmental organizations.
Sports certified instructor, issued by the Olympic Committee in Jordan -1998.
A certified instructor in the field of human rights, issued by the Landmine
Survivors Network -2005.
Coach by the Japanese Agency for Development JICA, on the program of
disability equality.
Activist and trainer in the field of the rights of persons with disabilities.
Practical and training experience:
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Work in the field of preparation and implementation of programs
psychotherapy multi-pronged different clinical categories.
Provide training courses and treatment of addiction in general and the
preparation of rehabilitation programs for drug addicts recuperative in
particular.
Providing training courses for the assessment of pathological conditions
using psychological tests.
Provide many training courses in the field of cognitive behavioral therapy
for multi-pronged disease, anxiety, depression, social phobia .adtrapat
post-traumatic stress, addiction patients in collaboration with the Saudi-The
German Hospital and Al Amal Hospital in Jeddah.
Provide many training courses in the field of behavioral therapy for children
with special needs in learning disabilities and hyperactivity and attention
deficit.
Offer a number of specialized courses in self-management techniques
and mental fitness and build and develop self-confidence, and also stress
management strategies and training to acquire social skills and effective
communication.
Dr Aleksandra Posarac
Lead Economist
World Bank
Aleksandra Posarac is a Lead Economist with the World Bank. She is currently
posted in the Philippines where she is leading the World Bank program in
Health, Education, Social Protection and Labor, Social Development and
Poverty. From 2008 to 2013 she served as the World Bank Advisor for Disability
and Development. During her tenure, she led the World Bank analytical and
advisory work on Disability and Development. She is a co-executive editor of
the World Report on Disability published in 2011 by the WHO and the World
Bank. She has provided high level policy and strategic advice and led projects
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and analytical studies in more than 20 countries across the world, including
Russia, Albania, Kyrgyzstan, Jordan, Bangladesh, India, Pakistan, Lebanon, Fiji,
Ecuador, Argentina, Seychelles, Mozambique, Malaysia, Kazakhstan, Georgia,
Armenia and Azerbaijan. Her areas of specialization include social security,
social assistance, social protection, and public expenditures.
Dr. Ahmad Al Baker
Nursing Education and Accreditation Manager
Sultan Bin Abdulaziz Humanitarian City
I received bachelor nursing from Jordan University for science and technology,
Jordan.I also received training in research, evidence based practice and
program development. Since my graduation, I have been involved in nursing
management, evidence based practice, nursing education, program development
and evaluation. I was involved as a speaker at national conferences.
Mr Ahmed Ghanem
Development Consultant
Regional Access to Social Services Coordinator at Handicap International
Ahmed Ghanem is a development consultant with more than 13 years of
experience. He has an extensive background in disability, inclusion, access
to social services, human rights, quality, public policy, and management. In
addition to long experience in supporting the shift to a multi-stakeholder right
based approaches with strong coordination and consultancy mechanisms
able to impact positively on the rights of persons with disabilities and other
excluded groups. His educational background is very unique and enriching from
rehabilitation B. Sc. to quality management post graduate diploma and finally a
Master of Public Policy and Management (PPM): University of York, UK.
During his work as Regional Access to Social Services Coordinator at Handicap
International , he provided oversight, technical advice, and strategic management
support to the Middle East program at Egypt, Jordan, Lebanon, Iraq and Yemen,
focusing on issues of project quality, programme strategic development, policy
development, and advocacy.
Dr Ali Abd Rab Al Nabei Hanafi
King Saud University
Benaha , University
1. He has more than 20 research in the field of special education in general and
in the field of educating the deaf and hard of hearing in particular, dealt with
issues and new trends related to the field, such as a partnership, individual
educational programs, ill-treatment, support services, those with the dual
exception Employment of People with Disabilities, inclusion sign language
and the unified Arab Sign Dictionary for the Deaf ... etc..
2. Co authored eight books in the field of special education, including the
following: the individual educational plan for The deaf (2004), working with
families with special needs (guide for parents and those who are involved
(2011), Introduction to hearing disorders (2010), Family counseling and
its applications in the field of special education (2010), hearing disabilities:
Research and Studies (2012),Modern issues and trends in Special
Education (2014), sign language for the deaf: the foundations and rules
(2014), IEP and its applications in the field of special education (In press) .
3. Supervised and was a member of committee for more than 20 master and
doctoral theses in special education and psychology in the Kingdom of
Saudi Arabia, and the Arab Republic of Egypt.
4. A reviewing Member of research in many scientific journals in Saudi
universities, and the Gulf, in addition to some scientific journals Arab
Republic of Egypt .......... etc..
5. Rapporteur of the Commission on Quality Department of Special Education
College of Education, King Saud University, till gaining
academic
accreditation, as well as his participation as a member of the standard of the
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first and third criteria Alanki Faculty of Education, King Saud University, till
gaining the academic accreditation.
6. Rapporteur of the Commission on Graduate Studies Department of Special
Education, King Saud University.
7. Member of the Doctoral Program Committee Department of Special
Education, King Saud University.
8. Teaching many courses in undergraduate and graduate studies in the field
of education and educating the deaf and hard - hearing people .
9. He participated in many projects and studies in the field of special education,
including, national study to assess the experience of the Kingdom of Saudi
Arabia in the field of inclusion of students with special educational needs
in general education schools The strategic plan for the development of
deaf education schools boys and girls in Qatar, an evaluation study of the
educational process for students of deaf and hard of hearing in the Sultanate
of Oman, the study plan for the rehabilitation of the blind diploma program
in Saudi Arabia.
10. Member of the project team to integrate people with disabilities in education
and community - the Arab Council for Childhood and Development- Cairo .
11. Member of the Scientific Committee of the Higher Education Project for the
deaf and hearing impaired at King Saud University.
12. Chairman of the Board of Trustees of the Foundation of Special Education
and Rehabilitation (SERO) - Arab Republic of Egypt.
13. Editor of the Journal of Special Education and Rehabilitation (JSER).
Anand Pandyan
Professor for Rehabilitation Technology at the School of Health & Rehabilitation
Research Institute for Science and Technology in Medicine
Keele University
I am currently the Professor for Rehabilitation Technology at the School of
Health & Rehabilitation and the Research Institute for Science and Technology
in Medicine at Keele University. I trained as a bioengineer [Bioengineering Unit,
University of Strathclyde, Glasgow] and have a special interest in neurological
rehabilitation, measurement and applied clinical research.
Prior to joining Keele University, I completed a five years postdoctoral training
period at the Centre for Rehabilitation and Engineering Studies [CREST] at
Newcaste upon Tyne (with Profs G Johnson and M Barnes).
My interest in spasticity related research began whilst at CREST and continues
to be central to my research activities. Other areas that interest me are research
methods, measurement in neurological rehabilitation (specifically non-invasive
measurement of impairment and activity, and developing methods aimed at
elucidating pathophysiology of common impairments), modelling the relationship
between impairment, activity and quality of life, motor control, and therapeutic
applications of electrical stimulation.
I manage research projects are in the following areas (a) Develop a better
understanding of the pathophysiological basis of spasticity and it’s impact on
people with upper motor neurone lesions. (b) Explore the mechanisms for
disordered motor control following stroke and cerebral palsy. (c) Identify the
therapeutic benefits (and mechanism of action) associated with treatment
involving electrical stimulation. (d) Explore the effects of early antispasticity
treatment and then study the long term impact of these. (e) Explore the impact
of exercise on motor recovery, independence and wellbeing
Andres Balcazar
Communication and Projects Coordinator
Global Alliance on Accessible Technology and Environments, (GAATES)
Andres Balcazar is a Mexican architect involved in the disability movement
since 1995. He’s an independent accessibility consultant working for the Global
Alliance on Accessible Technologies and Environments (GAATES9.
He has conducted accessibility audits for several private and governmental
facilities, including Mexico’s Congress Building and another public an private
institutions. We worked for five year at the Mexican National Council for Persons
with Disabilities, in charge of monitoring implementation of disability related
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polices and programs and specifically developing accessibility federal policies
and regulations.
He has been external consultant for national and international non-governmetnal
organizations. His last works include: A study about the situation of schools’
accessibility in Mexico and Accessibility Guidelines for the Ministry of Public
Education. Diagnostic on the Situation and Monitoring of Human Rights of People
with Disabilities in Mexico, for the Japan International Cooperation Agency
(JICA), Seminar on legal capacity in Mexico, for Rehabilitation International.
He was part of the panel of experts for the Universal Design Best Practices
Study, developed by ICTA and the Canadian Human Rights Commission.
He is also a professor of urban accessibility at the Faculty of Architecture of the
Mexico’s National Autonomous University since 2006.
ANN TURNBULL
Distinguished Professor of Special Education and Co-founder/Co-director of the
Beach Center on Disability at the University of Kansas
Dr. Turnbull is a Distinguished Professor of Special Education and Co-founder/
Co-director of the Beach Center on Disability at the University of Kansas
(United States). The Beach Center on Disability is a vital hub of research and
development on quality of life issues for individuals with disabilities and their
families. Dr. Turnbull has been the Principal Investigator on over 25 federally
funded research grants.
In 1999, Dr. Turnbull was selected by seven U.S. professional and family
organizations as one of 36 individuals who “changed the course of history for
individuals with intellectual disabilities and their families across the 20th century.”
She also received the Rose Fitzgerald Kennedy International Leadership Award
in 1990. Dr. Turnbull has been the President of the American Association on
Intellectual Disabilities. In addition to her professional credentials, she is the
parent of three children, one of whom, Jay (1967-2009), was an adult son with
multiple disabilities who Ann considers to be her “best professor.”
RUTHERFORD TURNBULL
He co-founded and co-directs the Beach Center on Disability, the University of
Kansas
Professor Turnbull is a lawyer whose research, training, technical assistance,
and advocacy is intended to dignify individuals and families affected by disability,
and to enhance their lives by changing the policy contexts and communities in
which they live. He co-founded and co-directs the Beach Center on Disability,
the University of Kansas, with his wife, Ann. Alone or with his colleagues, he
has been author or editor of more than 350 articles, books, chapters, technical
reports and monographs, and a memoir about his now-deceased son, who had
multiple disabilities. He is a Distinguished Professor and law/special education
educator.
He has been a national leader of the American Association on Intellectual and
Developmental Disabilities (president), Judge David L. Bazelon Center for Mental
Health Law (chair, board of trustees), American Bar Association Commission on
Disability Law (chairman), The Arc of U.S.A. (secretary/director), and TASH: The
Association for the Severely Handicapped (treasurer/director). His peers have
recognized him as one of 36 individuals who “changed the course of history for
individuals with intellectual disabilities and their families across the 20th Century.”
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Dr Annita Sani
Assistant Professor
Zayed University
Dr. Annita Sani is a licensed Clinical Psychologist with 30 years of experience
providing direct services and consultation in the area of educational and
psychological assessment and intervention planning to promote the intellectual,
social and emotional development of children and youth particularly exceptional
learners from cultural and linguistically diverse backgrounds.
Dr. Sani earned a Bachelor of Arts degree in Psychology from the University
of Michigan in 1980, a Master of Arts degree in Clinical Psychology from Fisk
University in 1984 and a Ph.D. in Clinical Psychology from the University of
Detroit Mercy in 1996. She maintains a license to practice psychology which
she earned from the Board of Psychology for the State of Michigan in 1984, and
was a Certified School Psychologist for the Michigan Department of Education
from 1990 until 2001.
Dr. Sani has taught undergraduate and graduate courses in psychology as an
Adjunct Professor at the University of Detroit for 4 years, and in 2001 joined the
faculty of Zayed University in Dubai as an Assistant Professor where she teaches
undergraduate courses in psychological assessment which she developed, and
special education courses in the College of Education.
Dr. Sani also provides psychological consultation services to the Special
Education department for the United Arab Emirates, Ministry of Education where
she focuses on the acquisition and transadaptation of standardized tests for
use with the Emirati population and in-service training for psychologists on
assessment of special educational needs and of inclusive strategies.
Dr. Sani’s present research projects include developing local norms for the
Bracken School Readiness Assessment, Third Edition, and the development of
the research design and assessment procedures to assess the process and
outcomes of the School for All Inclusive School Pilot Project in public schools in
the Northern Emirates.
Anwar bin Husain al-Nassar
Supervisor of Visual Eurotium at General Authority for Special Education in the
Ministry of Education.
Masters Degree from Oregon State University in the United States of American
in 1987 AD.
Specialized in Education (Special Education). Certified Train-the-trainer (TOTs)
entitled” Protection of the Arab Child from Abuse), Cairo, Egypt. Deputy Chairman
of Charitable Association for The Blind in Riyadh. Educational Supervisor in
the Visual Impairment Department at the Special Education Department in the
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Dr Arwa Ali Abdullah Akhdar
General Supervisor of the Special Education Programs and Institutes
General Administration of the Special Education for Girls
Bachelor degree of special education – hearing disability specialty – deaf path
– faculty of education - King Saud University years of (1416-1417)ah with first
honor degree.
Masters in the curriculums and general teaching methods - curriculums
and general teaching methods specialty – Faculty of education – king Saud
university years of (1427-1428)ah Educational Administration PhD – Educational
administration path – faculty of education – king Saud university years of (14331434)ah
Dr. Asmaa Abdallah AlAtiyah
President of the Department of Psychology, Associate Professor for Special
Education at the Department of Psychology-College of EducationQatar University
Member of the nNational Board for Human Rights in Qatar. She is also a member
of the Council of Ausaj Academy at the Qatar Foundation for Education, Sciences,
and Society Development. She is a member of the board of the Secretariat for the
prize of Children Literature. She has many published researches in specialized
scientific Arab and foreign journals. She won the volunteer work prize in the
state of Qatar in the field of disability and the prize of volunteer work from the
Egyptian Association for the Disabled, and the prize of Quality and distinction
from the college of Education at Qatar University.
Civil Engineer
Sketch Engineering Consultancy
An Egyptian civil engineer, married, interested in media and the issue of disability.
I currently work as a project manager in Sketch Engineering Consultancy in
Qatar, implemented and supervised on several of projects such as schools,
hospitals, towers, hotels and villa complexes in Egypt, Saudi Arabia and Qatar.
Dr. Aisha bint Khalifa al-kiomiyya
Specialized in Individuals with Disabilities
Aisha bint Khalifa al-Kiomiyya, Oman, specialized individuals with disabilities,
PhD in Philosophy in Educational Studies (Special Education), MBA in Special
Education (Visual Impairment), under printing and publishing The Life of
The Blind book. She has conducted field visits to some Care Institutions of
individuals with disabilities in Egypt, Sweden, Saudi Arabia, Russia, Italy, Tunisia
and Jordan. A member of several institutions; al-Noor Association for Blind, the
Omani Society for Individuals with Disabilities, the Omani Society for Autism,
International Women’s Union Organization and the Gulf Disability Society, she
participated to submitting worksheets at several local, gulf and Arab conferences,
like participating in the regional conference for Arab deaf people in Tunisia and
participating in the Fourteenth Gulf Forum of Gulf Disability Society and the Ninth
Gulf Blind Forum. As she also participated in local, Arab and international radio
and television programs, she got the honorary shield from Middle East College
“Typical Woman in the Omani Society” on the level of the Sultanate of Oman.
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Dr Azzah Abdul Karim Faraj Mabrouk
Professor of Clinical Psychology Assistant, Department of Psychology,
Faculty of Arts
Cairo University.
Qualifications and scientific expertise
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Holds a doctorate in psychology from the University of Cairo in 2001
with honors with a recommendation, of course, and exchanges between
universities.
Consultant myself Ministry of Health in Egypt since 2004.
Holds a State Prize in social science in 2008, and a certificate of appreciation
from the University of Cairo in the first science festival in the bicentennial,
and a certificate of appreciation from the Faculty of Arts at the festival alumni,
April 2010
Coordinator unit tests and psychological tests at the Research Centre,
Faculty of Arts - Cairo University from 2014 until now.
A member of the Egyptian Association for Psychological Studies.
A member of the Association of Egyptian psychologists.
Member of the Scientific Committee of the Egyptian National Institute for
Research on the elderly - Cairo University.
Founding member of the Egyptian Society of cognitive-behavioral therapy.
Research and published books: many of her research and published
literature in the field of psychology for the elderly, and Clinical Psychology,
and Clinical Psychology Health, up to 17 research published in Arabic and
English. Has published three books, the most famous, book physical and
mental health for the elderly.
The training sessions to providing: provided 22 training session, and
a workshop in Egypt and Arab countries in the field of aging and mental
disorders.
Supervision and discuss the messages:
Currently oversees 11 graduate student between master and doctoral
Dr. Bandar Al Otaiby
He holds a Ph.D in various and extreme disabilities. He was also granted the
King Abdallah International Prize for Translation.
He is interested in engaging various disabled people in general education.
He authored many studies in educational strategies and behavioral measurement
for the disabled.
Bara Mohammed Yousef
Occupational Therapist
Prince Sultan Humanitarian City
I Have graduated (Bsc ) from occupational therapy department / Hashemite
University- Jordan in 2004, From 2004 - 2006 i worked at Alsfasf Centers and
Alnuhba Hospital for Rehabilitation, Since 2006 till present, am working at Prince
Sultan Humanitarian City, KSA (Inpatient Pediatric Unit ), I have worked as
therapist then promoted to senior therapist and currently Rehab supervisor and
education team leader in the unit ,I have presented many courses competencies
and workshop related to rehabilitation, I worked on many research and I
participated as speaker on 5 international conferences, I also provide continuous
education and training for the therapists and community.
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Dr. Bilal F. Shanti
Founder/Medical Director: Omnia Pain Consultants,P.A.
Dr. Bilal F. Shanti. is an anesthesiologist and a U.S. trained pain physician
practicing in Phoenix, Arizona for several years now. He graduated from the
anesthesiology program at Baylor College of Medicine in Houston Texas. He
completed an Interventional Pain Management and a Palliative Care Fellowship
at the University of Texas M.D. Anderson Cancer Center, in Houston. At Harvard
Medical School Affiliated Hospitals, he conducted a post-doctoral research
fellowship for about five years.
He was appointed as the Director of Pain Medicine at the Department of
Anesthesiology at Baylor College of Medicine and was the Chief of the Pain
Section of the Michael E. DeBakey VA Medical Center for several years. He
has published many articles, abstracts, and presented several scientific posters
in the field of anesthesiology and pain medicine. He is a multi-lingual and has
lectured about pain medicine in several countries including Jordan, Morocco,
Malaysia, Thailand, Japan, and other countries, in addition to the U.S.A.
Dr. Brent Eugene Betit
Academic and Training Director
Dr. Brent Eugene Betit is a graduate of Dartmouth College, B.A. magna cum
laude, with Highest Distinction in English Language and Literature (1979). He
later received his doctorate in Education at Fielding Graduate University. His
dissertation, “Participatory Action Planning,” which included the development
and empirical testing of a simplified, inclusive methodology for enterprise
strategic planning, received the Society for College and University Planning’s
[SCUP] award for the best graduate dissertation on planning in 2004, and he
was subsequently invited to present his model and findings at SCUP’s 39th
annual international conference and expo in Toronto, Canada.
After a diverse early career that included founding a still-extant technology
company at age 26, working as a journalist and staff editor of a bi-monthly
national magazine, and teaching in the public school system, Dr. Betit moved on
to become a staff founder of the world’s first college for students with learning
disabilities in 1985. Dr. Betit spent his early career building Landmark College,
over nearly three decades successfully serving in every senior management
role within the President’s Cabinet and firmly establishing Landmark College as
the premier two- and four-year college for students with learning disabilities in
the world. During his tenure as the longest-serving senior administrator in the
College’s history, the college generated excess revenue in every fiscal year,
growing enrollment six-fold, ultimately employing nearly 250 full time faculty
and staff, and serving more than ten thousand students, who have advanced to
extraordinary accomplishments throughout the entire world – in careers including
artist, musician, actor, attorney, business CEO, inventor, journalist, politician,
fireman, policeman, teacher, professor, professional athlete, technology
innovator, and entrepreneur. This student legacy is Dr. Betit’s most profound
and enduring contribution to humanity to date.
Appointed the Executive Director of the Landmark College Institute for Research
and Training, during his tenure Dr. Betit quintupled the size of Institute staffing
and increased its gross revenue tenfold over a 6-year period, securing over $5
million in federal grants and a Congressional Award (directed grant) focused on
integrating assistive technology into the postsecondary teaching environment –
obtained with the assistance of United States Senator Patrick Leahy (VT).
Dr. Betit has presented on topics related to learning disabilities and assistive
technologies around the world, including a session on Assistive Technologies
at CHADD’s 2005 annual International Conference in Dallas, Texas, a further
presentation on Assistive Technologies at the International Academy of
Research in Learning Disabilities 2005 annual conference in Valencia, Spain,
a 2009 Symposium on postsecondary learning disabilities in Riyadh, Kingdom
of Saudi Arabia, and most recently a 2013 webinar, “Helping Students with
Learning Disabilities Succeed,” hosted by Inside Higher Ed and co-presented by
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Dr. Manju Banerjee of the Landmark College Institute for Research and Training.
On the personal side, Dr. Betit has colorful and illustrious progenitors. France
is the Betit family’s ancestral home. Charles François Bétille – one of Dr. Betit’s
ancestral Grandfathers – was a seasonal fisherman – pêcheur – who captained
a cod fishing vessel off the coast of Nova Scotia in the mid-1700s. His ship was
destroyed by the British during the Seven Years ‘ War in the early 1760s, and
Charles never returned to France, instead founding a prolific clan that dispersed
Bétille (later, Betil, then Betit) descendants throughout Canada, Maine, Vermont,
Massachusetts, New York, and many other States.
A 7th generation Vermonter, Dr. Betit also maintains a home in the house he was
born in, within the small mountain village of Whitingham, Vermont – birthplace
of Mormon Church forefather and founder of Salt Lake City, Brigham Young –
where Dr. Betit’s two sons currently reside. While his French surname descends
from his paternal side, his ancestral maternal line includes his 11th Grandfather,
Stephen Hopkins, the only Mayflower passenger who had previously visited the
New World and one of the 41 signatories to the Mayflower Compact, and his
daughter Constance (Constanta) Hopkins – Dr. Betit’s 10th Grandmother – who
at age 14 stepped off the Mayflower with her father in December, 1620, onto
the beach of what would later become known as Provincetown, Massachusetts,
thereafter marrying Nicholas Snow and giving birth to 12 children, all of whom
survived into adulthood, producing the genealogical line that occasioned Dr.
Betit’s later birth.
In June, 2014, Dr. Betit enthusiastically accepted an executive role at the
Prince Salman Center for Disability Research [PSCDR], where he oversees the
Academic and Training division and serves on Executive Director Dr. Sultan bin
Turki Al-Sedairy’s senior management team.
Dr Brian Cummings
Associate Professor & Vice-Chair, Neurological Surgery
Vice-Chair for Research, Physical Medicine & Rehabilitation
University of California, Irvine
Brian J. Cummings, PhD, is Associate Professor and Vice-Chair for Research in
Neurological Surgery. He holds a join appointment in Anatomy & Neurobiology,
and is a member of the Stem Cell Research Center at the University of California,
Irvine. He has 20+ years of experience in animal models of neurodegeneration
and neurotrauama, cell transplantation, behavioral analysis, quantitative
imaging, and stereology. His lab is interested in factors affecting the survival,
engraftment, migration, and differentiation of stem cells both in animal models
and in cell culture systems of neurotrauma. He is an author on more than 65
peer-reviewed publications and book chapters. Dr. Cummings, in collaboration
with Dr. Aileen Anderson, demonstrated that human neural stem cells can
functionally integrate with the injured spinal cord. This research helped support
the approval of two human clinical trials, one in the US for a myelin disorder
(PMD), and another in Switzerland (expanded to Canada) for the treatment of
thoracic spinal cord injuries. The thoracic spinal cord injury trial has completed
enrolling all 12 patients and has recently announced 6-month data on the initial
cohort.
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Dr Brian Lee
Neurosurgery Resident
University of Southern California
My career objective is to become an academic physician-scientist at a major
academic medical center with a focus on neurorestoration and brain computer
interface. I aim to be the principle investigator of a laboratory with the purpose
of combining advanced neurophysiology research with clinical neurosurgery to
develop a cognitive-based neural prosthesis for paralyzed patients. In pursuit
of this objective, my current goals are 1) to translate advances in the laboratory
into clinical practice with novel, yet safe, human studies and clinical trials, 2)
to continue to develop mastery of surgical skills and techniques necessary to
become an excellent neurosurgeon, and 3) to develop the scientific foundation
and body of work that will help me secure a career development award such as
the NIH K08 award in the future.
Dr Burhan Dhar CPO
Head of Prosthetics & Orthotics Department
King Faisal Specialist Hospital & Research Center
A US citizen. Graduated as Prosthetic and Orthotic Specialist in 1996 and Master’s
degree in business administration (health care services) . Worked as Prosthetic
specialist at Endolite, a U.K based entity that specializes in high tech Prosthetic
devices. Got certified in Prosthetics in year 2001 from coveted American Board
of certification in Prosthetics (ABC). In 2002 received another certification from
American Board for Orthotics. Was member of American Academy of Orthotists
and Prosthetists. Practiced in Los Angeles, California USA as Senior Prosthetic
clinician before moving to Saudi Arabia in April 2010. Started working as Head of
the Orthotic/Prosthetic department at King Faisal Specialist Hospital & Research
center and continue to serve the hospital till date.
Dr Carolyn S. Schroeder
Adjunct Professor of Clinical Child Psychology
University of Kansas
Dr. Schroeder’s professional interests are on prevention programs and
providing quality cost-effective mental health services to children and families
in community settings. For over 45 years, she has been developing innovative
prevention, early intervention and treatment programs in a community pediatric
primary care practice and in a community non-profit agency. The primary care
setting offers a “medical home” to work with children and families at the earliest
stages in a child’s development and to follow his/her progress over the trajectory
of development. She spent 28 years developing prevention, early education,
assessment, treatment and community services for children and families with
and without comorbid developmental disabilities and behavior disorders. This
has involved providing direct services as well as working with other health care
professionals, schools, social service agencies, and the judicial system. This
work has been described in numerous publications and has received national
recognition in the U.S. from several APA Divisions and its Committee on Children,
Youth and Families.
27
Charles Y. Liu, MD, PhD
Professor of Neurological Surgery and Neurology, Keck School of Medicine,
University of Southern California
Visiting Associate, Division of Biology and Biological Engineering,
California Institute of Technology
Dr. Liu completed his undergraduate education in Chemical Engineering at the
University of Michigan, Ann Arbor, and went on to receive his PhD in Chemical/
Biomedical Engineering at Rice University. He then attended the Yale University
School of Medicine, receiving his MD degree. He trained in neurosurgery at the
University of Southern California Affiliated Hospitals. He is presently professor
of neurosurgery, neurology, and biomedical engineering at the USC Keck School
of Medicine and Viterbi School of Engineering. In addition, he holds the Apuzzo
Professorship for Advanced Neurosurgery. He has long-standing collaborations
at the California Institute of Technology, where he is appointed to the faculty
as a Visiting Associate in the Division of Biology and Bioengineering. He is
also Director of the USC Center for Neurorestoration, which functions to bring
scientific advances in the laboratory and engineers new tools to restore function
to the injured and diseased nervous system. He also serves as the Surgical
Director of the USC Comprehensive Epilepsy Program, one of the premier
and highest volume surgical epilepsy programs in the world. He has received
numerous research awards and made a large number of visitorships/invited
lectures throughout the world. He also serves as Associate Editor of the journal,
WORLD NEUROSURGERY. He is a principal neurosurgical consultant for the
NCAA USC Trojans Athletics Department. In addition, he serves as the Chair
of the International Division on the Executive Committee of the Congress of
Neurological Surgeons. At Rancho los Amigos, Dr. Liu is Chair of the Department
of Neurosurgery, Associate Chief Medical Officer, and he is developing cuttingedge programs in restorative neurosurgery, collaborating with scientists at USC,
Caltech, UC Irvine, amongst others.
Dr. Christian Vogler
Associate Professor and Director Technology Access Program
Gallaudet University
Dr. Christian Vogler is the director of the Technology Access Program at
Gallaudet University. In this capacity, he has led research into accessible
technologies for people with disabilities, with a particular focus on people who
are deaf or hard of hearing. Current and recent work include the accessibility of
web conferencing and telecollaboration systems, emergency communications,
relay services,everyday telecommunications of people who are deaf or hard of
hearing, and captions for digital video.
Dr. Vogler works closely with consumers, policymakers, and industry on
accessibility issues. He also is involved in developing prototype technologies for
improving the accessibility of current and next-generation technology. All of his
research is aimed at improving everyday access to communications, and getting
key information into the hands of the right people, in order to make an immediate
difference.
Prior to joining TAP in 2011, Dr. Vogler has worked on various research projects
related to sign language recognition and facial expression recognition from video
at the University of Pennsylvania; the Gallaudet Research Institute; UNICAMP
in Campinas, Brazil; and the Institute for Language and Speech Processing in
Athens, Greece. He also runs the Deaf Academics mailing list, a loose network
of deaf and hard of hearing researchers all over the world.
Dr. Vogler passionately believes that deaf and hard of hearing people have
only scratched the surface of what is possible with the Internet and mobile
communication technologies, and that the most exciting technological
developments are still to come. He always is on the lookout for people who are
interested in communication technologies and want to make a difference in how
we use them.
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Dave Gunn
Accessible Information and Digital Accessibility Specialist
Dave Gunn is an internationally recognised expert on making information
accessible for people with disabilities, and advisor to commercial, non-profit and
education sectors, with regular invitations to present at conferences around the
world. After 15 years in the sector, including 9 years at RNIB (the Royal National
Institute of Blind People, UK), Dave’s accomplishments include bringing about
a step-change improvement in access to educational resources throughout the
UK (both texts and images), and directly improving global eBook technologies
support for accessibility. Dave now runs a specialist access consultancy advising
major technology firms and publishers on next-generation eBook accessibility
and usability, and working to improve access to education for people with
disabilities around the world, with a specific focus on developing countries. As a
seasoned strategist, technologist and usability expert, Dave is unique placed to
advise on both the immediate implementation of accessibility solutions, but also
to make recommendations of progressive strategies for long term benefit.
Dr. Ehab Mohammed Abo El-Soud Abd Elkafy
Associate professor,
Physical Therapy Department, Applied Medical Sciences College,
Umm Al Qura University
Doctoral Degree in Physical Therapy, Master Degree in Physical Therapy &
occupational therapy, Bachelor Degree in Physical Therapy.
Elizabeth B. Kozleski, Professor
Chair, Special Education
University of Kansas
Dr. Elizabeth B. Kozleski’s work theorizing systems change for equity, inclusive
education, and professional learning for urban schools is well recognized
nationally and internationally. She was awarded the UNESCO Chair in Inclusive
International Research in 2005, received the TED-Merrill award for her leadership
in special education teacher education in 2011, and the Scholar of the Century
award from the University of Northern Colorado in 2013. Her research interests
include the analysis of models of systems change in urban and large school
systems, examining how teachers learn in practice in complex, diverse school
settings, researching multicultural educational practices in the classroom
improve student learning and the impact of professional learning schools on
student and teacher learning. She is a member of SWIFT, the national technical
assistance effort from the Office of Special Education Programs focused on
creating, sustaining, and scaling inclusive schools nationwide. She is a senior
advisor on the Collaboration for Educator Development, Accountability, and
Reform (CEDAR), the OSEP funded project on teacher education. Professor
Kozleski co-edits a book series for Teachers College Press on Disability, Culture,
and Equity with Professor Alfredo Artiles. Her recent books include Ability,
Equity, and Culture (with co-author Kathleen King Thorius) published in 2014 by
Teachers College Press and Equity on Five Continents (with Alfredo Artiles and
Federico Waitoller) published in 2011 by Harvard Education Press.
Dr. Enas Aleliamat
Assistant Dean/ Queen Rania Faculty for Early Childhood
Assistant Professor of Special Education/Hashemite University
Assistant Dean/ Queen Rania Faculty for Early Childhood, Assistant Professor
of Special Education, , Hashemite University.
PhD in Special Education , Master in Special Education /Language and Speech
Pathologist
Member in the EU funded project “Public policy and children’s rights”
Consultant for the many Childhood centers , Consultant for the many centers for
special education and speech pathology ,Consultant of behavior modification for
in ‘Dar Alber’/Royal Palace, Committee for Student Affairs , Deanship of Student
Affairs, Handicapped Friends Club.
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Research Interests Teacher training and professional development ,Assessing
Children’s speech ,Children’ rights ,Hearing Impairment ,Speech Therapy
,Inclusion ,Autism ,Children with articulation disorder ,Diagnosis and Assessment
She has many Publications, And many Conference presentations, Training and
Workshops.
Dr. Fahad Khalifa Al Wahhabi
President of the board of Medical Accreditation, Privileges, and Promotion for
Doctors
Head of Mental Health Department
Advisor for Psychiatry for Elderly People
King Fahad Medical City
Clinical Fellowship for Elderly Psychiatry-Ottowa University-Canada
Fellowship from The Royal College of Medicine-Royal College for Medicine and
Surgery –Canada
M.D. in Medicine and Surgery, King Saud University
Dr Heidi A. Alaskary
Director of Employment of Persons with Disabilities Program, Special Projects
Human Resources Development Fund (HRDF)
Dr Alaskary is a US-educated and trained Speech-Language Pathologist based
in Riyadh, Saudi Arabia.
Currently she is the Director of Employment of Persons with Disabilities Program
(Tawafuq) at the Human Resources Development Fund (HRDF). A position
which allows her to use her multifaceted experience to directly impact the lives
of Persons with Disabilities on a country level by working on legislation and
programs that lead to suitable and sustainable employment. Prior to this position
she worked at as the Director of Research Affairs at Prince Salman Center
for Disability Research (PSCDR), where she was an educator, researcher,
and advocate for persons with disabilities. The position also afforded her the
opportunity to develop her leadership, administrative, and networking skills.
Before joining PSCDR, Dr. Alaskary was a Speech-Language Pathologist with
the Jeddah Institute for Speech and Hearing. She was a lecturer at King Saud
University while working part time at the Disabled Children’s Association in
Riyadh before becoming an Assistant Professor in Speech-Language Pathology
following her PhD completion. At PSCDR, she was initially the Coordinator for
the National Communication Disorders Program, then the Associate Executive
Director for Research and Development, before assuming Directorship. She
maintains professional certifications and affiliations to support her participation
in important projects that impact the lives of persons living with disabilities.
Dr. Alaskary has served as an expert regional consultant on a number of
international projects that have given her on the ground experiences in project
management and team development in countries such as the USA, Canada,
Nigeria, Qatar, and the United Arab Emirates. She was instrumental in the
development and implementation of PSCDR’s strategic plan, having worked
closely with external consultants to develop the Center’s strategic plan and to
define its strategic profile. She has mentored students and junior colleagues
interested in pursuing a career in research, and has worked tirelessly to forge
strong collaborative ties with leading research institutions and service providers
worldwide to enhance PSCDR’s capacity.
She is a key proponent of continuing education as evidenced by her achievement
of the Award for Continuing Education (ACE) granted by ASHA. She dedicates
a great deal of her time participating in medical as well as educational related
workshops and courses. She is the originator of many presentations and
workshops designed to educate, increase awareness, and generate support for
developing communication skills and environments for individuals diagnosed with
Autism Spectrum Disorders, Deafness, Down Syndrome, Cerebral Palsy, and
many other debilitating diseases leading to disability. She has also been invited
as a Keynote speaker in local and regional events that include presentation at
TEDx Arabia and the United Nations.
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Dr. Alaskary received due recognition for her contributions; these include
scholarship from King Saud University in 1996 for her PhD, the Prince Bandar
Award for Academic Accomplishment in 1994, and the Prince Bandar Scholarship
for her Bachelor’s and Master’s degree in 1990 and 1993 respectively.
She is an associate, member of the Board of Trustees, and Chairman of the
Research Committee of the Down Syndrome Charitable Association (DSCA).
She also holds membership with the Saudi Association for Hearing Impairment,
the Saudi Society for Rehabilitation and Education, the Society of Clinical
Research Associates (SOCRA), the Royal College of Speech and Language
Therapists, the American Speech and Hearing Association (ASHA), the National
Student Speech Language Hearing Association (NSSHLA), and the Illinois
Speech language and Hearing Association.
Besides her long list of accomplishments, Dr. Alaskary hopes someday to become
a catalyst for or influential enough to generate more support from benefactors,
policymakers, and the general population to benefit the disabled.
Dr. Imad Abdalmaqsud Mahjub
Professor of Clinical Psychology (special categories) at the Department of
Psychology, College of Arts, Cairo University
He holds a Ph.D in Arts from the department of Psychology, with distinction and
recommendation for exchange in 2010. The study was entitled:”the Effectiveness
of Connection Program through the Exchange of PECS Pictures in Developing
Functional Connection and Decreasing Undesired Behaviors in a Sample of
Children with Autism”
Specified specialization: special categories. He holds a Master’s degree in Arts
from the department of Psychology, Cairo University with distinction 2004. The
study was entitled:”The Advancement of non-verbal Conversing in Children at
the Stage of Late Childhood and the Beginning of Adolescence, An advanced
study”
He holds a diploma in graduate studies in applied psychology (clinical), college
of Arts, Cairo University 1994. A Bachelor of Arts from the department of
Psychology in a good standing, 1991.
Dr Iman Abdel-Halim Taha
Clinical Psychology Teacher, Department of Psychology, Faculty of Arts
Cairo University.
A certified Psychological consultant, licensed by the Ministries of Health of Egypt
and Saudi Arabia for practicing psychotherapy.
Previous post: Assistant Professor of Clinical Psychology, Department of
Psychology, Faculty of Arts and Humanities
Scientific Qualifications:
•
•
•
•
Bachelor Excellent in Psychology, Faculty of Arts - Cairo University, a very
good grade with honors.
Diploma in Clinical Psychology, Faculty of Arts - Cairo University, with
honors.
Master of Psychology, Faculty of Arts - Cairo University, with honors.
Doctor of Clinical Psychology - Faculty of Arts - Cairo University, first honors
degree
Practical experience and training:
•
•
•
Working in the field of preparation and implementation of multi-pronged
psychotherapy programs for different clinical categories.
Working in the field of assessment and treatment of addiction in general
and the preparation of rehabilitation programs for recovered persons of drug
addiction in particular.
Providing training courses for diagnosing of medical conditions using
psychological tests.
•
•
•
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Providing many training courses in the field of cognitive behavioral multipronged therapy to anxiety patients – depression patients - social concerns
- PTSD – addiction patients in collaboration with the Saudi German Hospital
in Jeddah and hope.
Providing many training courses in the field of behavioral therapy for children
with special needs, learning difficulties, hyperactivity, and attention deficit.
Providing a number of specialized training courses in self-management
techniques, mental fitness, and building self-confidence, development of
strategies, stress management, and training to acquire and develop social
skills and effective communication.
Membership of Scientific Societies:
•
•
•
•
Member of the Egyptian Association for Psychological Studies.
Member of the Association of Egyptian psychologists.
Member of the Saudi Society for Psychiatry.
Member of the Association of Egyptian cognitive behavioral therapy.
Fahim Anwar
Consultant in Rehabilitation Medicine
Cambridge University Hospitals NHS Foundation Trust
I qualified in medicine from Pakistan in 1994, where I continued to work before
moving to the UK in 2003. Since then I have worked within the National Health
Service throughout the United Kingdom. I was appointed to the Scottish National
Training Scheme in Rehabilitation Medicine in 2008 and in January 2011
qualified in Rehabilitation Medicine. I finished my training by achieving a oneyear fellowship in Chronic Pain Management in Glasgow. I was the appointed as
Locum Consultant in Pain and Rehabilitation medicine from August – December
2012, before later moving to Cambridge to take up a substantive Consultant Post
in Rehabilitation Medicine in 2012. I am clinical lead for Trauma Rehabilitation in
Addenbrooke’s Hospital (Cambridge University Hospital) serving a population of
almost 5 million in the East of England. My day to day job involves working with
patients with severe traumatic head injury or complex orthopaedic trauma with
or without head involvement. Addenbrooke’s Hospital is a major trauma centre
for the East of England and my trauma rehabilitation ward in Addenbrooke’s
Hospital serves as gatekeeper for all the traumatic brain injuries of the region.
Fatin Abdul Badee’ al-Yafi
Practicing expert and consultant for social responsibility and corporate
governance
President and Founder of Fatin al-Yafi office for consultancies.
Practicing expert and consultant for social responsibility and corporate
governance, president and founder of Fatin al-Yafi office for consultancies. Fatin
al-Yafi has more than 35 year experience in both public and private sectors, one of
the few experts in the Arab world in the field of social responsibility and corporate
governance, member in the regional working team related to the improvement
of social responsibility in the middle east region which is an initiative taken by
the Ministry of Investment in Egypt for providing foundation for the practices of
the social responsibility to the companies in region. Fatin al-Yafi entered the
field work when she engaged the office of Executive General Manager of the
administration of social responsibility and public relations in Safola group. She
supervised all affairs of public relations program, communication, media and
social programs related to the group.
Fatin al-Yafi has achieved the experience certificated in the field of social
responsibility, sustainability and corporate governance from the Center of
Sustainability and Excellence which is the leading international center in the field
of developing programs for social responsibility and sustainability. She was also
chosen as one of the best 100 business leaders who deserve the society’s trust
at the level of Europe and Middle East region for the year 2011 AD. Appreciating
her expertise and achievements, Fatin al-Yafi won the International Challenge
for social responsibility and corporate governance, supervised by the Center
for Sustainability and Excellence in San Francisco among the three winners
only at the level of the Middle East and North Africa and originally among nine
winners at the world level. She was also chosen and the exemplary mother
at the occasion of Autism Day in Kuwait City at the level of Gulf Cooperative
Council Countries in 2009.
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Al-Yafi was chosen as member in the Advisory Committee of the Minister of
Labor for the Affairs of the Disabled that aims to improve the plans and systems
of integrating the disabled persons in the Saudi labor force. She was also chosen
as founding member and practicing consultant for responsibility of networking
between the business men and disabled persons in the Kingdom of Saudi Arabia
which is one of the initiatives of the Ministry of Labor. In addition of this, Fatin is
considered an active member in various big scientific charity and social societies
locally and in the Gulf. She participated in various local, Gulf and international
conferences as an expert and practicing consultant for social responsibility.
Al-Yafi was chosen as a representative for GAATES international organization for
the comprehensive and easy reaching technique to the disabled persons. She
is also a member in PEARL initiative for corporate governance and a member
in the management of Board Directors Institute. GCC (in the Gulf Cooperative
Council Countries). Al-Yafi has executed training programs for specialists in
social responsibility and corporate governance in a number of Gulf countries,
guardians of autism patients and application of Guide and Colleague systems in
the sector of employing autism patients locally and regionally.
Dr. Fawzia Bint Mohammed Bin Hassan Akhdar
Boardmember, National Retirees Association
Boardmember, Disabled Children’s Association
Doctor of Philosophy in special education, California Pacific University, USA,
1990. She was selected in the Congress to give lectures and seminars on
special education in KSA during the reign of Dr. Abdulaziz Al-Khwaiter, Minister
of Education at that time. She got British Fellowship in inclusion and ways of
communication with the deaf and hearing-impaired, University of London, 1979.
She got British Fellowship in education of people with special needs and inclusion
of them in regular schools, University of London, 1976. She holds Bachelor
degree in history, King Saud University, 1391 A.H. She got one-month training
course in some states of America upon invitation of the American Embassy for
training on how to deal with people with behavioral disorders and those with
hyperactivity and attention deficit, 1991. She participated in a special mission
from the American Embassy with a delegation from the Gulf Cooperation Council.
She got a Certified Trainer Certificate for the training of trainers, accredited by
the British Council, on woman self-development (Springboard).
Dr Fowzan Alkuraya
Professor of Human Genetics at the College of Medicine, Alfaisal University
Senior Consultant at King Faisal Specialist Hospital and Research
Fowzan S Alkuraya is a Professor of Human Genetics at the College of Medicine,
Alfaisal University, and a Principal Scientist and Senior Consultant at King
Faisal Specialist Hospital and Research. He graduated as the valedictorian
of his class from College of Medicine, King Saud University in 1999. He
completed his pediatric residency at Georgetown University Hospital, and his
clinical and molecular genetics fellowship at Harvard Medical School where he
also completed a postdoctoral research fellowship in developmental genetics.
Prof. Alkuraya is the recipient of numerous awards, including first class honors
from King Saud University, Fellow’s Outstanding Research Award from Harvard
Medical School and Children’s Hospital Boston, Tamayoz Award from DubaiHarvard Foundation of Medical Research and William King Bowes Award in
Medical Genetics from Harvard Medical School. He has authored nearly 180
peer-reviewed articles and is on the editorial board of a number of prestigious
genetic journals including the American Journal of Human Genetics. He is a
frequently invited speaker in local, regional and international conferences on
human genetics.
Dr George Hagerty
President
Beacon College
George J. Hagerty is the President of Beacon College in Leesburg, Florida. His
appointment by the Board of Trustees to the Beacon post in March 2013 has
returned him to the arena of special education, the focus of his early career with
the U.S. Department of Education.
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Beacon College is the first regionally accredited (SACS) U.S. institution of
higher education exclusively devoted to the four-year baccalaureate preparation
of students with Learning Disabilities, ADHD, and other learning differences.
Beacon’s record of student outcomes as measured by graduation rates, retention,
and post-graduate employment/advanced study are unparalleled in the arena of
American higher education and are the community’s most enduring legacy.
Dr George Smeaton
Director of Assessment and Institutional Research
Landmark College
Dr. George Smeaton has served as Landmark College’s Director of Assessment
and Institutional Research since 2011. He is responsible for articulation and
measurement of student learning outcomes for the college’s academic, shortterm, and extracurricular programming. Prior to joining Landmark, he served
as an administrator at Walden University where he worked to improve program
outcome assessment, and to achieve professional and regional accreditation.
Dr. Smeaton also served for 17 years as a faculty member at the University of
Wisconsin-Stout where he attained the rank of full professor. During his tenure
there, he was actively involved in curriculum development and program outcome
assessment. Dr. Smeaton received his Ph.D. in social/personality psychology in
1987 from the State University of New York at Albany. His most recent research
examines a variety of issues relating to distance education. Other research
interests of his include job satisfaction and commitment, media influences on
aggression, and student substance abuse. Landmark College was founded in
1985 as the world’s first college exclusively for students with diagnosed learning
disabilities.
Dr Hend Al Khalifa
Associate Professor
IT Department
Science & Technology College
PhD Southampton University with a focus on Web Design. Her interests include
Arabic Language and Assistive Technology for persons with special needs.
E-learning.
Dr Hugh Herr
Heads of the Biomechatronics at the MIT Media Lab
Hugh Herr, who heads the Biomechatronics research group at the MIT Media
Lab, is creating bionic limbs that emulate the function of natural limbs. In 2011,
TIME magazine coined Herr the “Leader of the Bionic Age” because of his
revolutionary work in the emerging field of biomechatronics– echnology that
marries human physiology with electromechanics. A double amputee himself,
he is responsible for breakthrough advances in bionic limbs that provide greater
mobility and new hope to those with physical disabilities. Herr’s research group
has developed gait--‐adaptive knee prostheses for transfemoral amputees and
variable impedance ankle--‐ foot exoskeletons for patients suffering from drop
foot, a gait pathology caused by stroke, cerebral palsy, and multiple sclerosis.
He has also designed his own bionic legs, and the world’s first bionic foot and
calf system called the BiOM. Herr is the author and co--‐author of over 80 peer-‐reviewed manuscripts and patents, chronicling the science and technology
behind his many innovations. The computer--‐ controlled knee was named
one of TIME magazine’s Top Ten Inventions in 2004; the robotic ankle--‐foot
prosthesis, which mimics the action of a biological ankle and, for the first time,
provides transtibial amputees with a natural gait, was named to the same list in
2007. Also in 2007, Herr was presented with the 13th annual Heinz Award for
Technology, the Economy and Employment. Herr’s story has been told in the
biography Second Ascent, The Story of Hugh Herr; a 2002 National Geographic
film, Ascent: The Story of Hugh Herr; and in 2013 was featured in CNN, The
Economist, Discover, and Nature.
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Dr. Ibrahim bin Sa’d bin Fawwaz Abu Nayyan
Assistant Professor
King Saud University, College of Education, Department of Special Education.
Ph.D. in Education - Special Education – 1410 H. 1990 AD. United States of
America. Masters of Science - Education and Special Education 1402 H. 1982
AD. United States of America. Bachelor of Science – Sciences and Mathematics
1401 H. 1980 AD. United States of America.
Dr. Ibrahim H. Al-Khodair, M.D., M.Phil.
Senior Consultant Psychiatrist
Prince Sultan Military Medical City
Vice chairman of Saudi Schizophrenic Charity Association in Riyadh. Dr. AlKhodair is also a writer and novelist, published three novels and 5 medical
books and write for alriyadh news paper in Riyadh since 1986.
Associate Professor, Senior Academic Researcher
Landmark College Institute for Research and Training
Dr. Dahlstrom-Hakki is a Senior Academic Researcher with the Landmark College
Institute for Research & Training and an Associate Professor at Landmark
College. He earned his Ph.D. in Cognitive Psychology from the University of
Massachusetts Amherst. His research is focused on investigating pedagogical
approaches and technologies for the delivery of STEM content to students with
learning disabilities. He is PI of an NSF Research in Disabilities Education Grant
HRD-1128948 entitled “Investigating the Effectiveness of TinkerPlots in Helping
Students with Learning Disabilities Understand Statistical Concepts.” This grant
focuses on using new pedagogical practices to support student comprehension
in statistics courses.
Dr. Imed Eddine Chaker
Chairman
Tunisian Association for the Rights of Persons with Disabilities
Dr. Imed Eddine Chaker became blind at the age of three. He studied in the
schools for the blind in his country Tunisia, then he attended the Sorbonne in
Paris. After obtaining the Doctorate, he became the first blind university teacher
in Tunisia. Then he soon became an activist and an expert in the field of disability.
He is the author of a number of papers and articles in the field.
He led the delegation of his country in the negotiation of the CRPD at the Adhoc
committee at the United Nations. He chaired the national union of the blind
in Tunisia, the African union of the blind and the Arab organization of disabled
people. He was member of the Board of Officers of the World Blind Union and
member of the Governing Body of the International Disability Alliance. Dr. Imed
Eddine Chaker served as a Senator in his country, during five years.
Dr. Jason Brown
Clinical Psychologist Consultant, Psychiatry and Psychology Department Sultan
Bin Abdulaziz Humanitarian City
He has been responsible for supervising and educating the other psychologists
at the hospital, and has been establishing a variety of evidence based
therapy programmes. He is a board certified clinical psychologist who trained
at the University of Canterbury in New Zealand. His PhD examined the
neuropsychological profiles of young adults with bipolar disorder and ADHD. His
interests are adult mental health therapy and neuropsychology.
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Dr Lina bint Omar bin Sideiq
Deputy Supervisor of the Center for Special Needs
King Abdul Aziz University
Qualifications:
•
•
Ph.D. Counseling and Special Education, University of Jordan (2005).
Master of Arts, Psychology Specialization is ordinary year, King Saud
University (2001).
• Bachelor of Special Education, specialization in hearing impairment, King
Saud University (1415).
Administrative positions:
•
•
•
Deputy Supervisor of the Center for Special Needs, King Abdul Aziz
University (2012-2013).
Under the program of educational studies senior, King Abdul Aziz University
(2010-2012).
Coordinator of the Department of Higher Diploma in Special Education at
the University of King Abdul Aziz (2008-2010).
Professional experience in universities:
•
•
•
•
Associate Professor, Department of Higher Diploma in Special Education,
Educational Studies Graduate Program, (2013).
Assistant Professor, Department of Special Education, Faculty of Dar AlHekma, (2006-2007).
Assistant Professor (collaborator) Department of Special Education at King
Saud University, (2005-2006).
faculty member is Emeritus Guidance and Special Education University
of Jordan (2003-2004), and I worked as a member of Saudi Arabia’s first
faculty Jordanian universities.
Posts community: participation in a number of scientific papers, research and
scientific workshops at conferences and forums Persons with Disabilities.
Dr Liisa Kauppinen
Emeritus President
World Federation of the Deaf
Emeritus President, World Federation of the Deaf, 2003 President, World
Federation of the Deaf, 1995-1999 and 1999-2003 General Secretary, World
Federation of the Deaf, 1987-1995
Dr Maha Al Suleiman
Assistant Professor, Collage of Graduate Studies
Learning Disabilities Program, Arabian Gulf University
•
•
•
•
•
Ph.D. University of Northern Colorado, Greeley, CO
M.A. Special Education Emphasis: Learning Disabilities
Arabian Gulf University, Manamah, Bahrain
Bachelor of Special Education Emphasis: Learning Disabilities
King Saud University, Riyadh, Saudi Arabia
Prof. Marcelo Rivolta
Professor of Sensory Stem Cell Biology
Department of Biomedical Sciences
University of Sheffield
Marcelo Rivolta qualified in Medicine and Surgery in Argentina and did his
fellowship and doctoral work at the NIDCD, NIH in the USA. He has held
postdoctoral positions at the NIH and at the Universities of Bristol and Sheffield
in the UK. He is now Professor of Sensory Stem Cell Biology at the University of
Sheffield, where he leads a research group dedicated to study human auditory
stem cells, trying to develop their therapeutic applications for the treatment of
hearing loss.
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For more than twenty years has explored the development and differentiation
of the mammalian inner ear. In the late nineties did pioneering work regarding
the isolation and immortalization of auditory progenitor cells from the mouse
cochlea. During the past decade has focussed his efforts in developing a stem
cell based therapy for sensorineural deafness. His laboratory identified and
isolated a population of stem cells from the human foetal cochlea, a seminal
work in human auditory stem cell research. This work paved the way to develop
protocols to coerce human embryonic stem cells and bone marrow stem cells
into auditory cell types. His lab was the first to generate a robust technique for otic
progenitor induction from hESCs and to establish the proof of concept that otic
progenitors derived from hESCs can be used to functionally repair the damaged
cochlea. His program of research has been continuously supported by the MRC,
the EU, charities like Action on Hearing Loss and industrial collaborations with
Pfizer, Cochlear and Acousia.
Margherita Di Paola
Associate Professor, General Psychology, Psychometrics and Psychobiology
LUMSA University
Dr. Margherita Di Paola is currently Assistant Professor at IRCCS Santa Lucia
Foundation and Lecturer at LUMSA University in Rome. She is Principal
Investigator for a Grant of the Italian Ministry of Health on Degenerative Disease
and NeuroImaging.
NeuroImaging is indeed her field of Research, with many International publications
on impacted peer-journals. She has a background as Neuropsychologist. She
graduated in Psychology at University of Palermo, (Italy). She specialized in
“Neuropsychology” at University of Rome “La Sapienza” (Italy). She obtained
her PhD at Policlinico Agostino Gemelli Rome (Italy).
Dr Mayada Elsabbagh
Assistant Professor, Department of Psychiatry, Faculty of Medicine
McGill University, Canada
Mayada’s research, in the area of early infancy and developmental disorders,
is focused on understanding the brain basis of behavioural genetic disorders.
Her recent work has identified very early brain function markers for autism prior
to the onset of behavioural symptoms. Prior to returning to Canada from the
UK in 2011, she supported the successful launch of collaborative research
networks including BASIS and ESSEA, aimed at accelerating the pace of
discovery in early autism. Mayada is active in the area of knowledge translation
locally and internationally. She managed the Knowledge Translation portfolio
for NeuroDevNet, a Canadian national Network of Center’s of Excellence. She
chairs the International Society for Autism Research Special Interest Group
on Early Identification and Intervention. Mayada was the recipient of the 2010
UK Economic and Social Research Council Neville Butler Memorial Prize for
Longitudinal Research awarded in recognition of the public value and social
relevance of her research.
37
Dr Mervat Tashkandi
Advisor to Minister of Labor
She is an effective leader on issues related to disability, with more than 24 years’
experience in working strategically to effect long-term attitudinal and major social
change in relation to the rights of persons with disabilities.
Her current work involves promoting and referencing international standards
concerning employment of persons with disabilities and females at large to
become active members of the Saudi Labor force; knowledge development
on good practice in employment for persons with disabilities and females; and
capacity building for and policy advice to private and public sector employers’
and workers’ organizations and civil society in relation to laws and policies
concerning persons with disabilities.
She currently advices and coordinates technical cooperation projects at the
Ministry of Labor - KSA in relation to the legislations for employment of persons
with disabilities in the private sector. She is also involved in the development of
the Employers Business and disability Network in the Kingdom of Saudi Arabia,
and works closely with the ILO Global Business and Disability Network in Geneva
and other international organization on the subject of employment of persons
with disabilities and issues related to gender and equality in employment.
She has an intensive background and experience as an academician and
administrator in having worked over an eight year period in higher education
as a professor and vice dean of academic affairs and director of the special
education program at a private college; and in dealing with matters related to
accreditation at both international and national levels.
Mervat holds a Doctoral degree in Special Education from the University of
South Africa (UNISA), South Africa and a Master degree in Special Education
- Early Childhood from Columbia University, New York and a Master degree
in Special Education - Learning Disabilities from Fairleigh Dickinson University,
New Jersey USA.
Dr Michel Moore
Professor of Inclusive Education in the UK
Editor of the world leading international journal Disability & Society
Her background is in critical psychology and education and she has a track
record of high quality disability research, theory making and practical and policy
development in many regions of the world stretching over some 30 years. She
has authored and edited 14 books as well as articles and chapters on different
aspects of disability, diversity and inclusion. She is the mother of two teenagers
with impairments who have consolidated her commitment to raising the voices
of disabled people to build equality and promote human rights through her work
and life.
Mindy Aisen, M.D.
Chief Medical Officer at Rancho Los Amigos National Rehabilitation
Center
Dr. Mindy Aisen is currently Chief Medical Officer at Rancho Los Amigos National
Rehabilitation Center, where she participates in research, administration, direct
patient care and medical education activities.She is also Clinical Professor,
Neurology and Chief of Neurorehabilitation at the University of Southern
California Keck School of Medicine. She is Principal Investigator Southern
California Spinal Cord Injury Model System Site. Dr. Aisen graduated from MIT
with a B.S. degree in Mechanical Engineering and received her M.D. degree
from the Columbia University College of Physicians and Su rgeons.
She completed her post-doctoral clinical training in Neurology at the New York
Hospital/Cornell University and is Board certified in Neurology. She was faculty
at Cornell becoming Associate Professor, providing neurological care and
conducting research in rehabilitation engineering. Dr. Aisen was Director and
Chief Executive Officer of the United Cerebral Palsy Research and Educational
38
Foundation (now known as CPIRF). She served as National Director of
rehabilitation Research and Development for the Department of Veterans
Affairs in Washington, D.C. She is a former President of the American Society
of Neurorehabilitation. And former member of the Board of Directors of the
American Society of Experimental Neural Therapeutics. Also, former member of
the Board of Directors of the American Academy of Neurology. She has served
as Editor in Chief of the Journal of Rehabilitation Research and Development,
and a member of the Scientific Advisory Board of Paralyzed Veterans of America.
Dr. Aisen has spent her entire adult life involved in research and medical care
related to improving the lives of persons with disability; this includes designing
electronic toys for children with learning disorders as an undergraduate
mechanical engineering student at MIT, and throughout her career as a
Neurologist. This year she will be named as a Fellow of the American Society for
Neurologic Rehabilitation, in recognition of her contributions to the field.
Dr. Mohamed G. Dorgham
Projects Manager and e-Learning Consultant
Regional Center for the Development of Educational Software “ReDSOFT”
Dr. Mohamed Gehad Dorgham the e-Learning Projects Manager in the Regional
Center for the development of educational software (ReDSOFT), with 21 year’s
experienced in e-Learning field, he holds a doctorate degree in multimedia design
and develop from Canterbury University-United Kingdom (2011), a Masters in
Information Technology from Ashood University-United States (2009), and a
bachelor’s degree in computer science from Suez Canal University-Egypt (1993).
During the last years Dr. Dorgham managed many e-Learning as m-Learning
projects for Ministries of Education in a several Arab countries, including
multimedia educational projects for Arabic children, and participated in the
development e-Learning strategic plans. He administrated the implementation of
e-Content instructional design and quality control for various e-Learning projects
in the Arab region, Dr. Dorgham authored several scientific papers in the field of
e-Learning, presented many courses and workshops in the areas of instructional
design, implementing ICT in education and software building, He participated
in organizing scientific conferences such as eRC2011,eRC2013, icdd2012,
icdd2014, and volunteered in some other volunteer work in the Arab region.
Dr Mohammad Abdulrahman Al-Muhaizea
Consultant and Section head Pediatric neurology, Dept. of Neurosciences
King Faisal Specialist Hospital and Research Center
Associate Professor, Alfaisal University
Actively participating with Disabled children association in assessment and
management of children with neuromuscular, spasticity and movement disorders.
Currently, member of executive board of DCA.
Member of the Care committee in DCA
Dr. Mohammed Aldosari
Staff Pediatric Neurologist - The Cleveland Clinic Foundation,
Assistant Professor - Case Western Reserve University,
Cleveland,Ohio, USA
Dr. Mohammed Aldosari has recently joined the Center for Pediatric Neurology
at the Cleveland Clinic Foundation and Case Western Reserve University, both
in Cleveland, Ohio, USA. He specializes in the evaluation and management
of pediatric behavioral disorders especially Autism and ADHD and collaborates
closely with Cleveland Clinic’s Center for Autism. In addition, he evaluates and
manages spasticity in children with various neurological disorders using advanced
techniques for chemo-denervation and ITB. Prior to joining the Cleveland
Clinic, Dr. Aldosari established and directed the Center for Autism Research,
Riyadh , Saudi Arabia which is a novel collaborative venture between the King
Faisal Specialist Hospital and Research Center and the Saudi Basic Industries
Company (SABIC) commissioned to transfer knowledge and technology to
Saudi Arabia and the region. He also directed autism clinics at several private
and public institutions. Dr. Aldosari is American Board Certified in Pediatrics and
in Child Neurology. He has multiple publications and presentations in national
and international journals and meetings in the field of autism and spasticity. He
39
is the principle investigator of several ongoing studies including “Prevalence of
Autism in Qatar” which is funded by Qatar National Research Foundation, and
“Accelerating the Language Development of Saudi Autistic Children using LENA
( Language ENvironment Analysis ) Systems” which is funded by King Abdulaziz
City for Science and Technology.
Dr. Mohammad Al Jabery
Associate Professor of Special Education at the Department of Counseling and
Special Education
University of Jordan
He earned his Ph.D. degree from Wayne State University- USA in Special
Education with a specialization in Autism Disorder. He is a former member of
Autism Society of America. He has several publications including research
articles, book chapters, and conference presentations. He is an accredited trainer
by the Higher Council of Person with Disabilities in Jordan in the area of Autism.
His current research interests include areas of assessment and diagnosis of
autism, early detection, functional behavioral assessment implementation, and
teacher’s training, and working with families.
Dr Mohammad Ali Mulazadeh
Associate Professor of Urban Planning and Urban Land Use
Dr Mohammad Ali Mulazadeh is retired Associate Professor of Urban Planning
and Urban Land use who holds a PhD (1991) in Urban planning from Glasgow
University and post doctoral at property development from London South
Bank University (LSBU). He has the work experience in three countries: the
Chair of the Urban Planning Department at Chamaran University in Iran for
10 years (1992-2002),UKZN University in Durban South Africa for two years
(2009-2011) , and post-doc and Research Fellow at LSBU 7 year (2005-2011).
Within the scope of various teaching, research and consulting activities he is
concerned with issues relating to the sustainable built environment focusing on
environmental accessibility and the integration of people with disabilities into
mainstream society. His multidisciplinary research also covers Housing delivery
and finance, Sharia finance and property development. He is member of many
professional institution including UK Charted institute of Housing, (CIH), South
African Planning Institute (SAPI) and International Federation of Housing and
Planning (IHPF).
Dr. Mohammad Rizk Ahmad Albuhairy
Associate Professor of Psychology
Ain Shams University
He gave a lot of lectures, symposiums, workshops, courses, and programs on
the development of the disabled and taking care of them. He established 24
measures and 8 programs for the modification of behavior in the field of the
specially disabled. He supervised 27 Master theses and 30 Ph.D theses. He
participated in many international conferences and conducted 23 diagnostic
researches or behavior modification in the field of the specially disabled. He
received a lot of international prizes in Egypt and some Arab countries, and
he taught many curricula in the field of the specially disabled, statistics,
psychological measurement at the university of Ain Shams in Egypt and at King
Faisal University in Saudi Arabia. He finished a lot of programs and training
courses in the fields of guidance, psychological treatment, and academic
work. He supervised a lot of studies and theses, and he is a member in many
boards and committees at the university of Aim Shams. He participated in
the preparation of the document of the standards of the stage of pre school
children that was conducted by the national committee to ensure the quality of
learning and dependence in Egypt, He also participated in the preparation of
some schedules and academic standards for study programs for the degrees of
Master’s and Ph.D, and the diploma for the Arab child. He participated as a guest
in many Television and media programs and journalistic dialogues for some
newspapers and magazines in Egypt and some Arab countries. He participated
in the membership of some scientific unions and associations, whether they are
Egyptian, Arabic, or international.
40
Dr. Mohammad Mohammad Odah
A Specialist in Clinical Psychology
King AbdulAziz Medical City - National Forces
He holds a Ph.D in Psychology from the college of girls, Ain Shams University.
He holds a Master’s degree in Psychology-College of Arts-Ain Shams University. Preliminary Master’s in Psychology, College of Arts, Ain Shams University. He
holds a Diploma in graduate studies in clinical psychology, college of Arts, Ain
Shams university, a Bachelor of Arts in Psychology, college of Arts, Ain Shams
university.
Lecturer
Faculty of Movement and Physical Activity
•
•
•
•
•
Graduated from King Saud University, Department of Physical Education
2003
Recreation specialist, National Guards Hospital 2003 – 2005
Assistant recreational therapist, Sultan City for Humanitarian Services 2005
– 2007
Recreational therapist and supervisor of the Recreational therapy
Department, Rehabilitation Hospital at King Fahd Medical City 2007 – 2009
Holds MBA degree in Recreational Therapy, University of Southern Illinois
2013
Mohammed Sayed Sultan
General Manager of Taqarub Scientific Institute
Legal researcher holds MBA degree of Laws from the University of Assiut, PhD
in International Relations, General Manager of Taqarub Scientific Institute and
founder and CEO of Law and Human Rights Centre for Studies and Research.
He has more than 26 scientific research published in the field of security and
strategic affairs and its relation with: international terrorism, the environment,
climate change, maritime piracy, cyber security, cultural heritage and disability
and information technology. He also participated in more than 19 international
conferences.
Dr Mohsin Al Hazmi
Saudi Arabian Shoura Council Member
Head Committee of Health and Environmental Affairs, Member of Shura Council,
Member of Human Rights Association, Head of Welfare Committee, Member of
Board at Association of Disabled Children, Member of Board at Saudi Charity
Association for Genetic Diseases
He has developed an apparatus for separation of blood proteins and carried
out research in Blood Genetic Disorders, where he discovered Hb Riyadh and
Hb Helsinki . He Mapped the frequency and distribution of common Blood
Genetic Disorders, Diabetes and Disability among Children in the Kingdom of
Saudi Arabia. Developed methods of prevention and care, including Pre-marital
Screening and established Working Groups and Care Centres for Blood Genetic
Disorders in Saudi Arabia and abroad.
41
Muna Abul Jawad
Consultant and Trainer
Principle Advisor to the UNICEF
Muna Abdul Jawad currently works as an international consultant in field of
the rights of individuals with disabilities and a co-founder of the Rights and
Development Training Centre, a specialist centre for training on the International
Convention for the Rights of Individuals with Disabilities in Amman, Jordan. She
has sixteen years of international experience, during which she took over many
of the leadership positions in international organizations, she has worked as a
director of the Arab region for the Landmine Survivors International Network,
as she was one of the leaders of the civil society in the International Campaign
to Ban Landmines, she took part in the delegation to negotiate the United
Nations Convention for Rights of Individuals with Disabilities at United Nations
headquarters in New York for four years, she also worked for other four years in
the position of Assistant Secretary-General of the Supreme Council for the Affairs
of Individuals with Disabilities in Jordan. She made several studies, including
a study assessing the needs of civil society on issues of security and safety
in Libya. Holds MBA degree in International Human Rights Law from Oxford
University in the UK, and she is an accredited trainer to the Disability Equality
Forum accredited by Japanese International Cooperation Agency (JICA). She
currently works as a consultant with UNICEF to develop a hub of disability
in social development strategy / Oman, and she was the principle advisor to
the United Nations Development Programme to put a national strategy to the
rights of individuals with disabilities in Bahrain. As she also did a legal review
of election laws in Erbil in cooperation with IFES and funded by United States
Agency for Development and worked as a consultant with the International
labour Organization.
Dr Musaad Abu Diyar
Head of the Research and Test Department at the Center for Child Evaluation
& Teaching
Associate Professor, Ph. D. in Psychology from both Ain Shams and Tanta
universities in Egypt. His main research concerns are in the fields of psychology,
diagnosis and treatment of special groups including learning difficulties and
autism.
Many of his refereed research papers are published in Arabic and English. He
participated in many conferences and authored more than 25 specialized books
in education, psychology and special groups, particularly in learning difficulties
and autism. He participated in the authorship of the biggest set of diagnostic
spoken tests that are considered standard in reference and are based on the
Arab environment.
Dr. Abu Diyar is working now as consultant and head of the research and test
department at the Center for Child Evaluation & Teaching, and authorized
educational expert in United Nations Development Program in Kuwait. Previously
he worked as psychiatrist in ministry of education, Kuwait and ministry of
education, Egypt. He also lectured in some Egyptian and Kuwaiti universities
and specialized in psychotherapy through his work in some departments of
mental health in Egypt and cooperated with a number of research centers in
Egypt, Saudi Arabia, Kuwait and Emirates.
42
Nabil Al Moalimi
Internal Auditor
MBC
Experience for more than 18 years in broadcasting (9 years in MBC), Banking, IT
& Telecoms, Food & Beverage, Entertainment/Media, and Consumer Electronics.
Special expertise in Legal & Regulatory Compliance, Fraud Investigations,
and documenting policies and guidelines that govern operations. Background
encompasses IT with focus on system development & design and ERP with
strong Financial & Accounting experience; M&A and Private Equity transactions.
Besides the above a presenter of a weekly talk show on MBC FM.
Central Supervisor / General Administration of Special Education
Ph.D in Educational Administration from King Saud University. MBA in
Psychology from King Saud University. BA in Special Education from King Saud
University. Currently works as a central supervisor / General Administration of
Special Education – Ministry of Education. Head of the Scientific Committee –
Sheikh Mohammed bin Saleh bin Sultan award for excellence and innovation in
special education. Author of: Total Quality Management in Education.
Dr Nadia J. Taibah
Assistance Professor of Special Education
Childhood Study/ Faculty of Home Economics
King Abdulaziz University
She got a doctorate degree in special education at the University of Washington,
USA, in 2006 and worked as assistant professor at King Abdulaziz University
since then. She is certified licensed as trainer of thinking based learning from
the National Center for Teaching Thinking. She occupied many administrative
and research positions such as the head of the academic committee at CCART,
and scientific advisor for both, PSCDR and CCET. She has any publication and
presentation in conferences nationally and internationally. Her previous research
projects were as a co-chaired of a project to standardize battery to diagnose
phonological processing skills in Arabic on Saudi Arabia and developed an early
intervention program to teach reading using response to intervention methods.
Current research project is a PI heading a research project funded by Prince
Salman Center for Disability Research to develop and standardize Arabic
literacy assessment battery for diagnosing reading and related-reading skills in
Saudi Arabia.
Dr. Najat Sulaiman Mohammed al-Hamdan
Assistant professor in Education gifted Programme
Arab Gulf University
PhD in Gifted Education in Curriculum.
Member of the World Council for Gifted Education and member of the Templeton
Fellowship of Gifted in the United States.
She has several researches in the field of Gifted Education (curriculum and
enrichment programs, and talent in early childhood).
Participated many times in local, regional and international conferences.
Nasser A. Al-Mosa, Ph.D.
Member of the Shura Council
EDUCATION
•
•
•
1987, Ph.D. - Vanderbilt University, U.S.A. (special education with emphasis
on visual impairment)
1982, M.A. - San Francisco State University, U.S.A. (special education with
emphasis on visual impairment)
1980, B.A. - San Francisco State University, U.S.A. (linguistics and
psychology)
43
PROFESSIONAL EXPERIENCE
• 2013–presen
Member of the Shura Council
• 2002–2013
Education Consultant, Ministry of Education
• 1996–2008
Supervisor General of Special Education, Ministry of
Education
• 1996-Present
Supervisor General of the Custodian of the Two Holy
Mosques press to print the Holy Quran in Braille,
• 1992-1996 Chairman of Special Education Department, King Saud
University
• 1995-2003
Associate Professor, Department of Special Education,
• 1988-1995 Assistant Professor, Department of Special Education,
ACTIVITIES AND PUBLICATIONS
1. Membership in several committees, boards and organizations, of those:
2003-2012
Special Education Consultant, Sultan bin Abdul-Aziz AlSaud Charitable Foundation
2004-present Supervisor General, Sheikh Mohammad bin Saleh bin
Sultan Prize for Giftedness and Creativity in Special
Education
2007-present President, Association of the Blind, Riyadh, Saudi
Arabia
1998-2001
President, Middle East Blind Union
1983-1987
President, Special Education International Students
Assciation, Vanderbilt University
1996-2007
Chair, National Committee for Special Education,
1997-present Chair, Advisory Board, “Al-Fajr” magazine in Braille
1999-2007
Chair, committee to initiate the establishment of special
education departments in Colleges for Teachers.
1998-2002
Chair, Scientific Committee, Prince Salman Center for
Disability Research
2004-2011
Vice President, Gulf Association for Disability
1996-2011
Member, Board of Trustees, Prince Salman Center for
Disability Research
1999-2000
Member, the Committee which prepared the Provision
Code for Persons with Disabilities in the Kingdom.
1999 – 2007 Member, Scientific Committee, King Abdul-Aziz and his
Companions Foundation for Giftedness and Creativity
2. Participation in many local, regional and international seminars and
conferences (Chairing a number of their proceedings).
3. Publication of a large number of studies, books and articles through
professional scientific channels.
4. Recipient of a number of honors and awards.
Dr Nyla Anjum
Assistant Professor
Govt. Fatima Jinnah Post Graduate College Lahore
Dr. Nyla Anjum has a good academic record with a gold medal, two distinctions
and merit scholarship throughout her academic career. She has completed her
master in Psychology with specialization in clinical psychology from University
of the Punjab, Lahore and started her career as lecturer in ministry of education
Punjab, Pakistan and now she is Assistant Professor. For doctorate, she liked to
select field of special education with special area of intellectual disabilities. She
has developed a program based on Functional Literacy Skills for Persons with
intellectual disabilities. Focus of her research is empowerment and inclusion of
persons with disabilities. In the field of disability her research is multidimensional
with focus on Islamic perspective, psychological aspects and ecological
context. She has developed models for different areas of Human development
such as “Model of spiritual parenting”, Model of Social Inclusion for Persons
44
with Disabilities; and Religion based Bio-Psycho-Spiritual Model in psychiatry.
She has conducted many workshops to raise awareness regarding disability
as social phenomenon among general populations and professionals. She
has been invited from different institutions to deliver lectures about curriculum
development and adaptation for PWD. She has many researches in the field
of education, special education and Psychology. She has presented many
papers and has conducted workshops at several national and international
conferences within country and abroad (Malaysia, Saudi Arabia and Dubai).
She has organized regional, national and international conferences sponsored
by UNESCO and World Bank. She is Life member of Pakistan Psychological
Association, member of Asian Psychological Association, Member of Society
for Advancement of Muslim Psychology and Secretary of Human Relief Society.
Panteleimon (Pantelis) Makris
Special Educator with studies in Deafness, Dyslexia, Augmentative, Alternative
Communication, Assistive Technology (AT) and Inclusion
Founder and Director of SE. S
A Cypriot scientist, Special Educator with studies in Deafness, Dyslexia,
Augmentative, Alternative Communication, Assistive Technology (AT) and
Inclusion. Has 45 years of experience in Special Needs, been a special needs
teacher, teacher for the deaf, an inclusion co-ordinator, an Inspector of Special
Education and an instructional material and curriculum developer with 30 years
of experience with Assistive Technology educational tools. He has introduced
computers and Assistive Technology in public and special school in Cyprus.
He is the establisher and the Director of SE. S (www.sesarab.com) providing
services of consultation, assessment, intervention and training as well as
distributing AT in Cyprus, Greece, Middle East and the Arab countries. He runs
projects for the Kuwait Dyslexia Association (funded by the United Nations
Development Plan), He has trained people in Lebanon, Jordan, Kuwait, Saudi
Arabia, Egypt, Syria and Oman on Assistive Technology and other instructional
materials for people with special needs.
He has been awarded five national and international prizes for his work with the
special needs people. He taught at the Pedagogical Institute of Cyprus and the
European University speech therapists, elementary school teachers and special
needs educators.
He is one of the European Projects Evaluators specializing on Assistive
Technology tools and instructional material. He is the designer localizer and
developer of a big series of tools (software-hardware) and teaching materials
focusing on speech, verbal and non verbal communication, Mathematics and
language development (MAPS, MACS, PAMAT, DES, PES, SPEED, SALAM
etc), including a considerable number of Arabic tools.
He acts now as a consultant for many Special Schools and Rehabilitation
Centres in Cyprus Greece and the Arab world.
Dr Pete Coffey
Ocular Biology and Therapeutics
Head of Research Department
Chair of Cellular Therapies and Visual Sciences
UCL-Institute of Ophthalmology
Professor Pete Coffey, DPhil, is Head of Ocular Biology and Therapeutics at
UCLs Institute of Ophthalmology and the Co-Executive Director of Translation
at UC Santa Barbara’s Center for Stem Cell Biology and Engineering. He is
the principal author and co-author of two landmark papers demonstrating the
use of human cells to halt visual deterioration in models of age-related macular
degeneration. His achievements include the launch of the London Project to Cure
Blindness, which aims to develop a stem cell therapy for the majority of all types
of age-related macular degeneration, seminal work on retinal transplantation
(as described by Debrossy & Dunnett, Nature Neuroscience 2001). Prof. Coffey
has received many honors and awards, including the prestigious Estelle Doheny
Living Tribute Award in 2009, Retinitis Pigmentosa International’s Vision Award
in 2009, the CIRM Leadership Award in 2010, and the New York Stem Cell
Foundation Roberston Prize in 2011.
45
Princess Samira Bint Abdullah Al-Faisal Al-Farhan Al-Saud
Chairperson, Committee of Family Support – Arab Network for Autism
Chairperson, Charitable Society Autism Families, KSA
Chairperson, Saudi Charitable Society for Schizophrenia Patients
Samira Bint Abdullah Al-Faisal Al-Farhan Al-Saud, Chairperson of Committee of
Family Support and Chairperson of Saudi Charitable Society for Schizophrenia
Patients (the first association of this class in the Arab world) founded Mother
of Faisal Autism Center (MFAC) and a member of many relevant regional and
international associations. She holds the Medal of Sharjah for Volunteer Work
in the Arab world. She sponsored many of the national events specialized in the
fields of special education. She organized a number of workshops for people
with autism and people with schizophrenia. She got a large number of science
courses and certificates and awards. She made numerous contributions in the
fields of science and volunteering for more than two decades. She participated in
a number of local, Arab and international conferences as well as in many areas
of media whether radio, television, press or social networking. She represented
Saudi Arabia in many scientific meetings in the field of special needs outside the
Kingdom.
Dr. Rafat Al Owesie
Consultant Psychiatrist at the Psychiatry and Psychology Department
Sultan Bin Abdulaziz Humanitarian City
He has been heading the department for the last four years. He is a board
certified psychiatrist. He obtained Master affective Neurosciences from the
University of Maastricht, Netherlands. His area of interest is Neuropsychiatry
and Psychotherapy.
Rajaa Abdallah Ahmad Almusabi
She holds a Master’s degree in human rights, and she is a member of the
national strategy of human rights, she is an ambassador of good intentions for
worldwide peace, and a member of the consulting committee for the ministry of
human rights. She is the president of the Arab Institution for Human Rights, and
an international expert and specialist in human rights. She is the coordinator of
the board of aid for the rights of the disabled people.
Rebecka Näslund
PhD student
Department of Business Administration, Technology and Social Sciences
Luleå University of Technology, Luleå, Sweden
Rebecka Näslund, PhD student, Licentiate of Engineering, BSc. Licentiate
degree in Man Machine Relation focusing Gender, and the BSc in Informatics and
Systems Science,are both from Luleå University of Technology, Luleå, Sweden.
Mrs Näslund additionally holds a University Certificate in Nursery and Infant
Education from Luleå University, Luleå, Sweden. She is currently PhD student at
the Department of Business Administration, Technology and Social Sciences at
Luleå University of Technology, Luleå, Sweden. Her previous research, focused
on ICT, disability among pupils in special schools in northernmost Sweden. Her
current project focuses on disability in the Sultanate of Oman, more specifically
on education and technological access and use with a gender perspective.
Dr. Riyad Abdulaziz Al Khlaif
•
•
•
•
Deputy General Secretary of Disabled Children Association
Director of the immunology and HIV centre King Saud Medical City (KSMC)
Consultant Paediatrician & Psychosocial rehabilitation
Consultant Infectious diseases & infection Control
46
Assistant Professor of Special Education – Faculty of Education
Umm al-Qura University
PhD degree in Education “Educational Psychology” girls college, Ain Shams
University. Entitled “Effectiveness of Multimedia Programme to Develop
Emotional Intelligence among students who misuse the Internet” with the
recommendation of interchangeably between Universities, 2010. MBA degree in
Education “Psychological Health”, Faculty of Education, Ain Shams University,
Excellent, with recommendation of interchangeable between universities. Entitled
“The Impact of the programme of self-esteem among deaf students using Lugo
computing language”, 2004. Special Diploma in Population and Development
in Cairo Demographic Centre (Scholarship, English studying), 2000. General
Diploma in Demography from Cairo Demographic Centre (Scholarship, English
studying), 1990. Special Diploma in Education in Psychological Health in Faculty
of Education, Ain Shams University, 1997. Professional Diploma in Special
Education, Faculty of Education, Ain Shams University, 1996. BA degree in
Qualitative Educational, specializing in Technology Education, Faculty of
Education, Banha University, 1995.
Robert Adam
Senior Research Associate
Deafness Cognition and Language Research Centre, University College London
Robert Adam is Research Associate at the Deafness Cognition and Language
Research Centre, University College London and undertakes research into
the linguistics of sign languages. He is Coordinator of the Sign Language and
Deaf Studies Expert Group of the World Federation of the Deaf and in 2014
was Visiting Professor in the Department of ASL and Deaf Studies at Gallaudet
University. He is from Melbourne, Australia and has lived and worked in London
since 2003.
Dr. Samirah Muhammad Abdul Wahhab
Supervisor and senior educational specialist
Supervisor and senior educational specialist (consultant), Psychological and
educational guidance, Administration of educational researches, Ministry
of Education, State of Kuwait. First Kuwaiti woman who took the license of
examining the Light Sensitivity Syndrome (Airline Syndrome) from Airline center
in the United States of America.
Accessible Information Consultant
Accessible images: lessons from 20 years of innovation supporting visually
impaired people
Dr. Sarah Morley Wilkins is an internationally renowned, inspirational and awardwinning leader of the development of accessible information solutions for blind
and partially sighted people.
As a Psychologist with over 20 years experience in the sector, her particular
expertise is in researching stakeholder requirements and leading the development
of appropriate solutions, standards and good practice to meet user needs. She
currently provides expert consultancy services in this field, having previously
worked for nine years at the Royal National Institute of Blind People as Principal
Manager of the Centre for Accessible Information, and as the Director of the
National Centre for Tactile Diagrams at the University of Hertfordshire. Her
early research career and PhD led to significant improvements in non-visual
access to computer systems, and her world-famous series of books and training
resources on Microsoft Windows radically changed how blind people learned to
use computers. These achievements earned her several awards including ‘SAP/
Stevie Wonder Vision Pioneer of the Year’ in 1998; and in 2010 the ‘Grimshaw
Award’ from the National Federation of the Blind UK, for outstanding contribution
47
in the field of blind welfare. She’s contributed to formal Standards development,
having founded and chaired the UK Association for Accessible Formats, and
served as an expert advisor/researcher on European and International Standards
bodies, bringing about significant improvements to braille on medicines. She is a
specialist consultant to the Braille Authority of North America’s Tactile Graphics
Committee, and is a peer-reviewer for the UK and USA academic journals on
visual impairment.
Her recent achievements have revolutionized access to textbooks and images
for print-impaired learners in the UK, provided vital standards and good practice
for the production and use of accessible format materials, and improved the
accessibility of travel and transport services. Her longstanding passion is to help
to create usable and effective solutions enabling disabled people to live, study
and work independently and with dignity.
Dr Shelly Chandler
Vice President of Academic & Student Affairs
Beacon College
Shelly Chandler, holds a PhD in Educational Leadership, Counseling
Specialization, a Master in Science degree in Counseling and Psychology, and
is a Licensed Mental Health Counselor in the state of Florida. Dr. Chandler has
spent most of her career working with youth in a variety of settings, mental health
clinics, runaway shelters, elementary schools, and currently is employed as Vice
President of Academic & Student Affairs at Beacon College, a college exclusively
for students with learning disabilities and attention deficit hyperactivity disorder. In this role, she operates a student-centered learning environment enabling
at-risk students to flourish and succeed. Her areas of special interest include
research on increasing emotional intelligence and critical thinking in students
with learning disabilities and attention deficit hyperactivity disorder.
Dr Stephen R. Schroeder
Emeritus Professor
Global Health Research in neurodevelopmental disorders in the Middle East and
in Latin America
For the past 45 years, Dr. Schroeder has been doing research and administration
in neurodevelopmental disorders, including autism. All of his work has focused on
interdisciplinary biobehavioral approaches to gene-brain-behavior relationships
in neurodevelopmental disorders. Upon retiring as Director of the Life Span
Institute from the University of Kansas in 2002, he directed a similar center in
Saudi Arabia, the Prince Salman Center for Disability Research, for two years.
Since returning to the U.S., as an Emeritus Professor, he has focused on Global
Health Research in neurodevelopmental disorders in the Middle East and in
Latin America, especially in Peru at the Centro Ann Sullivan del Peru, a stateof-the-art program for people with autism and neurodevelopmental disorders,
which he sponsored as Director of the Life Span Institute at KU for the past
24 years. He also is Board Chairman of two non-profit organizations, Annie
Sullivan Enterprises, Inc., since 1982, and Centro Ann Sullivan International,
Inc. since 2010, which provide service, fund raising, advocacy, and guardianship
for people with autism and other disabilities, as well as international postgraduate scholarships for young professionals interested in making this field
their profession. When at the University of North Carolina Child Development
Research Institute, he also served as a consultant on severe behavior disorders
to Division TEACCH from 1977-1987. On a personal level, he and his wife have
been guardians for a 45-year-old man with autism for the past 40 years.
48
Dr. Suhair AbdAlfattah
An expert and general coordinator for the Project
That Arab Council for Childhood and Development
1969 Bachelor from the High Institute for Arab Music. She worked at the ministry
of culture. She was responsible for culture and music for children at the palace
of new Egyptian Culture. She conducted a training in 1970 to prepare pioneers.
She taught in 1971 the subject of music appreciation and the culture of children
at the Institute of Pioneer Preparation. She got a D.E.A Diploma in 1976 in
specialized studies from The new University of Paris, Sorbon. She got her
Ph.D in 1981 from the department of Sociology and Islamic Studies at the same
university with a thesis entitled “The Society of Cairo through the Songs of Sayed
Darweesh”. She held lectures about Arab music and the culture of the Arab
child in Paris, Algeria, London, Tunisia, and Morocco during the years when she
was preparing her doctorate in France. She wrote articles in Arab newspapers
and magazines. She participated in a number of symposiums and conferences
about child culture in France, Italy, and Morocco.
Ms Susan AlGhanem
General Secretary of Member Board of Directors, General Manager
Down Syndrome Charitable Association “DSCA”
Susan Salman AlGhanem holds a Master’s degree in Communication Disorders
and worked in the sector of rehabilitation specialized in communication disorders
for a long period. She also works, since fifteen years, in administrative work
for the Charitable Association of Down Syndrome, in addition to her work in
development and training for workers in special education for early childhood.
She has a special interest in developing local practices based on international
scientific research and studies.
Dr. AlSayed Sa’ad Mohammad Alkhumaisy
Associate Professor of Psychology and Autism for the Program of Mental
Disability and Autism
College of Graduate Studies at the University of The Arab Gulf
Associate professor of Psychology and Autism at the program of mental disability
and autism-College of graduate studies at the university of the Arab Gulf,
kingdom of Bahrain. He argued and supervised a number of theses for Master’s
degree and projects for the Diploma in special education. He has many scientific
papers in conferences and symposiums at the countries of Gulf Cooperative
Council, Lebanon, and Europe. He conducted many workshops in many centers
for the specially disabled. He designed and built five measurements in the field
of mental disability and autism. He also translated four measurements in the
same field. He worked in many boards inside the university of the Arab Gulf and
the university of King AbdaAlaziz
Dr. Talat Al-Wazna
General Director of Medical Services
Ministry of Labor
Medical College, King Saud University, Clinical Neurology.
National Hospital for Nervous Diseases, University of London U.K.
High German Degree in Neurology, University Hospital of Hannover – Germany.
Dr Talal Suleaman Alharbi
Independent researcher
CEO of Alareen engineering Group
Disability and Accessibility issues constitute his major work as he attended
several training courses and workshops in KSA and the UK including road
safety and access auditing, followed by his PhD degree project, which focused
on the same topic, he is a writer in many Arabic and English newspapers and
magazines, also Dr Alharbi an arbitrator. He is a member of several national
49
and international professional institutions specialized in this field such as, CAE
(center of accessible environment), Member of the Board of disable children
association, British polio Fellowship, vice president of Riyadh club for disabled,
Saudi council of engineers, Member of G.C.C Commercial Arbitration Center
(Arbitrator Panel) and Member of ASCE (American Society of Civil Engineering).
Dr. Tareq Saleh M. Al-Rayes
Associate Professor at King Saud University
Dr. Tareq Saleh M. Al-Rayes, a Saudi Citizen, an Associate Professor at
King Saud University, currently Dean of the College of Education, King Saud
University in Riyadh, Saudi Arabia. I’m a holder of a Ed.D. in Deaf Education/
Studies, Lamar University, Texas. USA in 2004, and had my Master of Education
in Deaf Education, University of Pittsburgh, Pennsylvania, USA, in 1999. I
also hold a Training Certificate in Implementing Strategic Usage in Bilingual
and Techniques of Language Assessment of Deaf Students, Lamar University,
Texas, USA, in 2003. Apart of my teaching and research duties at KSU, I held
many Administrative Leadership Positions, including Head of the Department of
Special Education in College of Education, Deputy Dean of College of Education
for Academic Affairs, Dean of Student Affairs and till now Dean of the College
of Education. I’m also acting as The Developer and Supervisor of the Higher
Education Program for Deaf and Hard of Hearing Students, which represents an
unprecedented initiative in the Arab world.
I did a lot of research, which dealt with topics related to the field of Deaf Education
in terms of strategic, applied methodology and rehabilitation, constraints
and trends. Moreover, I work as a part-time adviser with two institutions in
the Kingdom, one is a governmental institution and the other is a charitable
organization. I am fluent in Arabic (my native language) in addition to English,
the Saudi Sign Language and American Sign Language.
Dr Travis Thompson
Special Education Program, Dept of Educational Psychology
University of Minnesota
Travis Thompson, PhD was previously Director of the John F. Kennedy Center
at Vanderbilt University and Smith Professor of Psychiatry at the University of
Kansas Medical School. He has been a consultant with US Federal Agencies
(NIH) and other universities, who has worked in autism for four decades. He
has conducted research, taught and done clinical work from neuroscience
and genetics to applied work with children with autism. He has published 240
scientific articles and chapters and 34 books, four of which are specifically on
autism as well as presented lectures throughout the US, France, Italy, Canada,
New Zealand, the UK, Finland, Germany and Mexico. He is a member of the
Executive Council of ABAI International and former Coordinator of the Annual
Autism Conference. Among his numerous awards has been President, Behavioral
Pharm Society and President Div of Psychopharm, Am Psychol Assn, Pres, Div
Ment Retard and Develop Dis, Am Psych Association , Res Awd, Am Assn for
Men Ret, Acad Ment Retard, Career Scientist Award, , Impact of Science on
Application Award, Soc for the Adv of Behavior Analysis., Career Sci Awd, Exp
Anal of Behav SIG, Assn for Behavior Analysis Internl, Member Exec. Council
ABAI. He previously directed a community based treatment program for children
with autism in Minneapolis, MN US and is the grandfather of an adolescent with
autism.
Dr Turki Alquraini
Chairman of Special Education Department
He earned his Ph.D from Ohio University in the USA. He has written several
articles in the Arabic as well as English version. Additionally, he has published
many articles in newspapers regarding special education in Saudi Arabia .
He has also presented several workshops, such as technology , transitions
programs , and access to general curriculum for students with disabilities in
different countries.
50
Mr Valdimir Cuk
Executive Director of the International Disability Alliance
Vladimir Cuk serves as the Executive Director of the International Disability
Alliance. Vladimir is responsible for coordinating the IDA Secretariat, IDA
advocacy towards the UN System, UN agencies (UNICEF, UNDP, UN Women,
ILO, OHCHR, WHO), World Bank, and other international human rights
organizations. In particular, Vladimir is engaged in promoting the disability
inclusive development in post 2015 development agenda and in the work of the
Open Working Group. He worked for 15 years on promoting the rights of young
people with disabilities in Eastern Europe, Middle East, Africa and US. Mr. Cuk
received his M.S. degree from the University of Illinois at Chicago in Disability
and Human Development. He has received seven awards in recognition for
his academic achievements. Vladimir published a book, several articles and
encyclopedia entries, as well as delivered over 100 presentations and workshops
across the globe.
Dr Wadee Al Halabi
King Abdulaziz University. Since 09/1432
Assistance professor, Computer science department, Faculty of Computing and
Information Technology
•
•
Effat University. Since 09/2010
Consultant: Assistance professor, Computer science department, College
of Engineering
Education
•
•
•
•
•
•
University of Miami, Fl, USA, 2008
PhD in Electrical and computer engineering
MSECE in Electrical and computer engineering
Umm Alqura university, 1996
BEng. in Electrical and Computer Engineering
Awards:
•
•
•
•
Prince Naif Bin Abdulaziz prize for industrial security, 2001
Almare’ Prize for scientific brilliance in research for our project “cure children
diagnosed with acute lymphocytic leukemia using virtual reality, 2007
Effat college prize for “the best use of technology“, 2007
First place winner in Ibtikar Exhibition 2010 for the project “cure children
Research Interest:
•
•
1. CyberTherapy
2. Rehab Engineering
Dr Yusef Al Turki
•
•
•
•
•
Boardmember of Saudi Hearing Disability Association
Chairman of Supervisory Committee for the National Program for the Unified
Saudi Sign Language in Saudi Arabia
Faculty Member – Special Education – Shagra Univeristy
Specialized in Hearing Disability
PhD, Special Education, Texas, USA, MA, Special Education, Texas, USA,
BS, Special Education, Kingdom of Saudi Arabia
Dr. Zaid bin Muhammad bin Abdullah al-Battal
Professor
Ph.D. in Special Education – College of Education – Pennsylvania State
University 1998 AD. University Park,Pennsylvania, United States of America.
Masters in Special Education - College of Education – Ohio University 1993 AD.
Athens, Ohio, United States of America. Bachelors of Arts in Education -College
of Education, King Saud University 1986 AD. Riyadh, Kingdom of Saudi Arabia.
51
Dr Zayed Al Zayed
Assistance professor, Computer Science Department,
Faculty of Computing and Information Technology
King Abdulaziz University
Consultant : Assistance professor, Computer Science Department,
College of Engineering
Effat University
Education:
•
•
•
•
•
•
PhD in Electrical and computer engineering
MSECE in Electrical and computer engineering
Umm Alqura university, 1996
BEng. in Electrical and Computer Engineering
Awards:
•
•
•
•
Prince Naif Bin Abdulaziz prize for industrial security, 2001
Almare’ Prize for scientific brilliance in research for our project “cure children
Effat college prize for “the best use of technology“, 2007
First place winner in Ibtikar Exhibition 2010 for the project “cure children
Research Interest:
1. CyberTherapy
2. Rehab Engineering
Prof. Ziad Mohammad Hawamdeh
Professor of Physical Medicine and Rehabilitation Faculty of Medicine- University
of Jordan and at Jordan University Hospital.
European Board in Physical Medicine and Rehabilitation 2 / 2005. Jordanian
Board in Physical Medicine and Rehabilitation 3/2004. Italian Board and diploma
in Physical Medicine and Rehabilitation 2003.
Consultant and Director, Jordan Ortho & Spinal Centre
Chairman, Jordanian neuronal stem cell team
President , International Association of Neurorestoratology IANR
Honorary president, Pan Arab Spine Society
Honorary professor , Basrah University
For the last 8 years, 75% of my work is major spinal surgery; deformities,
tumours, complicated fractures, osteoporotic fractures and degenerative spinal
diseases, to all levels cervical, thoracic and lumbo-sacral both through anterior
and posterior approaches. For the last 5 years I am involved in research work on
the uses of stem cells in spinal cord injuries.and orthopaedics.
52
Conference Daily Schedule
Q&A
Break
9:50am – 10:00 am
10:00 am - 10:15 am
Towards quality of life through inclusive implementation of human rights - Dr. Liisa Kauppinen
10:55 am – 11:15 am
Q&A
Dhuhr Prayer (11:39PM) & Lunch Break
11:35 am – 11:45 am
11:45 am -1:00 pm
The achievements of the kingdom of saudi arabia on the convention on the rights of persons with disabilities - Dr. Talaat Al-Wazna
The rights of persons with disabilities in the light of the International Convention and the Optional Protocol, and local
and regional legislations - Prof. Mohsen El Hazmi
10:35 am – 10:55 am
11:15 am – 11:35 am
The rights of persons with disability in the UN system - Dr Vladimir Cuk
10:15 am -10:35 am
HRH: Prince Sultan Bin Salman - H.E. Dr Bandar Al-Aiban
International Laws and Regulations
Sourcing your own therapies: from stem cells to cures.
Dr Pete Coffey
9:25am – 9:50 am
Session Moderators
Genes and Disability: The Past, The Present and The FutureProf Fowzan Alkuraya
Prince Salman Award Winner(Medical & Health Sciences)
H.E. Dr. Abdulrahman Al-Suwailm - Dr Saleh Al-Salhi
Medical Sciences
Registration
9:00 am – 9:25 am
Session Moderators
8:00 am – 9:00 pm
MEDICAL & LAWS - LEGISLATION
4th International Conference on Disability and Rehabilitation
Disability Development from to Practice
DAY ONE: Sunday 25 Thu Alhijja 1435 AH - 19 October 2014 AD
54
Dr Robert Adam
Dr Hend Al Khalifa
The state of eAccessibility
in Saudi Arabia
Dr Faten Al Yafi
Dr Brian Lee
Stem Cell Therapies for
the Neurological Disease
ASR PRAYER (2:56PM)
Dr Pantelis Makris
Assistive Technology:
Better Quality of Life
Dr Brian Cummings
Human Neural Stem Cell
(hNSC) trial for Spinal
Cord Injury
3:00 pm
3:30 pm
Persons with disabilities, from
the perspective of human rights
legislation and global development
goals, legislation and national plans in
the State of Qatar
Dr Asma Al-Attiyah
Prof Pete Coffey
Workshop
Dr Andres Balcazar
Repairing the ear with
stem cells: paving the
way for a treatment for Implementation of the
Universal Design conhearing loss
cept in policy making
for the private, social
Dr Marcelo Rivolta
and public sector
Q&A
White matter
mechanism of changes
in Alzheimer’s Disease
N e u r o d e g e n e r a t i v e Legislations & Educational Systems for Accessible images:
disorders in childhood People with Disabilities in Saudi Arabia lessons from 20 years
of innovation supporting
- an Analytical Study
visually impaired people
Dr. Nada Saleh Al-Romaih
Dr Sarah Morley Wilkins
Dr Mohammad Mhaizei
Dr Mohammed Aldosari
Dr. Abdullah Al-Dahmash
Dr. Abdullah Al-Awad
Stem Cell Application
Standards of universal Retinal transplantation:
access in the rehabilitation seeing is believing
and integration of persons
with disabilities
Dr Abdulaziz Al-Suwailem
Dr. Brent Betit
Assistive Technology
2:40 pm
3:00 pm
2:15 pm
2:40 pm
1:50 pm
2:15 pm
1:25 pm
1:50 pm
Promising,
Evidence- Language planning & standardization
based diagnostic and in the Deaf Community: What are the
therapeutic innovations human rights implications?
for Autism
Mr. Ahmed almuhameed
Rights of persons with disabilities in
Saudi laws
The time to reap
the benefits of the
Mendeliome is now
Prof. Fowzan Alkuraya
Dr Mervat Tashkandi
Dr. Heidi Al-Askary
Dr. Hisham Al-Dalaan
Dr. Fahad Albshery
Session
Moderators
1:00 pm
1:25 pm
LEGISLATION
Genetics &
Neuroscience
Sessions
Discussion of the
recommendations of the
First, Second, and Third
Conferences
Round Table
Discussion
55
4:50 pm
5:00 pm
4:30pm
4:50pm
4:10 pm
4:30 pm
3:50 pm
4:10 pm
3:30 pm
3:50 pm
Session
Moderators
Sessions
Dr. Rajaa Abdullah Al Musabi
How might disability policy failure be
explained? The case of employing
quota schemes for persons with
disabilities
Ahmed Mahmoud Ghanem
Implementation and monitoring of
the International Convention on the
Rights of Persons with Disabilities
Dr Bilal Shanti
Rapid Access Acute
Rehabilitation following
Dr. Fahim Anwar
The Role of
HyperBaric Oxygen
Therapy in Clinical
Management
Dr Abia Akram
Dr Abdulrahman
Hagr
Q&A
Mainstreaming the Concerns
of Women with Disabilities in
Development
Cochlear implant and
future of deafness in
the Kingdom of Saudi
Arabia
Dr Riyadh Khleif
Chronic and Crippling diseases, &
the difficulties faced by Hajj pilgrims
during rites of hajj
Modifying national legislations based
on the Convention on the Rights of
Persons with Disabilities and actively
practicing them in real life
Treating Pain in Rehab
Patients
Dr. Mona Mamdouh Abdeljawad
Dr Faten Al Yafi
Defallah albalawi
Marwa Abdulraziq
Dr Andres Balcazar
Implementation of accessibility as
a key element for the full social
inclusion of persons with disabilities
Dr. Mohammed Ali
Dr. Talal Al Harbi
Wheelchair Users’ Accessibility to
Built Environment in Riyadh
Dr. Rizq AbdulHameed Fattouh
An analytical study of the reality
of people with special needs from
pilgrims for the year 2012 AD (1434
AH) (Field study)
Prof. Dr. Mohsen El Hazmi
Prfof. Dr. Ameen bin Saleh Kashmiri
Dr Mazin Khaiat
Maha Al-jafali
Dr. Zaid Al-Zaid
Accessibility in Community service
LEGISLATION
Supportive Medical
Services
Workshop
Dr Sarah Wilkins
&
Dr. Dave Gunn
Standards, Guidance &
Technologies
Best practice for
accessible images:
MEDICAL & LAWS - LEGISLATION
DAY ONE: Sunday 25 Thu Alhijja 1435 AH - 19 October 2014 AD
Workshop
Dr Heidi Al Askary
Dr Mervat Tashkandi
Dr Pantelis Makris
Employment of Persons
The Speech and Arabic
with Disabilities Program
Language Acquisition
at MoLPlus in Saudi
Method (SALAM)
Arabia
Workshop
56
-
EDUCATION & SOCIAL
10:40 am - 11:05 am
10:15 am - 10:40 am
Session
Moderators
Sessions
Dr. Layla Al-eyadhi
Dr. Lina Omar Bin Saddiq
Dr. Ibrahim Dahlstrom-Hakki
Educating Struggling
Students: Understanding
and Managing Cognitive
Load
Dr. Shelly Chandler
Dr. Dave Gunn
Using eBooks formats
to deliver accessible
information to people
with disabilities
Dr Mohamed Dorgham
Arab Network for
disabilities
Dr. Hend Al-Kalifa
Dr. Haya al-Awad
Lighting the Way to
Learning for Students with
Learning Disabilities
New Special Educational
Strategies
Understanding the Complexities of Inclusive Education From a Comparative
Perspective: How Cultural
Histories Shape the Ways
That Teachers Respond to
Multiple Forms of Diversity
Dr. Elizabeth Kozleski
Dr. Michele Moore
UNICEF
Disability & Society
Enabling Inclusive
Communities’
Dr. Mosaad Abu Al Diyar
Dr. Abdullah Al-Aqeel
Inclusion
Assessment
Dr. Othman Al-Othman
Dr. Ahmad Al-timimi
Dr. Ali Al-Rubaian
Dr. Ali Al-hunaki
Community
Integration
Dr. Sayed Saad Al
Khamesi
The nature of operational
functions in people with
autism and ways to measure them
Dr Enas Oliemat
Dr. Brent Betit
The Integration of
Common Assistive
Technologies into the
Teaching and Learning
Environment
Dr. Ibrahim Abonyan
Dr. Arwa Ali Akhdar
The application of the
productive school
for
education of people with
disabilities in Saudi Arabia An Applied Proposal
Dr. Caroline Schroeder
The effect of the
Learning Disability
A Medical Home: Integrated
assessment of
Services in the Kingdom: Care for Children with and
articulation and phonology
the current situation
without Disabilities
diagnosis of children with
and future needs
Dr. Abdullah Al-Sabi
Dr. Hisham Al-Haidary
Break
Q&A
The Significance of the United Nations Convention on the Rights of Persons with Disabilities for Special Education Policy and Practice
Dr. Rutherford Turnbull
Prince Salman Award Winners (Pedagogical & Educational Sciences)
9:25 am
9:50 am
9:50 am
10:00 am
10:00 am
10:15 am
A Comprehensive Research Agenda to Enhance Family Quality of Life: Theoretical and Empirical Guidance - Dr. Ann Turnbull
Prince Salman Award Winners (Pedagogical & Educational Sciences)
Prof. Nasser Al Moussa - Prof. Tariq AL-Rayes
Pedagogical & Educational Sciences
Registration
DAY TWO: Monday 26 Thu Alhijja 1435 AH - 20 October 2014 AD
9:00 am
9:25 am
8:00 am – 9:00 pm
57
Integration...an objective or a way?
Considerations about integrating
deaf people in different environments
Technology Access for
the Deaf and Hard of
Hearing
Dr. Christian Vogler
Educational procedures used
in teaching people with moderate to severe disabilities
Dr. Bandar Al Otaibi
3:30 pm
5:00 pm
Sessions
3:00 pm
3:30 pm
1:00 pm
3:00 pm
Sessions
Understanding Problematic Behavior in Children
with Disabilities: A Parents
Training Workshop
Dr. Mohammad Al Jabery
Dr. Najat S Al Hamdan
Workshop
Mr. Anwar Al Nassar
Life skills in visual
disabilities
Workshop
Therapeutic aspects
for people with learning
difficulties (therapeutic
diagnostic activities and
exercises)
Dr. Annita Sani
Mr Naif Sager
Treating children
with learning
disability
Using the DSM-5 to
support diagnostic
decisions for Neurodevelopmental Disorders
commonly found in
school settings
Employment of assistive
technology in individual
educational programs
for students with special
educational needs
Dr. Turki Al Quraini
Workshop
Workshop
Dr Mindy Aisen
Comprehensive Patient
& Family Care for persons with Disability: The
Role of the Community
based Wellness Centers
and Caregivers
Workshop
Discussion of the recommendations of the
First, Second, and Third
Conferences
Impact of Early Intervention
Using Verbotonal Practices
to Improve the Verbalizing
Phonemes and Morphemes
for Children with cochlear
implants
Round Table Discussion
Dr. Youssef Al Turki
Phonology in sign
language
Dr. Ali Al-Rubaian
Dr. Ali Al-hunaki
Community
Integration
Workshop
Battery for Diagnostic
Assessments of Literacy
and Literacy-related skills
for Saudi Arabia
Dr. Saja Jamjoom
Dr. Othman Al-Othman
Dr. Ahmad Al-timimi
Workshop
Asr Prayer (2:55 pm)
Dr. Zaid Al Battal
Dr. Ibrahim Abonyan
Measurement based on
the curriculum and its
applications in the field of
reading
Workshop
Dr Maha Al Sulaiman
Education Differentiation for Talented People
with learning difficulties
Dr Christian Vogler
George Hagerty
Implementing Response
to Intervention in Fourth
Grade
Workshop
Educational and
Assessment Technologies for Deaf
Children
Establishing
Functional Special
Education Policies
and Guidelines
Workshop
Workshop
Workshop
Dhuhr Prayer (11:38PM) & Lunch Break
Dr. Abdulaziz AlSayed AlShakhs
11.45 am
1:00 pm
Dr. Tariq Al Rayes
A study of the psychometric
properties of the diagnosis
scale of Asperger›s disorder
Dr. Abdullah Al-Sabi
Dr. Hisham Al-Haidary
Assessment
Q&A
Workshop
Dr. Layla Al-eyadhi
Dr. Abdullah Al-Aqeel
Dr. Hend Al-Kalifa
Dr. Haya al-Awad
Inclusion
Strategies
11:30am
11:45am
11:05 am
11:30 am
Session
Moderators
Sessions
58
10:10 am
10:35 am
9:45 am
10:10 am
Session
Moderators
Sessions
9:25 am
9:30 am
9:30 am
9:45 am
9:00 am
9:25 am
Session
Moderators
8:00 am – 9:00
pm
Awareness
Dr. Yousef Al-huzaim
Dr. Atef Mustafa
Council’s efforts in
integrating children with
disabilities
Dr. Suhair AbdelFattah
The needs of the
disabled families for
support patterns
Dr. Samira Abdulwahab
Rehabilitation
Dr. Ahmad Abuabah
Dr. Fahad al-busheri
Developing a framework for the clinical
definition of spasticity
Dr Anand Pandyan
The applications of
international classification of Functioning
(ICF) in Rehabilitation
Dr Ziad Hawamdeh
Early Intervention: genetics, behavioral and
brain development: A
Review of Research
Dr Travis Thompson
Early Prevention of
Severe Behavior
Disorders among
Infants and Toddlers
At-Risk for Autism
and Developmental
Disabilities
Dr. Majedah besar
Dr. Kanaan imadudden
Neurobehavior
Dr Rafat Al Owesie
Dr Jason Brown
Applying
psychological
therapies to acute
and chronic stage
medical conditions
in Arab rehabilitation
settings; practical
and cultural
considerations
Workshop
Break
Q&A
Dr. Fahd AbdulWahhab
The Seven Foundations in taking care
of an Alzheimer’s
patient at home
Workshop
Dr. Mohammad
Omar Solan
Recreational
therapy and its
effective impact
on persons with
disabilities
Workshop
Dr. Zayed Al-Zayed
Dr Riyad Al-Khelaif
Dr. Mohammed Al-Muhaizea
Dr. Bashir El-Bashir
Dr. Marwa Abdulrazq
Dr. Mousa Amayreh
Rehabilitation Team Rewards: DCA Experience
Workshop
A Data-Driven Neuromuscular Model of Walking and its Application to Prosthetic and Orthotic Control - Dr. Hugh Herr
Prince Salman Award Winner (Rehabilitation & Social Sciences)
Mr. AbdulAziz AL-Hadlaq - Mr. Nasser Al-Malik
Rehabilitation & Social Sciences
Registration
TRAINING-REHABILITATION-VOCATIONAL & AWARENESS & MEDIA & PSYCHOLOGY
DAY THREE: Tuesday 27 Thu Alhijja 1435 AH - 21 October 2014 AD
59
Patient Centered Care Approach
(PCC)
1:20 pm - 1:40 pm
Effect of constraint-induced
therapy on upper limb
functions; A randomized
control trial
Dr. Ihab Mohammed Abu
AlSaud Abdul Kafi
Dr Bara Yousef
The role of media in the
advancement of persons with
disabilities through securing their
participation and contribution in all
types of the media
Dr Imed Eddine Chaker
Dr. Abdullah
Alsubaie
Dr. Abdulrahman Moustafa Al-Aami
1:00pm-1:20pm
The Saudi National
Health and Stress
Survey: Planning
and Fieldwork
The role of media in integrating
people with visual disabilities in
society
Rehabilitation of Cerebral
palsy CP using Functional
Independent Measure (FIM)
as indicator instruments
suitable for CP: Saudi Arabia’s
Perspective
Dr. Ibrahim H Al
Khodair
Schizophrenia
disability in Saudi
Arabia
Layla Al-eyadhi
Dr. Ali Al-talhi
Abdulmohsen Al-otaibi
Dr Arwa Akhdar
Dr. Riyad Al-Khelaif
Faiz Al-shehry
Psychology
Prof Mohsen El Hazmi
Dr. Terrence Dolan
Dr. Stephen Schroeder
Dr. Sultan Al Sedairy
PSCDR 20 Years
Workshop
Dhuhr Prayer (11:38 pm) & Lunch Break
Session
Moderators
Awareness
Q&A
Dr Mayada Elsabbagh
Rehabilitation
Dr Burhan Syed Dhar
Sessions
11:45 am - 1:00 pm
1:25 am -11:45 am
11:00 am - 11:25 am
Conversion Hip disarticulation
into above knee amputation &
Prosthetic Management
Dr Ahmad Al Baker
Dr Ziad Al Zoubi
Dr. Fawzia Mohammed Akhdar
10:35 am - 11:00 am
Relationship between Learning by Observation and Brain Structures in children with
Autism Spectrum Disorders
Diagnostic centers and early intervention and their guiding role to the
families of persons with disabilities
Long Term follow up treatment for chronic spinal cord
injuries, the Jordanian team
experience
Dr. Kanaan imadudden
Dr. Majedah besar
Dr. Yousef Al-huzaim
Dr. Atef Mustafa
Dr. Ahmad Abuabah
Dr. Fahad al-busheri
Inclusion
Session
Moderators
Assistive
Technology
Strategies
Sessions
Dr Brian Lee
Dr Charles Liu
Engineering
New Possibilities for
the Clinical
Neurosciences
and Neurorehabilitation
Workshop
“
Dr Nyla Anjum
Round table
Discussion
“
Workshop
Discussion of
the recommendations of the
First, Second,
and Third Conferences
Workshop
Community Development Program for Identification, Early
Intervention and
Rehabilitation
of Persons with
Disabilities
“
Workshop
Workshop
“
Workshop
60
Workshop
Workshop
Closing Remarks - HE Dr Qasem Alqasabi - Dr Nasser Al-Muosa
Dr Brian Lee
Dr Charles Liu
Engineering New Possibilities for the Clinical
Neurosciences and
Neurorehabilitation
Workshop
5:45 pm - 6:45 pm
The difficulties
The basics of
Managing Anxiety and
facing families with working with families Related Compulsive
disabilities
of children with
Behavior in Autism
special needs
Spectrum Disorders
Princess Samira Al
Faisal
Dr Susan Al Ghanim Dr Travis Thompson
Workshop
Asr Prayer (2:55 pm)
Dr. Imad Mahjoub
The use of a behavioral treatment
program on bedwetting (Day and
Night) for people with simple and
medium intellectual disabilities
Magrip Prayer (5:25PM)
Dr. Samira Abdul Wahab
Activating parental participation in therapeutic
and training programs
for their children with
disabilities
Workshop
Mr. Mohamed Sultan
Dr. Adnan Wajeeh Al Aboudi
Q&A
The role of youth volunteer work
in supporting and rehabilitation
of persons with disabilities: future
visions and best practices
The importance of analogue
psychological support for people
with acquired disability
Dr. Aisha bint Khalifa Al Kiyumi
Dr. Izzat Mabrouk
Nabeel Almoalimi
“
Workshop
“
Workshop
Mr Fawaz Al-Dekeel
Quality of employing persons with a
disability
Workshop
5:20 pm - 5:45 pm
3:30 pm - 5:20 pm
3:00 pm - 3:30 pm
2:40 pm - 3:00 pm
2:20 pm - 2:40 pm
2:00 pm - 2:20 pm
The psychologist roles in the
rehabilitation process for the elderly
Disability awareness and media
contribution
Futuristic vision for vocational
rehabilitation for autistics in
the light of some international
experiences
Dr. Mohammed Mohammed Odah
Dr. Atef Abdul Aziz Mustafa
Mental disability in the Fifth
Diagnostic and Statistical Manual
(DSM 5)
Layla Al-eyadhi
Dr. Ali Al-talhi
Psychology
Prof. Ali Abdu Rabb al-Nabi Hanafi
We are all with you
Abusing the Disabled Children and
Strategies to face this Problem
1:40 pm - 2:00 pm
Abdulmohsen Al-otaibi
Dr Arwa Akhdar
Dr. Riyad Al-Khelaif
Faiz Al-shehry
Session
Moderators
Awareness
Rehabilitation
Sessions
Workshop
“
Round table
Discussion
Dr. Iman Abdelhalim
Taha
Behavioral Cognitive
Therapy for people with
special needs
“
Workshop
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ABSTRACTS
O-1
O-3
Genes and Disability: The Past, The Present and
The Future
Dr Fowzan Alkuraya
The rights of persons with disability in the UN
system
Vladimir Cuk
Disability has been part of human history since the
dawn of time. The role of heredity in disability has been
discussed in many cultures but it was only through
modern science that myths and misconceptions
surrounding that role were replaced by facts about
the genetic basis of disability. Genetic alterations
that cause specific types of disability offer a unique
window into the molecular control of normal human
development. Although such causal alterations are
typically rare, they have the potential to inform us
about the mechanism of the more common forms of
disabilities as has been shown in a number of recent
high profile discoveries. My lab has been part of a new
wave of accelerated discoveries of genetic causes of
disability thanks to the sequencing revolution. This lecture will cover the ways that people
with disabilities and their organizations are and
can participate and influence the UN processes in
New York and Geneva. This will include overview
and practical recommendations on how to engage in
the work of the International Disability Alliance, treaty
body system in Geneva, intergovernmental
processes in Geneva and New York, General
assembly in New York, UN development
agencies and other relevant issues. This work has allowed us to implement preventative
services that benefited hundreds of families. As this
trend continues, the therapeutic implications are going
to become more clear and many repurposed and
newly developed targeted therapies that are informed
by the molecular understanding of the disability’s
pathogenesis will be developed. A comparison of
where we stand now with where we were just decades
ago should make us optimistic about a future in which
many forms of disability are treatable and preventable.
O-2
Sourcing your own therapies; from stem cells to
cures
Dr Peter Coffey
Recently, a major advance in stem cell technology in
the past few years has provided an ideal solution to the
study of clinical diseases in patient cells; the discovery
of Induced pluripotent stem cells (gaining the 2012
Nobel Prize in Physiology or Medicine for John Gurdon
(UK) and Shinya Yamanaka (Japan)). In the labs at
the UCL Institute of Ophthalmology, we have been
able to demonstrate that it is possible to transform
human skin cells into eye cells, a very critical cell. If
the skin is taken from someone with an eye disease,
we can then recreate eye tissue in the lab that is a
perfect copy of that person’s disease. This ability to
create perfect models of human diseases in the cell
type the disease affects, is an important breakthrough
both in terms of understanding the nature of the
disease itself and to study potential treatments. We
also hope to create perfect copies of missing eye
cells from patients’ to make a transplant that will not
be rejected, for future therapy of disease such as agerelated macular degeneration.
O-4
Implementation of accessibility as a key element
for the full social inclusion of persons with
disabilities
Mr Andres Balcazar
Implementation of the Universal Design concept in
policy making for the private, social and public sector
The workshop is intended for any person in charge of
implementing disability policies in the academia and
public, private and social sectors. Even though the
concepts of accessibility and universal design have
been traditionally associated with the architecture and
building industries, they are a major factor to facilitate
the full inclusion of persons with disabilities and other
groups within the society such as elders and children.
The implementation of accessibility and universal
design require a cross-discipline and cross-sector
approach therefore persons from diverse professional
background and especially those becoming involved
in the disability theme will benefit from the workshop.
The workshop goals will be to raise awareness of
the barriers faced by persons with disabilities in the
daily life regarding the built environment and services
provision and to highlight best practices solutions for
developing policies, procedures and even local or
national standards.
The attendees will be provided with real world
solutions examples and worldwide best practices on
strategies to overcome the challenges of implementing
universal design in architecture, urban infrastructure,
transportation and services provision.
A current worldwide challenge is to implement teaching
universal design at higher education institutions,
therefore, participants from universities and college
will understand the importance of incorporating
universal design in the curricula of architecture, civil
engineer and professions alike.
64
O-5
Towards Quality of Life through inclusive
implementation of Human Rights
Dr Liisa Kauppinen
The most of Arab countries, just like the other countries
of the UN, have ratified the Convention on the Rights
of Persons with Disabilities, CRPD. Implementation
practices still varies greatly. Therefore, good and
well-formulated strategies are needed for the deaf so
that deaf people´s rights would also benefit from this
convention. Deaf people need to be actively involved
in these strategy processes. This presentation will
describe some of these practices.
of an international convention for the rights of
persons with disabilities in the United Nations,
until the adoption of the Convention in the General
Assembly of the United Nations and its launch.
•
The implementation of the terms of the agreement
for persons with disabilities issued Custodian of
the Two Holy Mosques, the decision telegraph No.
6045 / Date 08/15/1431 AH and commissioned by
the Ministry of Social Affairs for the formation of a
committee in the ministry in collaboration with the
Human Rights Commission and the Ministry of
Foreign Affairs, with the participation of relevant
ministries, to prepare a report Kingdom on the
agreement referred to , that this report is updated
on a regular basis, and highlight the Kingdom’s
efforts in this area, whether with respect to the
enactment of regulations to implement the
provisions of the Convention at the national
level or procedures to ensure that disabled
people enjoy their educational, health and other
rehabilitative and other rights.
The basis of a good life for the deaf does not differ
from other´s people´s needs. Some of the means
for the implementation are practically different. The
CRPD with other human rights instruments support
this.
The first years of life are crucial. A child needs a safe
and loving family and a fluent interaction. The use of
sign language in living environments and supporting
the child´s own resources are fundamental in deaf
child’s successful development. When arranging
rehabilitation/habilitation for the deaf, it is important to
consider the language (linguistic rights – to use sign
language) development of children in order to reach
good reading and writing skills with the systematic use
of sign language. High – quality bilingual education
and opportunities for further studies and work life
as well as receiving services in sign language from
the society and participating in it, the sign language
interpreter services and use of the visual technology
are also conditions for a good and quality life.
Ministry issued a decision to form a ministerial
committee, secretary and chief of the Ministry of
Social Affairs, with the participation of relevant
government agencies.
The Committee met several meetings were
preparing a preliminary report of what has been
applied in this agreement was sent to the Human
Rights Commission and then submitted to His
Majesty, and then was converted to the panel
of experts for discussion in preparation for the
adoption of the Royal.
Good foundation for successful and holistic
development, clear strategies and planning where
deaf people are involved in are needed in all areas
of life for successful implementation of human rights.
•
Has been providing the United Nations with some
information about this agreement, I attended
several meetings of the Committee of Ministers in
both Geneva and New York.
O-6
•
Kingdom’s achievements in the implementation
of the Convention on the Rights of Persons with
Disabilities
Dr. Talaat Alwazneh
Will be in this worksheet View all achievements
that have been implementement.
O-7
•
Saudi Arabia was one of the first countries to
sign the International Convention on the Rights
of Persons with Disabilities, which was launched
at the United Nations in 2006.
•
Where the Kingdom has signed and ratified the
Convention as well as the Optional Protocol to the
Convention in 2008.
•
As they participated since 2003 in the study and
the drafting of the proposal submitted by the State
of Mexico at the end of 2002. Has participated
actively since 2003 to 2006 in the preparation
The time to reap the benefits of the Mendeliome
is now
Dr Fowzan Alkuraya
The speed at which Mendelian genes are identified
has made it possible for the first time for an individual
with a Mendelian disorder to be more likely than
not to have a mutation in a known Mendelian gene.
Therefore, we set out to develop an assay in which
individuals with a suspected Mendelian disorder are
screened for mutations in all known Mendelian genes.
In order to maximize the cost reduction and clinical
specificity over existing genomic tools (WES and
65
WGS), we decided to bin ~3,000 manually curated
Mendelian genes into one of 13 panels according
to the most likely mode of clinical presentation e.g.
neuro, dysmorphology/dysplasia, etc. In recognition of
the variable clinical presentation of many Mendelian
disorders, we have allowed for some overlap between
the genes in these panels. The assay was based on
the AmpliSeq and run on Ion Proton. We then set
out to test the analytical and clinical specificity and
sensitivity in >3,000 samples from patients with a
suspected Mendelian disorder. Analytical sensitivity
was based on >200 samples in which the causative
mutation is known, whereas analytical specificity
was determined by Sanger sequencing follow up of
variants that were called after passing stringent quality
control measures. Clinical sensitivity was calculated
for the entire cohort of >3,000 samples as well as for
specific clinical indication (e.g. facial dysmorphrism,
skeletal dysplasia, etc). Clinical specificity, on the
other hand, was determined by running >100 samples
in which a definitive disease-causing mutation was
identified in genes that have not yet been added
to OMIM (newly discovered). The preliminary data
revealed remarkable analytical sensitivity exceeding
95%. Analytical specificity was an issue with
homopolymer errors but we were able to devise
bioinformatics solutions that greatly reduced the rate
of false positive results. We have found the majority of
those with suspected Mendelian diseases to harbor a
likely causal mutation in a known OMIM gene but the
clinical sensitivity was markedly different between the
various disorders e.g. retinal dystrophy vs intellectual
disability. The “Mendeliome assay” provides relatively
cheap and easy to interpret diagnostic information in
the majority of patients such that limited resources
can be more appropriately allocated to the more
extensive whole genomic sequencing solutions in the
minority that remain undiagnosed following this assay
O-8
Promising, Evidence-based diagnostic
therapeutic innovations for Autism
Dr Mohammed Al Dosari
and
About 1 in 68 children has been identiﬁed with autism
spectrum disorder (ASD) according to estimates
from CDC’s Autism and Developmental Disabilities
Monitoring (ADDM) Network. ASD is reported to
occur in all racial, ethnic, and socioeconomic groups.
In the US, the total societal costs of caring for
children with ASD were over $9 billion in 2011 and is
expected to increase with time. Developing practical
and cost-effective innovative methods in diagnostic
and intervention domains might be the only solution
to deal with these challenges. !!Many people on the
autism spectrum face signiﬁcant challenges with
daily living, relationship building and maintenance,
emotion awareness and regulation, and both verbal
and nonverbal communication. There is an increasing
trend to develop innovative assistive, educational,
therapeutic, and diagnostic technologies for persons
with autism. Areas of focus include treatment and
assistance with daily living, as well as developing
advanced and innovative methods that enable earlier
and more accurate diagnosis of autism. Innovations
in science and technology can be shaped to create
a new future for people on the autism spectrum. The
development of effective, relatively non-toxic “designer”
drugs for ASD spectrum conditions based on logical
extensions of current knowledge of neurotransmitter
and neuromodulator systems represent a promising
advance in molecular neuropharmacology. New
emphasis on physiological communication and socialemotional skill development technologies are areas
where there is a lot of potential for autism treatments.
This presentation aims to explore the converging
challenges and goals of autism research and new
technologies. It will also call for a collaborative initiative
focused on developing innovative and practical
solutions for individuals with ASD in the Arab region.
Major breakthroughs will only occur by promoting
collaboration among sponsors, designers, engineers,
researchers, clinicians, educators, individuals with
autism, and their families.
O-9
Neurodegenerative disorders in childhood
Dr Mohammad A. Al-Muhaizea, MD
Neurodegenerative disorders in children is an umbrella
term covering all inherited disorders characterized by
gradual but progressive loss of previously acquired
developmental milestones. These disorders are
classically related to inborn errors of metabolism of
large complex molecules leading to accumulation
of toxic substances or due to neuronal or axon loss
secondary to disordered maintenance of these
structures.
The clinical presentation varies depending on the
underlying disease. They differ in age of onset from
early infancy to young adulthood, and vary in speed
of progression and organs involved. The central
nervous system involvement tends to overshadow
other systems. Examples include lysosomal storage
diseases and peroxisomal disorders.
Some disorders may masquerade as neurodegenerative disorders but are in fact related to repeated hits or
injuries to the nervous system resulting in step-wise
loss of developmental milestones.
Examples include vasculitides or vasculopathies and
multiple sclerosis with repeated strokes or attacks.
Another commonly encountered examples also are
organic acidemias, mitochondrial disorders and
aminoacidopathies. These disorders present with
repeated encephalopathies due to acute metabolic
derangement “crisis” associated with neurological
handicap. However these disorders are not considered
as neurodegenerative disorders using the strict term
and therefore will not be covered in this presentation.
Disability and cost of care to such patients as well
as the burden on families is significant and frequently
impact the total family dynamics due to the frequent
need to seek health care services.
66
While management is largely supportive and
preventative, Stem cell transplantation is showing
some promise in some of these disorders. Data,
however is still preliminary as transplant related
complications are limiting the outcome in some of
these disoreders.
O-10
White matter mechanism of changes in
Alzheimer’s Disease
Alzheimer’s Disease (AD) is a neurodegenerative
disorder characterized by impairment of episodic
memory and mainly gray matter brain changes. In the
last decades the debate has moved on investigating
white matter changes in AD and on the role of metal
content (especially iron) in determining further brain
damage and additional symptoms. In this study, we
aimed to determine whether the corpus callosum
white matter breakdown in AD (Di Paola et al.,
Neurology 2010) is linked to iron content, by using
Phase Images, which are highly sensitive to iron
content. We collected 26 AD and 37 controls. We
applied a Multimodal Magnetic Resonance Imaging
approach involving: Phase Image analysis, Diffusion
tensor Imaging, Voxel based Morphometry, and
Cortical Thickness. The results strongly confirm that
two different mechanisms contribute to callosal white
matter changes in AD: Wallerian Degeneration and
Retrogenesis Process. This finding is intere sting
because the corpus callosum is the most important
structure involved in transmitting interhemispheric
information. Callosal changes may lead to different
types of interhemispheric disconnection, resulting in
heterogeneous cognitive and psychiatric disabilities
that gray matter changes cannot explain by itself. To
know how the corpus callosum and how white matter
changes may lead to different pharmaceutical and
rehabilitative approaches.
O-11
Chronic Diseases faced by the Pilgrims at the
Holy Places and the Sacred Mosque
Hajj is the fifth pillar of Islam which is obligatory
upon every Muslim who is able, to perform it once in
his life.while in reality the Muslim, regardless of his
health situation, rather mostly he tries his best and
particularly the elderly, from inside or outside the
Kingdom, to perform Hajj several times to seek Allah’s
forgiveness and pleasure.
Many pilgrims who are suffering from diseases,
deformities and disabilitieshave been seen performing
the tenets of Hajj and facing many hurdles and
difficulties related to the performance of tenets and
rituals of Hajj.
This study is reflecting the chronic diseases among
the pilgrims during the Hajj season and assessing
the limit of their effects, through knowing their kinds
and repercussions. Similarly the difficulties faced
by the pilgrims while performing the rituals of Hajj
at the holy places and the sacred mosque and the
level of suitability of the services provided to fit their
situations, reaching to suggestions for improvement
and development to make their task easy. The
basic events of the research represent knowing the
disabilities and chronic diseases among samples
from groups of pilgrims, analysis of the findings
and reaching towards the indicators about the level
these chronic diseases are spreading. It also aims at
knowing the way of overcoming these diseases by
the pilgrims and suggesting appropriate facilities to
improve the services provided to the pilgrims who are
afflicted with these diseases.
The exploratory study was undertaken in the Hajj
season of 1425 H, followed by the first phase which
included filling up the questionnaires and holding
interviews for 395 pilgrims from different countries,
among them 88.2% were married and 21.8% were
singles. It was found that 23% were disabled with
different disabilities and 21.3% were afflicted with
chronic diseases, and that the main places where the
pilgrims faces difficulties were 30% at Jamarat and
29.6% at performing Tawaf.
The paper will present the details of the study and
the range of its effects over those afflicted with the
chronic diseases and the suggestions about them.
O-12
Language planning and standardisation in the
Deaf Community: what are the human rights
implications?
Dr Robert Adam
The United Nations Convention on the Rights for
Persons with Disabilities was ratified by the Russian
Federation in October, 2012, demonstrating that
deaf people have had their linguistic human rights
acknowledged. The convention mentions sign
language eight times across five articles and has
been used around the world. It has in a number of
cases had an impetus for government recognition of
sign language. Often this involves some language
planning which can include calls for language
standardisation. But what does this mean with relation
to language planning and linguistic human rights for
deaf people? There remains the question of whether
language standardisation is a desirable outcome for
deaf communities around the world. This presentation
will examine some of the different perspectives on this
topic.
O-13
Legislations and Educational Systems for people
with disabilities in Saudi Arabia – Analytical Study
The Study aims to analyze the legislations and
educational systems for people with disabilities
in Saudi Arabia as contained in Education policy
document (1970/1390H), Disabled Care system
(2000/1421H), Special Education regulations
(2001/1422H) and some international conventions
ratified by Saudi Arabia such as the convention of
people with disabilities rights issued by the United
Nations 2007.
These documents and systems were analyzed in terms
of content to check its correspondent with the most
important international standards and global trends
in caring of people with disabilities educationally, its
inclusiveness for all categories of disabilities and
finally the implementing of these regulations and
legislations in educational field. The importance of this
study is in the rareness of the studies that dealt with
legislations and regulations for people with disabilities
in Saudi Arabia with scientific analysis to be a starting
point towards improving practices and educational
services provided to people with disabilities in reality.
O-14
Disabled People from the Perspective of Legal
Legislations, Global Developmental Goals, and
National plans in the State of Qatar
Dr. Asmaa Abdallah Mohammed Al Attiyeh
Disabled people are given great, special, and
increasing care in Qatar in all educational, therapeutic,
and rehabilitation aspects to support their diverse
rights and for the sake of a more comprehensive
society. The signature of Qatar on the agreement of
children’s rights and the international agreement of
human rights for disabled people confirms the scope
of its interest in disabled people , for they are an
essential part of society and the aim of development
and its means. The state of Qatar made continuous
efforts to raise disabled people and engage their
issues in all national policies and strategies in order
to achieve a national view for Qatar in 2030.
This study seeks to shed light on the situation
of disabled people from a legal, developmental,
international, and national perspective through a
display and argument of four themes. The first one
talks about the United Nations and developmental
goals for the millennium and disabled people. The
second theme talks about the developmental goals
for the millennium and the state of Qatar, the third one
talks about the demographic structure/ the society of
disabled people in Qatar. The fourth one talks about
legislations/laws, and national and international
67
commitments. All this is done by using an analytic
descriptive method based on data collection, studies,
theoretical and field research, and national and
international documents related to the subject of
the study, and analyzing it, and correlating between
its denotations to interpret them, and to arrive at
conclusion and recommendations. The study is
restricted in its subject and time in determining
terminology according to what was mentioned in
international and national reports and documents,
and research and studies in the period that the data
was collected.
O-15
Modifying National Legislations Based on an
Agreement of the Rights of Disabled People and
Its Activation:
Rajah Abdallah Ahmad Almusabi
The Agreement of The rights of the disabled is
considered the most democratic, since disabled
people and their societies were engaged in
establishing many of articles of the agreement.
Inspite of the fact that this agreement was signed
on the 30th of March 2007 and it entered into
implementation in May 2008 after the endorsement
of 20 countries on it, there is still a deficiency from
governments in the Arab world that signed and
endorsed the agreement, and worked on modifying
its special national legislations for the disabled, for the
following reason:
The financial capabilities to modify the legislations ,
since the agreement imposes upon the countries to
modify the legislations and take all the procedures
that help in implementing these legislations through
which disabled people, male, female, children, and
elders acquire all the rights(education, work, health,
participation in social and cultural life, and the right of
marriage and family formation) which the government,
non governmental organizations, and all members
of society should work on achieving them and not
deprive them of their rights.
The government is also responsible, and those
institutes that are related to disabled people (ministry
of social affairs and work, media, youth education,
sports, etc…..and non governmental organizations
that work in the field of human rights and the rights of
the disabled, and those that work in providing service
for diverse disabled people, and other institutions that
work in development etc…….,.they are all responsible
for working to raise social awareness in the rights of
the disabled, from how to deal with every disability to
all the rights.
68
We will display in this paper some practices of some
countries and especially Arab countries in relations
to their modification of national legislations that
suit the articles of the agreement, and what are the
procedures that were taken, and what happened to
the disabled people after this.
Negative parts that relate to society, governments,
and disabled people due to the failure to work on
modifying legislations and activating them will be also
displayed.
O-16
How might disability policy failure be explained?,
The case of employing quota schemes for persons
with disabilities
Mr Ahmed Ghanem
A main concern regarding policy analysis pertains to
why public policy is subject to failure and how policy
failure can be identified. This paper attempts to clarify
the concept of policy failure by discussing different
definitions of policy failure, providing a brief overview
of the difficulties in identifying and analysing disability
policy failures in reality. It also discusses various
explanations of policy failure in relation to the policy
process, considering the causes and factors leading
to failure.
First, the paper explores the impacts of globalisation,
ideology changes, and new public management
(NPM) on policy failure.
Second, it focuses on decisional stages and
how problem definition, decision-making, policy
formulation, and the actors involved could lead to
policy failure.
Third, it briefly explores the relationships among
policy failure, policy change, and policy transfer.
Fourth, it considers policy failure explanations within
different implementation approaches.
Finally, it explores quota schemes for persons with
disabilities as a case of policy failure. It starts by
describing the quota, then applying the policy failure
definition to the quota scheme. Subsequently, it
explains the quota policy failure by referring to the
previous discussion to clarify quota failure at three
levels—macro, meso, and micro—within the policy
process.
O-17
Implementation and Monitoring of the International
Convention of the Rights of Individuals with
Disabilities
Muna Abdul Jawad
The International Convention of the Rights of
Individuals with Disabilities came inclusive to all civil,
political, economical, social and cultural rights and
as a tool human development. It has been adopted
in accordance with the decision of the General
Assembly in 2006 and put into practice in December
2008, it’s the agreement that adopts the approach
of social human rights to change the prior medical
concepts about disability. Participants will be able,
through this paper, to understand the mechanisms
of monitoring and implementing of the Convention
on National Level and a full understanding of the
meaning of participation in accordance with Article 33
of the Convention.
This review research discusses the causes of
weak activation of the standards contained in the
International Convention of Individuals with Disabilities
in the reality of the lives of individuals with disabilities,
as it also reviews the three elements of Article 33
of the Convention, namely; national coordination
mechanism, national monitoring mechanism and
the participation of individuals with disabilities with
implementation and monitoring mechanisms. The
display shows the meaning and form of each of them
according to Article 33 of the Convention.
At the level of international monitoring, the display
shows the role played by International Monitoring
Committee to activate the implementation of the
Convention during the past five years, in addition to
reviewing the reports submitted by the Arab countries
to the International Monitoring Committee and shadow
reports, if any.
As for the national level, the display shows the
challenges that prevent the commitment of the
countries to monitor the Convention, including
data collection, the shape of national monitoring
mechanisms and the shape of the participation of
individuals with disabilities and their representative
organizations.
O-18
Mainstreaming the Concerns of Women with
Disabilities in Development
Abia Akram
This paper is an attempt to outline the significance
of collaboration among stakeholders to achieve
an inclusive society, which is not possible without
integrating international instruments for human
development such as MDGs, post-2015 framework
and UNCRPD.
The trajectory of efforts of DPO at national, regional
and international level proved that if women with
disabilities are not included in all development
processes it is impossible to translate the commitment
for an inclusive society into concrete action and real
change in the lives of PWD on the ground. This fact
should be at the core of the new emerging post2015
development framework and research.
The evidence suggests, PWD are significantly poor
in developing countries. According to the WHO
estimations 15% of the world’s population, live with a
disability. Of this, as many as 80%, or 800 million, live
in countries of the global south. The MDGs established a unifying set of developmental
objectives for the global community. However it did not
achieve any improvement in the lives of WWD. The
UNCRPD reaffirms that all persons with disabilities
must enjoy human rights and fundamental freedoms,
inclusive development can only be achieved if WWD
and their families are included on the decision making
level. O-19
Standards of Comprehensive Reaching in
Rehabilitation and Integration of Disabled Persons
Mrs Faten Al Yafi
The challenges faced by the disabled persons in the
social environment (educational – health – service)
are many and they limit their abilities to practice
their daily life and their integration in a normal way
confidently and full enjoyment of equality with others
of all human rights and strengthening the respect
of their right to identity. The term ‘disabled children’
includes all those who are suffering from physical,
mental, intellectual or sensual ailments that stop them
from interacting fully and effectively in various kinds of
social participations.
Hence it is incumbent to reach an excellent geometrism
and civilizationalism in the social environment in most
of the countries of the world to undertake and apply
the best standards that achieve this goal. This could
be done by preparing the social environment of the
standing buildings through executive strategies to
prepare the social ingredients for the buildings so that
it may enable a large number of disabled persons to
participate positively in their societies.
The United Nations has approved an international
convention related to the rights of the disabled in
2007 and it was signed by 152 countries of the
world including all Arab countries except five Arab
countries. Among its most important sections are
section numbers nine, twenty six and twenty seven
which provide the easiness of reaching towards the
disabled persons and the rehabilitation relationship
with the work environment and also the habilitation
and rehabilitation of the disabled persons.
This paper will focus on the excellence of the
comprehensive reaching standards in habilitation
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and integration of the disabled persons that will
contribute in strengthening the future vision of
human cities through mentioning the challenges
faces by the disabled and then introducing GAATES
(Global Alliance on Accessible Technologies and
Environments) and its activities. Also the relationship
between the habilitation and work environment will be
discussed so that everyone maybe able to deal with
it as rest of the society members. The paper will also
discuss the laws and hurdles faced by the disabled
through the method of introducing the comprehensive
design and its principles. In the end the role of
governmental institutions and private institutions will
be discussed as helpful recommendations to serve
this valuable segment.
O-20
The state of eGovernment Website Accessibility
in Saudi Arabia
Dr Hend S. Al-Khalifa
This study intends to provide an exploratory evaluation
of Saudi Arabia government Web sites based on the
Web Accessibility Guidelines 2.0 provided by the W3C.
The results indicate that the Saudi government Web
sites have made many of the accessibility mistakes as
predicted. In the light of the study findings, this paper
will present some recommendations for improving
Saudi government Web sites, as well as discuss
future implications.
O-21
Accessible images: lessons from 20 years of
innovation supporting visually impaired people.
In the UK we have been designing and using different
kinds of accessible graphics (tactile for blind people
to touch, and large print for low-vision users) for many
years. These enable people to participate more fully
in education, employment, and leisure activities. They
have become vital resources for many students and
adults, though because they require skillful and timeconsuming preparation, they are still relatively scarce.
Technologies have evolved, and accessible graphics
can still be hand-made, or they can be created and
even explored, through technology. However, the
essential elements of designing and using tactile
graphics with blind people have remained the same.
An effective tactile graphic requires a combination of
many things: good design and production, a useful
verbal description, proper training and careful delivery
of resources to suit the users’ skill-level. Furthermore,
research-based standards and collections of
resources should be made available to maximize
the opportunity to share and re-use resources, an
innovation working well in the UK (www.load2learn.
org.uk).
70
Key issues will be highlighted for consideration
by specialist services, illustrated with examples of
resources from experiences of over 20 years in the
field, giving colleagues practical ideas for resources
and projects to increase the availability of accessible
images.
O-22
Assistive Technology (AT): Better Quality of Life
Mr Pantelis Makris
Information and Communication Technology (ICT)
has already emerged in all aspects of life and supports
many areas and tasks in General Education but also
contributes a lot to Special Education. The existing
technological advances have changed the life style
and life quality of many disadvantaged people all
over the world. Enhancements on electronic devices
and computers are providing better, easier and faster
access to information and knowledge. Many new
features like, access and input methods, multimedia
(sound, pictures, video, animation, text), networking
options, virtual spaces, high speeds of data
transferring, touch facilities, new platforms like Ipad,
Iphone, Tablets and Androids as well as affordable
prices make educational technology even more
attractive, productive and challenging.
In the meantime new programming languages
and authoring tools make programming of special
applications and software an easy and quick job.
In this way special education and rehabilitation are
taking advantage of the new technology features and
there is a big number of special hardware, software
and instructional materials which support the less
fortunate in many areas of life like in:
•
Education (assessment, diagnosis, intervention,
skills building)
Communication
Mobility and accessibility
Vocational training
Rehabilitation
Social integration
Personal development.
•
•
•
•
•
•
.
The existing special and non special software and
hardware are designed or adapted to facilitate the
access of the less fortunate to knowledge but also
to assist them in their effort to compensate for their
disability, to integrate in the social environment and
to secure a better quality of life. They are tools for
assessment and diagnosis, tools for intervention
(teaching, drill and practice, learning and testing),
tools for skills’ development, supporters to mobility
and rehabilitation, a means to brain empowerment
and can be used for creative engagement of the
users. Further more software in combination with
special hardware can contribute to the vocational
training, the rehabilitation and social integration of the
special needs people and can assist to their personal
development.
The existing software and hardware is the focus of the
present paper and their contribution is emphasized with
examples of use by children and adults with learning
and other disabilities like people with Dyslexia and
Specific Learning Difficulties, with Visual impairment,
with Hearing impairment, with Autism, with Motor
control problems ( like cerebral palsy people), with
slow pace of learning, with ADD and/or ADHD, with
Down or other Syndrome etc. Areas like assessment,
memory and attention boosting, reading and writing
development, phonology, speech productions-speech
correction, visual discrimination, communication and
access to knowledge and many more will be clearly
demonstrated through various examples and case
studies.
The presentation will provide information, to the
audience, on the existing special software and
hardware with demonstrations and examples and
different methods used will be presented. Such
methods are: Switch Access, Touch access, Eye
Gaze access, Head motion access, Dwell access
(auto click) which can be combined with other ways
of presentation or input like Magnification, Scanning,
Highlighting, Speech synthesis, Speech recognition,
Word prediction and many more.
The audience is expected to appreciate the great
potentials of technology, the incredible contribution to
the life of the less fortunate, through case studies and
successful applications, but also to realize the need
for adaptations in the Educational and other systems
if they really want to upgrade the provided services
and if they really want to contribute to the life of people
with special needs.
O-23
Rights of the “Disabled Persons” in the Light
of the International Convention, the Optional
Protocol and the Local and Regional Legislations
The local, regional and international conventions focus
on abiding by the educational, security and health
liabilities and political rights. They give importance to
merging the disabled persons’ issues in the strategies
of sustainable development. These conventions also
contain the activation of human rights in different fields
without any discrimination, including the taking of the
legislative and administrative measures to enforce
the
strengthening, protection and guaranteeing
the enjoyment of disabled persons. They also aim
at guaranteeing for the disabled persons on equal
footing with others full enjoyment of all human rights,
freedoms, strengthening the respect for their inherent
honor and practicing their rights in various fields of
life through eight basic fundamentals included in the
international convention for the rights of disabled
persons and optional protocol. The rest of the
regional and local agreements are leaning on it which
are working on the activation of its executive relevant
sections.
The international convention took off from the
principals mentioned in the Charter of the United
Nations, International Declaration for the Human
Rights, the two international conventions for the
human rights, international convention for the social
economical and cultural rights and the international
convention for the civil and political rights, in addition
to various agreements relevant and important for
international cooperation in improving the situation
of the disabled persons. Based on this and on the
agreement of a number of regional countries some
practical steps were taken to enforce the convention,
as the Arab Convention for the Disabled also took
place (2004 – 2013 AD.) which is in conformity in
letter and spirit with the international convention and
the international convention for the disabled persons.
The convention dictates mechanism for following up
the enforcement of the convention through a national
committee and another that will contain technical
supervision for the Council of the Ministry of Arab
Social Affairs and Arab Organization for the Disabled.
In the Kingdom, and keeping in mind the legal
objectives and legislative takeoffs, it is agreed upon
the international convention through the royal decree
number 149, dated 21/5/1429H, after the Shura Council
decree number 96/66, dated 18/1/1429. Similarly the
royal decree was issued that the Ministry of Social
Affairs and its subsidiary institutions, especially the
National Association for the Disabled, in cooperation
with Human Rights Organization, Ministry of Foreign
Affairs and whoever is considered appropriated by
the Ministry of Social Affairs, should prepare a report
of the Kingdom about the convention.
In this research paper, the fields and sections of
the international conventions, samples from the
legislations and local and regional procedures will
be presented that have been adopted to enable the
persons with disability to practice their rights (of life)
at various levels and in different fields of life.
O-24
An analytical image to the fact of Special Needs
of Pilgrims
This study aimed to provide a realistic and analytical
image to the fact of Special Needs of pilgrims in order
to improve and provide the best care for people with
special needs in the Holy places in Mecca. Results
can be summarized as follows:
•
This study revealed a significant proportion of
people with special needs, with the exclusion
of elderly from the sample study, which ranged
(1198) of special needs; (764) of them are
physically disabled by 63.8% of the total study
sample, (225) visually disabled by 18.8%, (106)
acoustically disabled by 8.8, which confirms the
presence of a significant proportion of people with
special needs that have special needs must be
observed as they expressed it.
71
•
Results generally showed that the participation
rate of females were few, where turnout was about
(25%) of the sample, which almost represent a
quarter, while the participation rate of men was
about (75%).
•
The Study showed that the educational level of
the study sample varied in terms of educational
levels and convergence to a certain extent,
which indicates that people with special needs
from all educational levels and that the disability
is not centered at a specific level of education.
However, the lower educational levels proportion
is small in compared to higher educational levels,
due to higher educational levels increase their
income and economic level.
O-25
Wheelchair users’ Accessibility to Built
Environment in Riyadh
Mohammad A. Mulazadeh ,Talal S. Alharbi
According to United Nations’ report (UNDP, 2012)
disability affects hundreds of millions of families in
developing countries.Currently around 10 per cent
of the total world’s population,live with a disability.
The same report also estimated an increase in the
number of disabled children over the next 30 years
of which 80% of this number will be in the developing
countries. The national Census of KSA indicates
that approximately 135,000 or nearly 0.8% of the
total Saudi population has disability of which 33.66%
people with physical disability ( Al-Jadid, 2013)
Theoretically,all people including wheelchair users
should have access to a barrier-free environmental to
use built environment without limitation in all aspects
of daily life including education, employment,social
activities, etc ((Barnes, 1998; Shakespeare, 2010).
In practice, in KSA however,proves otherwise.
After more than half a century (since Royal Decree
No. 1219, dated 9/7/1376H) of the provision of the
disability legislation in KSA, barriers in the built
environment are still restricting, and even hindering
full participation of disabled people to social life. This
situation has broadened the concept of accessibility
to reach beyond physical accessibility and calls for
social inclusion
O-26
Arab Network for Disabilities & Learning
Difficulties
Dr. Mohammed Jihad Dergham
The low number of educational institutions specializing
in rehabilitation and education for students with
disabilities and learning difficulties and the lack
of specialized services and educational materials
appropriate to them in Arabic contribute significantly
72
to the lack of appropriate educational opportunities
and, hence, the lack of opportunities to reintegrated
them into society. The provision of appropriate and
specialized education for different types of disabilities
and difficulties makes a disabled person able to
communicate, learn, work and live in the community.
From here comes the launch of the Arab Network for
Disabilities & Learning Difficulties as an initiative by
the Regional Center for Development of Educational
Software and the Islamic Development Bank. This
came in consistency with the recommendations
of the World Conference on Information and
Communication Technology in serving people with
disabilities and learning difficulties, which was held
in Kuwait during the period May 20-22, 2012 under
the slogan “A Better Life ... With Technology”. The
Arab Network for Disabilities & Learning Difficulties
is an online integrated portal specialized in providing
an environment of integrated services for people
with disabilities in the Arab region, including a
guide for stakeholders concerned with teaching and
rehabilitating people with disabilities and learning
difficulties, educational and research materials,
publications, services and tools for technology
support in the areas of diagnosis, education and
rehabilitation, and a social window to exchange views
and experiences. The portal also provides a printed
manual listing the stakeholders concerned with
teaching and rehabilitating people with disabilities and
learning difficulties in the Arab countries in order to
save their families from the suffering of searching for
the educational body that best suited student needs.
The Arab Network for Disabilities & Learning Difficulties
is step on the road towards supporting and integrating
the efforts exerted in the areas of information and
communication technology as well as directing those
efforts towards the development and production of
software and applications of modern technology
and the adaption of them to serve our students with
disabilities and learning difficulties and include them
in the society to catch up with their peers.
O-27
Retinal transplantation: seeing is believing.
Dr Peter Coffey
Abstract: Vision is our most precious sense. Most
surveys of people around the world agree that this is
the sense people fear losing the most. The London
Project to Cure Blindness aims to bring stem cell
therapy for retinal diseases, especially for Agerelated Macular Degeneration (AMD), to the clinic
as rapidly as possible. We believe stem cell based
therapies for these conditions have the greatest
chances of preventing blindness, restoring sight and
improving sufferers’ quality of life in the future.
The stem cell approach aims to replace cells in the
eye that are either damaged or missing. In AMD
the main cell that is initially affected is the retinal
pigment epithelium cells (RPE). In the first of the
trials developed by the London Project we are using
human embryonic stem cells (hES) that have been
transformed into RPE cells. These RPE cells will
then be transplanted under the patient’s retina on a
specially engineered patch that the London Project
has developed. O-28
Repairing the ear with stem cells: paving the way
for a treatment for hearing loss
Prof. Marcelo N. Rivolta
Aims: The manipulation of human embryonic stem
cells has open new horizons for regenerative medicine,
especially for incurable conditions like deafness.
Hopes have been fuelled further by the potential to
generate patient-specific, induced-pluripotent stem
cells (iPSCs).
Methods and Outcomes: Pluripotent stem cells
need to be driven into the desired cell lineages. In
our laboratory, we initially tackled this problem by
isolating stem cells from the human fetal cochlea,
and used them to unravel the basic signals involved
in producing sensory cells. We then developed a
method to generate otic cells from human embryonic
stem cells (hESCs) using molecules that induce the
formation of the ear in vivo. In this way we generated
otic progenitors that can produce sensory hair cell-like
cells and auditory neurons. When hESC-derived otic
progenitors were transplanted into an animal model
of auditory neuropathy, they survived, engrafted and
differentiated into neurons. Moreover, they connected
with the hair cells and the brain and, more remarkably,
they elicited a functional recovery represented by
improved ABR thresholds. We are now exploring
if hESC-derived auditory neurons could interact
with experimental cochlear implants. We have also
developed iPSC lines using different techniques and
we are adapting the methods developed for hESC for
their use with iPSCs.
Conclusions: The field is still at an early stage, but the
progress already achieved is substantial. Although
the use of stem cells for hearing loss is likely to be
initially limited to some conditions, this will probably
change with the development of more efficient ways
of producing sensory cells and with the improvement
of delivery and grafting techniques. In summary,
the presentation will revise the recent advances
produced by our laboratory and the impact that this
new technology could have in the future ways we
treat this disabling condition.
O-29
A Stem Cell Therapy for Spinal Cord Injury - A
Decade from Lab Bench to Clinical Trial
Dr Brian J. Cummings
Background: Many believe stem cells will one day treat
spinal cord injuries (SCI). Historically, the relationship
between cell transplantation and functional recovery
has not been thoroughly investigated in animals
leading to unanswered questions and poorly designed
clinical trials. Aims: Do human neural stem cells (hNSCs) promote
functional recovery post-SCI? Do hNSCs integrate
with the host, provide trophic support, or exert effects
via other mechanisms?
Methods: Transplantation of hNSCs into rodent
models of SCI followed by a human clinical trial in
patients with complete/incomplete thoracic SCI.
Rodents received 75,000 hNSCs 0, 9, 30, or 60 days
post-injury and were assessed for 4 months. Humans
received 20,000,000 hNSCs 3 months to 24 months
post injury and were assessed for 6 months.
Outcomes: Assessment of engraftment, migration and
fate in preclinical models of SCI, correlation of these
measures with functional recovery, assessments of
allodynia/hyperalgesia.
Conclusions: Animal data suggests that the
mechanism of locomotor recovery after hNSC
transplantation in SCI is human cell integration.
12 patients have been transplanted and 8 of the 12
have reached at least a 6-month follow-up. 4 have
demonstrated sensory improvements by 6-months,
while the remaining 4 are stable/did not improve.
O-30
Stem Cell Therapies for Neurological Disease
Dr Brian Lee, MD, PhD & Dr Charles Liu, MD, PhD
Over the past decade, there has been tremendous
interest in exploring the potential of cellular
transplantation therapy to treat neurological
diseases. Indeed, researchers have now defined
and characterized a large number of “stem cells” with
the potential of restoring neurological function after
disease, trauma, mal-development, and degeneration.
These cells span the range of totipotent embryonic
stem cells to lineage restricted progenitor cells
from adult tissue. In addition, the role of the microenvironment (niche) has been clearly elucidates, with
the environmental cues playing a significant role in the
ability of cells to move up and down the lineage rest rict
ion pathway. While there is ample evidence that each
of these cells survive, differentiate, and migrate after
transplantation, their ability to restore functionality to
the nervous system in a meaningful way has yet to be
73
clearly demonstrated in human patients. In this paper,
historical and recent clinical trials examining stem cell
therapy for neurological diseaseswill be discussed,
including the upcoming Pathway Trial that aims to
study the role of Human Neural Stem Cells in improve
functionality after cervical spinal cord injury.
This discussion will elucidate the current status of
stem cell therapy for neurological disorders.
O-31
Treating pain in Rehab patients
Dr Bilal Shanti
Aim: To study the best concept of treating pain in
rehabilitation patients Method: emphasis on goals:
longterm plan, ADLs, biopsychosocialissues, facilitate
support to and from patient and family, individualize
therapy and medications
Pain is a chronic disease especially in chronically ill
patients. Pain should address the important points
of care in rehab patients including: myofascial pain
syndromes, headache /migraine, fibromyalgia,
TMJ pain, back pain, neurological syndromes,
Complex Regional Pain Syndrome, neuropathies,
radiculopathies, post‐surgical pain, post radiation
pain, burns pain, contractures, and others.
Pain control is achieved only with a team effort. Role
of physician includes medications, interventional
pain procedures, family/patient education, and
supervision of team. Psychologist role includes mind‐
body connection, coping skills, emotion regulation,
cognitive restructuring, stress management and
realistic expectations.
Role of physical training, ROM, exercises, strength/
endurance training, balance/coordination, postural
education, training therapy:
aerobic / cardiovascular transfertraining, gait,
manualtherapy,
Feldenkrais
technique,aquatic
therapy.
Role of Occupational Therapistin: postural training,
body mechanics, Ergonomics training, work hardening
and conditioning, leisure time use, adaptation/
modification of leisure activities, community
reintegration, positioning, pacing implementation,
stress loading, strength/endurance, activity tolerance.
Relaxation training includes physiologic monitoring
diaphragmatic breathing, imagery, biofeedback,
autogenic techniques, and muscle relaxation, thermal,
respiratory and skin conduction EMG.
Nursing education includes nutrition, sleep hygiene,
sexuality, and medications use and pain mechanisms.
74
Vocational rehabilitation includes assessment /
consultation, return to work counseling, work site
evaluation, liaison with employer
a deaf person. It does not restore normal hearing.
Instead, it gives deaf persons a useful sensation of
sounds that can help them to understand speech.
O-32
Wearing a CI is a lifetime commitment, and requires
the recipient to maintain and care for the implant.
Therefore, this medical intervention requires a
multidisciplinary team to do extensive evaluations to
determine the suitability of this intervention.
Rapid Access Acute Rehabilitation following
Dr Fahim Anwar
Introduction: With the start of Major Trauma
Networks within the United Kingdom, the role of the
rehabilitation services have changed significantly.
There is emphasis now on the provision of early
rehabilitation involvement during the acute phase of
the injury. This concept has led to the development of
rapid access acute rehabilitation (RAAR) unit in our
hospital that provide early rehabilitation.
Results: From October 2012 to October 2013, 153
poly-trauma patients with brain injury were admitted
to RAAR unit. 61.2% of patients were discharged
home with outpatient or community rehabilitation
team support. 23.3% of patients were transferred
back to their local hospital with onward rehabilitation
plan. 13.8% of patients were transferred to specialize
level-1 rehabilitation units based on their rehabilitation
needs. 1.1% of patients were placed in nursing home.
Length of stay varied from 1 to 99 days with a mean
of 17.8 days. 85% of patients were discharged within
30 days of their admission to RAAR unit.
Conclusion:
Improving
rehabilitation
should
specifically be given more priority, on the grounds
that the need to improve both acute and specialist
rehabilitation, and community or generalist
rehabilitation, is one of the main factor in achieving
good outcomes following the major trauma.
O-33
The Role Of HyperBaric Oxygen Therapy in
clinical management
Dr.Riyad Alkhlaif,MD
The Hyperbaric Oxygen Therapy (HBOT) found
early use in the treatment of decompression
sickness, and has also shown great effectiveness
in treating conditions such as gas gangrene and
carbon monoxide poisoning. More recent research
has examined the possibility that it may also have
value for other conditions such as cerebral palsy and
multiple sclerosis.
The FDA has approved the use of Hyperbaric Oxygen
Therapy for 13 conditions. In addition, current
research shows that HBOT is a viable treatment for
other conditions.
O-34
Cochlear implant and future of deafness in the
Kingdom of Saudi Arabia
Dr Abdulrahman Hagr
A cochlear implant (CI) is an implantable electronic
device that can help to provide a sense of sound to
King Abdullah Ear Specialist Center KAESC is one of
the leading implant centers in the world. Soon it will be
the largest center in the world and one of most highly
respected clinical, educational and research center.
In this presentation you will see the hearing disability
in KSA and its needs from medical health services.
As well as what KAESCs achievements and plans
in providing the whole kingdom with high quality and
quantity medical interventions.
O-35
A Comprehensive Research Agenda to Enhance
Family Quality of Life: Theoretical and Empirical
Guidance
Dr Ann Turnbull
Dr. Ann Turnbull will provide a rationale for establishing
family quality of life as a top priority for policy, services,
and research in the field of developmental disabilities. She will briefly highlight the major milestones of her
research program including comprehensive literature
review, qualitative inquiry, instrument development,
descriptive studies, and outcome studies. She will
describe the Beach Center Family Quality of Life
Scale which is a psychometrically sound research tool
comprised of 5 domains and 25 indicators. The five
key family quality of life domains include: Emotional
Well-being, Physical/Material Well-being, Parenting,
Family Interaction, and Disability-Related Support.
Dr. Turnbull will explain how the Beach Center
Scale’s domains and indicators can be used as the
basis of providing services and supports to families
and professional development to service providers
with the goal of enhancing quality of life of families
who are the key care providers for individuals with
developmental disabilities across the lifespan.
The Significance of the United Nations
Convention on the Rights of Persons with
Disabilities for Special Education Policy and
Practice
Dr Rutherford Turnbull
Professor Turnbull will review the provisions of
the United Nations Convention on the Rights of
Persons with Disabilities that relate specially to
special education policy. Although he will identify the
provisions that explicitly relate to special education
policy, he also will point out the other provisions that
nevertheless shape special education policy. He then
will suggest several lines of special education and
rehabilitation research that governments and non-
governmental entities should sponsor to ensure that
the Convention can faithfully be implemented.
O-36
Contemporary Issues in Individuals with
Disabilities Education
Dr. Nasser bin Ali al-Mousa, member of the Shura
Council
Individuals with Disabilities Education witnesses
significant shifts, many developments and rapid
changes, all of that resulted in appearance of several
issues that have become public educational concern
in particular, and community groups in general.
This paper aims to highlight the most important issues
in the field of individuals with disabilities education
and will revolve around three main issues:
1. The terms upon which this type of education,
most notably:
•
Special Needs Education, Individuals with
Disabilities Education, Special Education,
Mainstreaming,
Inclusive
Education,
Education for All, Accessibility in Education
and Diversity among Students.
2. Issue of the statistics which form the basis for
planning, preparation and implementation in the
field of programs, activities and services provided
to students with disabilities. It is noted that
these statistics vary according to the terms and
conditions, standards, methods and tools and
with the change of the samples and populations.
3. Issue of the challenges facing this kind of
Education, and in the forefront the size and the
type of the problem which deals with individual
with disabilities education, the level of awareness
in the educational and social communities and
attitudes towards students with disabilities in
education.
These issues to be addressed clearly, to be explained,
justified and analyzed in the framework of the latest
global trends, the most important development
requirements and the most prominent needs in the
field.
O-37
Lighting the Way to Learning for Students with
Dr Shelly Chandler
Few students, including those with learning disabilities,
exhibit the ability to think reflectively as they enter
college. Traditional college classes, in which students
passively sit receiving information from an authority,
do not promote higher level learning for students with
learning disabilities. The Beacon College StudentCentered Learning Model was developed to promote
higher level learning for these students. With the use
of the learning model, each class meeting consists of
a presentation of 1) declarative knowledge (facts and
75
concepts of the discipline), 2) procedural knowledge
(application of the declarative knowledge), and 3)
metacognitive knowledge (reflection about that class
meeting’s learning and thinking). All three of these
types of knowledge interact during critical thinking
and promote a deeper understanding of the material
for the student.
The Model also dictates that each class meeting
incorporates pedagogical strategies proven by
research to effectively improve student learning.
These strategies will be discussed in the presentation.
Included among these strategies will be the recently
researched human element and its impact on learning
for students with learning disabilities.
Research shows that learning-centered institutions
provoke the development of reflection and critical
thinking by giving students active roles in constructing
and defending their own knowledge (Huba, M. &
Freed, J., 2000). By using the Beacon College
Student-Centered Learning Model and co-curricular
learning, Beacon College is student-centered. The
College’s four year graduation rate of 72% and
the employment or continuing education rate after
graduation of 84%, shows that Beacon College’s
Student-Centered Learning Model has proven to
be effective for educating students with learning
disabilities. The innovative approaches incorporated
into the College’s learning model will be explored.
O-38
Educating Struggling Students: Understanding
and Managing Cognitive Load
Awareness of the educational needs of students with
disabilities is gaining prominence in many countries
as our understanding of “invisible disabilities”
such as LD, ADHD, and ASD and how they impact
learning has developed. In theory students with LD,
ADHD, and ASD belong to three distinct diagnostic
categories. However in practice, the lines between
these categories is increasingly arbitrary and highly
overlapping. Executive dysfunction and areas of
functional difficulty overlap across all three diagnostic
conditions and comorbidity across these conditions is
becoming more the norm than the exception.
This shift has necessitated a move away from
interventions that target specific diagnostic categories
towards interventions that focus on specific areas of
functional difficulty. In addition, Universal Design has
emerged as a paradigm of inclusive education that
promises to improve outcomes for all students. While
useful, these approaches have their limitations.
Specific interventions are beneficial but situational,
whereas Universal Design provides a good general
framework but tends to be vague in terms of specific
practices. This session will introduce a cognitive load
management approach to learning interventions that
can be used to develop, customize, and/or assess
educational content for struggling students.
76
This session will help attendees understand and
identify student specific sources of cognitive load and
task specific sources of cognitive load.
An understanding of these distinct components can
allow for better content specific and student specific
educational approaches.
Selectively targeting desired mental processing while
eliminating sources of cognitive load not critical to
learning goals can facilitate learning for students with
a variety of areas of functional difficulty.
O-39
Educational procedures used in teaching people
with moderate to severe disabilities
Dr. Bandar Al-Otaibi
Despite the growing interest in sponsored with special
needs in Saudi Arabia in recent years, especially in
the provision of educational and social environment
less restrictive, however, there is a category of people
with moderate to severe disabilities did not receive
adequate care, despite the urgent need for those
services.
Although the movement of interest towards the
integration of people with mild disabilities has
greatly facilitated in recent years, the idea of
accepting the integration of groups of people with
disabilities, moderate to severe, however, admitted
to the integration programs of education must be
accompanied by the development of a full concept
to their needs and abilities, which helps the chances
of their interaction with their peers within the
environment school. It is important to include this
perception consolidate the strengths and minimize
the undesirable behaviors in addition to give the
functional academic skills that will help them reduce
dependence on others.
There is no doubt the process of imparting functional
academic skills require clarification and a statement
of how to use appropriate educational strategies
that will help them acquire such skills with the least
amount of mistakes. These are strategies in a number
of educational measures that are the subject of this
study.
Hence, this study seeks to provide and highlight a
range of educational procedures used with people
with moderate to severe disabilities, which showed
a literature search in the field of special education
effectiveness and efficiency in the development of the
necessary skills among the members of this class..
O-40
Using eBooks formats to deliver accessible
information to people with disabilities
Mr Dave Gunn
In a relatively short space of time traditional print
publishing has been transformed by the move
towards electronic publishing and eBooks. As part of
this transformation, mainstream eBook formats and
devices have continued to become more accessible,
and as a result people with disabilities are using
eBook reading systems as access technology in
growing numbers.
Devices like the iPad and Kindle are starting to be
seen as essential devices to enable accessible
reading in education through customised text sizes,
colours choices for background and text, through
synthetic audio or access through refreshable braille.
New publications are increasingly launched
simultaneously in print and eBook formats, so they
have the potential to be delivered accessibly. Other
essential educational content, like lecture slides,
course notes and worksheets, can easily be converted
to eBook formats so that students can access all their
content accessibly.
The latest developments in eBook technologies now
include support for synchronized audio and text
highlighting, global language support incorporating
directional reading control, and the ability to embed
multiple versions of the same content within a book.
O-41
iSpeak for speech impairment applications
Dr Wadee Al Halabi & Noha hafez & Noha Al
Samahi
Despite the rapid advancement of technology, there is
still a communication gap between speech-impairedpeople and others. This is due to the ignorance of
the sign-language in most environments, so hearing
and speech-disability become isolated. What we are
investigating in our study herein is to build a device
that can sense different sounds generated by thespeech-impaired-person and translate that sound
into a meaningful letter and can be interpreted by the
user (the-speech-impaired-person). The person can
be aware of the sound being generated, thus can
reproduce it in case he wants to pronounce the same
letter.
With more training, we hypothesized that a-speechimpaired-person can “pronounce some sounds
interpreted as letters, and can reproduce those letters
whenever he or she wants.” This is going to be a
breakthrough in cracking the barrier between those
who cannot speak, and the normal environments,
without the-sign-language.
The project has been designed, and is being
implemented successfully in our lab, it is due to final
testing and QA test soon.
The project composes of some sensing devices
to capture the sounds, then some advanced signal
processing software to do speech recognition, and a
5” display that will display the produced sound in form
of a letter.
O-42
Technology Access for the Deaf and Hard of
Hearing
Dr Christian Vogler
In this presentation I will discuss how the computing,
internet, and mobile revolutions have changed
the way that deaf and hard of hearing people
participate in society and the workforce. New
communication technologies, including video calling
and messaging, have resulted in unprecedented
access, but there is more that we can still do to
improve the communications experience, such as
real-time text-based communications, and three-way
conversations between a deaf user, a hearing party,
and an interpreter. Additionally, the switch to digital
and streaming video has opened up new avenues for
captions and interpreter access to video. I will discuss
how these technologies can be harnessed, and how
they open new collaborative workflows to make
access to media a reality. But perhaps most important
of all, the technological revolution has made access
to technology much more democratic: anyone who
has some design or programming skills can get right
down to work and solve an access problem. This,
more than anything else, is destined to change the
way we communicate and interact.
O-43
Disability & Society
Communities
Dr Michele Moore
–
Enabling
Inclusive
Across the world challenges face those committed
to developing inclusive communities. I have found
that at the heart of the most powerful work to enrich
disabled people’s lives lies commitment to raising the
seldom heard voices of disabled people themselves.
However, voices of disabled people are often difficult
to access because of a history of marginalization and
oppression. In addition, determinants of identity other
than impairment, mean some disabled people are
less heard than others.
The presentation will raise the question of ‘Whose
voices are being heard in Saudi Arabia ?’ and address
the issue of what can be done to raise missing voices
in order to promote inclusion of all disabled people in
policy making and practice that will broker change.
I am wary of contemporary discourses concerning
inclusion of disabled people familiar in the West
which can operate to induct disabled people and
their agencies into normalising practices of Western
thinking before anyone has worked out whether
these are even appropriate to local disabled people
themselves. The transformative role of non-Western
perspectives is yet to be adequately realised in
thinking about disability and society; there is a great
deal to be learned from ordinary systems of collectivity
and inclusion in the culture of Saudi Arabia. The
presentation will be concerned with the importance of
developing the vision for inclusive community through
local eyes.
On the basis of my research and experience I will
argue that no community can be satisfactory if it does
not welcome, value and respect every individual
person, irrespective of impairment. To enable the
building of inclusive communities I will reject three
myths:
77
•
•
•
‘Some disabled people cannot be included’ – this
is untrue
‘We need expensive expertise’ – this is untrue
‘Inclusion is too difficult’ – also untrue.
I know that building inclusive community is extremely
hard work. However, excluded disabled people live
socially unacceptable lives and are denied their
human rights. And so, our first question must be,
‘what kind of society do the people of Saudi Arabia
want to have?‘ and from here we can think about
transformation of community.
O-44
Understanding the Complexities of Inclusive
Education from a Comparative Perspective: How
Cultural Histories Shape the Ways That Teachers
Respond to Multiple Forms of Diversity
Dr Elizabeth Kozleski
Inclusive Education is an educational agenda
that, in its ideal form, has the capacity to transform
educational policies, structures, and agencies in ways
that demand new patterns and routines in what counts
as education, the delivery of opportunities to learn,
and the forms and processes of participation. In this
paper, I make a case for inclusive education as an
education agenda that addresses marginalization in
many forms. I argue that inclusive education demands
seismic shifts in how teachers are socialized into the
profession, including a curriculum that encompasses
critical, contextual, and technical knowledge and
application. In a third and final section of this paper,
I advance the notion that teacher education is a
transformative venture in which culture is the medium
through which teacher candidates reframe and
renegotiate their own identities as they prepare to
teach students whose cultural histories, practices,
and values may challenge the dominant notion of
schooling.
O-45
Integration; is it a goal or means?
Considerations of integrating deaf persons in
various environments
Dr. Tariq bin Saleh al-Rayyis
The education and teaching of deaf persons have
passed through various development stages. The
same is apparent through the history of great and
acute conflicts between the experts and the workers
in the field. Among the main conflicts are in the ways
of interaction, ways of teaching, the methods and
the most suitable environment for education for this
segment, as this segment has its own special ways in
education and learning.
Among the fields that witnessed variety of viewpoints
and mechanisms of application, were the field of
least controlling environment and the appropriate
educational environment.
The integration is considered one of the concepts that
has seen difference in viewpoints and in taking into
consideration while applying; between its supporters
78
in the public schools and its supporters in the institutes.
The integration as a concept, it looks like it is agreed
upon among the majority of the experts in the field
of special education, but it is observed that when it
is applied on the deaf people there is difference in
principles and considerations, which converts the
integration from a mean to a goal.
In this paper the researcher tries to shed light over
integration as a concept, integration as application,
focusing on integrating the deaf persons by presenting
the latest orientations and researches through the
following themes:
•
•
•
•
The situation of integration in the Kingdom of
Saudi Arabia, through presenting a group of
researches related to integration of deaf persons.
Main hurdles in integrating the deaf persons in
various environments.
Integration of deaf persons in higher education
environment (King Saud University as a sample).
What should be taken care off in integrating
the deaf persons in various environments
competently.
O-46
The effect of the assessment of articulation
and phonology diagnosis of children with
Enas Mohammad Oliemat
The main purpose of this study is to compare the
Regular And the Articulation Phonological Disorders
children On The Arabic Version Of The Clinical
Assessment Of Articulation And Phonology (CAAP),
Validity, reliability and levels of performance (Norms)
have been studied to the (CAAP), A Jordanian
sample consists of (1200) (600), Regular Children
and (600) Communicative Disorders children were
chosen on geographical bases (North.Middle,South)
representing the age categories between (2.6-8.11)
years old .Types of validity were found : the Content
validity showed that the experts agreed on (90%-50%)
of the scales and the Discriminative validity, Another
Constructing validity by correlation coefficient reaches
(0.59-0.01) for the farness of Consonant Singletons
at the beginning of word ,and (0.90-0.73) for farness
of sentences on the scale of Articulation ,while the
correlation coefficient Deaffrication in Phonological
(0.80-0.49).
The R riminativeded to the e (y is to compare
the eliability of Arabic (CAAP) was estimated by
tester-test procedure (N=50) (r =0.999-0.918) ,
and by Internal Consistency and the correlation
coefficient is (r =0.96-0.63) (N=1200).
Standard score of the Arabic(CAAP) was found
by transing the row score to standard score then
percentile ranks ,prefail was perfound.
O-47
The nature of operational functions in people
with autism and its methods of measurement
D.Alsayed Saad Khamesi
Autism is one of the disorders which appears in the
first 3 years of a newborn child, it affects the person’s
ability of communication and socializing with others,
the scientific perspective says that the disability in the
Autistics is a result of dereliction in their operational
functions, and the operational functions are collection
of the Perceptual abilities that organizes and controls
all other abilities, and are necessary for achieving
any goal. They include “Planning, transformation,
flexibility, refrain, working memory, circular, selfcontrol.”
Autistics have been noticed having difficulties in their
operational functions performances, as it’s so rare of
them to correct their mistakes or even to learn from
them, and they only learn a specific strategy, and they
keep doing it, even if it’s wrong.
Many researchers tried to explain autism Symptoms
through the effect of their operational functions, and it
became so important to explain the Symptoms of the
failure in socializing and communication and problems
with the Sensory process and their patterned behavior.
Therefore, the difficulties related to the operational
functions occupied an important rank in analyzing the
autistics behavior.
The current studies are trying to know more about the
operational functions in the autistics, knowledge about
the most important criteria in the gulf environment will
be the result for that.
O-48
A Study of the Psychometric properties of the
Scale diagnosis of Asperger’s disorder
Dr. Abdulaziz al-Sayed al-Shakhs
This Study aims to develop a measure to diagnose
Asperger’s disorder for children in the light of four
dimensions; including communication (both verbal
and non-verbal), social interaction, behaviors and
interests, and mental and cognitive abilities, this
includes verification that this scale has the appropriate
psychometric features, and extract ranks and T grades
that can be used in the diagnosis cases suffering from
this disorder.
In order to achieve this goal, the concept of
Asperger’s disorder has been reviewed in terms
of its origin and evolution, leading to the definition
adopted by this study, the characteristics of those
children were reviewed and the procedures of their
diagnosis, as the procedures of scale preparation
were also reviewed in terms of the sources that have
been relied upon, it also includes the theoretical
background, and some scales and previous studies,
in addition to the academic and practical experience
of the researcher in the light of that the scale’s four
dimensions aforementioned have been identified. A
set of items on these dimensions were formulated,
and subjected to a preliminary screening operations
resulted in the presence of 90 words (items), in which
resulting the scale in its final form after being applied
to the final sample included 348 boys and girls, aged
between 3 – 12 years, where it was verified from its
sincerity and persistence. Ranks and T grades were
also extracted, which may be used in the diagnosis
of cases and judge on the child as suffering from
Asperger’s disorder, with explanation how to use the
scale in this regard.
O-49
The State of Learning Disabilities Services in
Saudi Arabia and Future Needs
Dr Ibrahim Abu Nayyan
This presentation will give a brief overview of special
education services provided to students with learning
disabilities in the Kingdom of Saudi Arabia. It will begin
with the historical context of these services, followed
by description of its present state, and conclude with
a closer look into its future needs.
O-50
The Integration of Common Assistive
Technologies into the Teaching and Learning
Environment
Dr Brent Betit
Assistive Technologies are described as tools – in
the current context, as electronic or digital devices
or softwares – intended to improve the functional
capabilities of individuals with disabilities. Assistive
technologies can remove barriers to performance
while enabling individuals with disabilities to attain
their greater potential.
Text-to-speech softwares, such as Read & Write Gold,
or Kurzweil 3000, assist individuals with languagebased learning disabilities to access materials beyond
their functional capabilities in language (but which are
aligned with their cognitive abilities). Initial research
has further demonstrated that Kurzweil 3000 enables
individuals with Attention Deficit Disorder to read with
greater ease, stay focused on the reading task, and
spend longer times reading comfortably.
Speech-to-text softwares, such as Dragon Naturally
Speaking, turn the spoken word into digital text.
Dragon can assist those with keyboarding, spelling,
or written fluency challenges to create written text
with greater facility.
Graphical mapping softwares, such as Inspiration or
SmartDraw, present icon-based organization tools that
map processes, create thesis outlines, or document
common rhetorical constructs, such as comparecontrast, cause and effect, and the decision tree.
With on-board, customizable templates, these tools
remove some of the common blocks to free writing,
providing visual learners and those with language
barriers with the ability to easily brainstorm outlines
in graphical form, then extract them seamlessly to a
Word-document format.
79
The net result of integrating these tools into a teaching
and learning environment is to remove barriers to
learning and skills acquisition for those with learning
disabilities – enabling them to perform as writers and
as learners at levels consistent with their cognitive
abilities and not constrained by disabling barriers to
learning. In the process, these technology tools open
the doors to learning for students with a range of
literacy skills, providing them with a robust platform for
the development of knowledge, for the demonstration
of learning, and for the acquisition of higher-order
literacy and learning abilities.
O-51
Battery for Diagnostic Assessments of Literacy
and Literacy-related skills for Saudi Arabia
Dr Nadia J. Taibah, King Abdulaziz University
Dr Charles Haynes, MGH Institute of Health
Professions
Dr Pamela Hook, MGH Institute of Health
Professions
Dr Nujood Alsudairi, King Abdulaziz University
Dr Abdessatar Mahfoudhi, Centre for Child
Evaluation and Teaching
Dr Saja Jamjoom,
Saudi Arabia has lagged in the diagnosis and
treatment of reading difficulties. Noteworthy progress
has recently been made in the development of
school age measures of phonological processing
(e.g., Taibah et al, 2010). Nevertheless, the lack of
normative instruments in Saudi Arabic is particularly
acute for early literacy period (Kindergarten, Grade
1) as well as Grades 2-6. Tests for Saudi dialects of
Arabic are needed that specifically focus on assessing
emergent as well as grade school literacy skills and
that have predictive or correlational associations
with word recognition, spelling, reading fluency and
reading comprehension skills.
A summary of existing research findings for Arabic
and an update on a large-scale, five-year Saudi test
development project supported by the Prince Salman
Center for Disabilities Research will be shared.
O-52
A Medical Home: Integrated Care for Children with
and without Disabilities
Dr Caroline Schroeder
In the U.S. the assessment and care of young children
can involve over 70 different disciplines, some of
whom provide no formal training in child development
or disability. When a child has a disability, there is
a danger of the professionals and their agencies
working in isolation rather than together, to provide
integrated care to the families. Recently, the concept
of a “Medical Home” has gained wide acceptance,
where a family can receive all of the services and
be followed through one group of professionals at
one point of contact. Since the first professional to
be seen, irrespective of the problem, is usually a
pediatrician, the best base for such services is the
community pediatric office in collaboration with a
80
pediatric psychologist. This presentation will describe
and present data on treatment of children in such
a practice that has been successful for the past 28
years. This practice might be adopted throughout the
Local Health Centers in Saudi Arabia.
O-53
Applying the productive school with learning for
the disabled people in Saudi Arabia: an Applied
Suggestion
Dr. Arwa Ali Abdallah Akhdar
The Economics of learning in Education led to the
circulation of many concepts and terminologies,
one of which is the Productive School. This is due
to its important and active role in achieving integrity
between education and production, since the global
orientation is towards activating participation with
production.
The paper tackles a number of important and new
cores in the field the education for the disabled, and
preparing institutes and schools for them so that they
will be productive.
This paper acquires its importance from the
international interest in financing general education
on the principle of social participation, and the
contribution in production that contributes in the
economic development and the diversification of
the sources of scholarly financing, and self financing
for disabled students. The abundance of education
expenditures and other benefits will contribute in
achieving this.
The study emerged from the kingdom’s orientation
towards investment in the field of the economy that
is based on knowledge, and this is a noble aspiration
towards the future of general learning and special
education.
The paper aimed at giving an applied suggestion for
the productive school in teaching disabled students
in Saudi Arabia, and it took into consideration in its
comprehensiveness raising productive capabilities
for all disabled students.
The most prominent aims of the applied suggestion
that the paper adopts and which represents also an
added scientific value are:
1. Contribution in diversification of the sources
of financing and not to rely on one source of
financing.
2. To raise the level of productivity in institutes and
the programs of special education in the kingdom.
3. Establishing policies and goals for the process of
productive school application in special education.
4. Preparing students for the service of society and
the labor market.
O-54
Phonology in Saudi Sign Language for deaf
Dr. Yousef bin Sultan al-Turki
The Researcher focuses on that the sign language is
the acquired language of the deaf community, it has
its independent grammatical rules apart from other
spoken languages, but the grammatical rules of sign
language regulated in accordance with rules that exist
in all languages.
The sounds term in Sign Language refers to the
study of the foundations upon which the Sign
Language build, which includes segmentation in the
form of palm movement, the place of the palm, palm
direction, facial expressions and shoulders and the
rest of body organs. As well as the stop segmentation
in the palm shape, palm place, palm direction,
facial expressions and shoulders and other organs.
Using phonological terms in Sign Language for deaf
may not be inappropriate, that may not include a
definition of the sounds. But, the phonological term
has been used in the research of Sign Language for
deaf, due to similarities in the arrangement between
Sign Language for deaf and the verbal language.
Signals were considered, before the Linguistic
William Stookey, as a single set of gestures cannot
be analyzed, and thus it doesn’t contain a level
resembles sounds. Stookey’s study (1960) examined
American Sign Language as a compound language
and therefore it doesn’t resemble gestures, and
suggested an analysis of three sections; sign place,
palm shape, palm move, palm direction and facial
expression and shoulders.
Hence the urgent need to prepare this paper is to
focus on phonology in Saudi Sign Language for deaf.
O-55
A Data-Driven Neuromuscular Model of Walking
and its Application to Prosthetic and Orthotic
Control
Dr Hugh Herr
A long-standing goal in rehabilitation science is
to apply neuromechanical principles of human
movement to the development of highly functional
prostheses and orthoses. Critical to this effort is the
development of actuator technologies that behave
like muscle, device architectures that resemble the
body’s own musculoskeletal design, and control
methodologies that exploit principles of biological
movement.
In this lecture, I discuss how agonistantagonist
actuation, polyarticular limb architecture, and reflex
behaviors can result in quiet, stable, and economical
legged mechanisms for walking and running.
Neuromechanical models are presented to examine
the importance of limb morphology and neural control
on locomotory performance. These models are then
used to motivate design strategies for prosthetic and
orthotic mechanisms.
O-56
Developing a framework for the clinical definition
of spasticity
Dr Anand Pandyan
Spasticity has been variably defined in the literature
and the first part of this presentation will trace the roots
of the definition and then evaluate some of the common
definitions and their limitations. Two significant projects
have attempted to redefine spasticity (a) the North
American Task Force and (b) the European SPASM
project. These two approaches will be discussed and
an argument will be presented as to why the SPASM
definition of spasticity “Disordered sensori-motor
control, resulting from an upper motor neurone lesion,
presenting as intermittent or sustained involuntary
activation of muscles” should be considered as more
relevant. Whilst the SPASM definition provided an
overarching definition that reflected current practice
it has very little clinical relevance. The final part of
the presentation will focus on the operationalization
of the term spasticity in a way so as to inform clinical
practice.
The measurement of spasticity: This workshop
will have two parts. The first will focus on the a
comprehensive literature review that demonstrates
that the best approach to measuring spasticity, both for
clinical and research purposes, is neurophysiological
response to a externally imposed stretch. This will be
followed by a demonstration of one such technique.
At the final part of the session will be a discussion
aimed at identifying the role of measurement within
the context of treatment.
O-57
The applications of international classification of
Functioning (ICF) in Rehabilitation
Dr Ziad Hawamdeh
ICF is a comprehensive, detailed description and
classification of a person’s experience of health
and disability, including environmental barriers and
facilitators that have affect functioning. It has 1,494
codes. (Classification system of function).It provides a
standard language and framework for the description
of health and health-related states. Functioning is
the umbrella term encompassing body functions,
structures, activities and participation. Disability is the
umbrella term for impairments, activity limitations and
participation restrictions.
The aims of ICF is to provide a scientific basis for
consequences of health conditions, to establish a
common language to improve communications, to
permit comparison of data and to provide a systematic
coding scheme for health information systems. The
applications include Statistical tool, Research tool,
Clinical tool, Social policy tool and Educational tool.
Although the ICF has all this applications, its use and
applications are limited because of several factors as
the system in very complex and time-consuming to
apply.ICF lacks applicability for existing national legal
systems, such as workman’s compensation, benefits 81
for disabled people, such as pension rights. ICF lacks
positive aspects on disabled persons ad finally ICF
suffers from a quasi-total absence of references to
some large-scale daily experience by disabled people
in real life: extreme poverty, abuse, neglect, substance
abuse, exploitation, lack of security, imprisonment,
non-application of human rights.
O-58
Long term follow up of cell treatment for
chronic spinal cord injuries, the Jordanian team
experience.
Ziad M. Alzoubi, Adeeb Alzoubi, Emad Jaffar, M.
Jamous
Research on cell therapy for the treatment of spinal
cord injuries is tremendous .Extensive x-vivo, animal
experiment and the clinical trials are now published in
journals. The lecture will review the results of clinical
trial of the Jordanian neuronal restoration group in
treatment of more than 70 cases of chronic spinal
cord injuries using c-d 34 and 133 stem cells.
Objectives: we describe a method for treating patients
with complete spinal cord injuries (SCI) by utilizing
purified CD34+ and CD133+ stem cells (SCs), and
demonstrate the safety and results of stem cell
transplantation (SCT) in treated patients. Materials
and Methods: we included 70 patients 40 of them had
2-6 years follow up, all of them had complete SCI
(ASIA-A) in the thoracic region. We utilized clinicalgrade magnetic beads to purify CD34+ and CD133+
SCs from leukapheresis products (LP) of patients
mobilized with granulocyte-colony stimulating factor
(G-CSF). Purified SCs were directly transplanted
into the SCI site. Patients were then followed up to
assess the safety and efficacy of SCT. Results: An
average of 76 million, 95.2% pure, > 97% viable SCs,
that included CD34+/CD133-, CD34-/CD133+, and
CD34+/CD133+, were obtained by the purification
process. SCT into the cyst cavity or the subarachnoid
space was successful, well tolerated in all 40 patients,
and did not cause any allergic or inflammatory
reactions within the CNS in the early or late periods
after surgery. clinically37%
of the patients had
improvement in one or more of the four functions
which was lost due to the injury.
Conclusion: This study presents safe method for
purifying specific combinations of SCs that can be
used for trial in treatment of patients with complete
SCI
O-59
Conversion Hip disarticulation into Above Knee
amputation & Prosthetic Management
Dr Burhan Dhar
Osteo Sarcoma such as Ewing’s is common bone
affliction with very common occurrence in early
years. Management often results in amputation at the
proximal joint .For patients with Sarcoma of proximal
femur , amputation is always carried out at the hip
leading to hip disarticulation. Such amputations are
82
hard to rehabilitate due to difficult prosthetic fitting
and increased energy consumption. The novel
surgical procedure converts a hip disarticulation
surgery into an above knee amputation wherein a
viable residual limb and functional hip joint is created.
Modified and step wise Prosthetic fitting then helps
patient ambulate as above knee amputee with much
improved outcome and acceptance.
Patient Report:
•
•
Six Amputations performed till date at KFSH&RC
between age 16 and 23 in King Faisal Hospital.
Two patients ambulatory for more than six months.
Steps of Synostosis amputation Procedure:
The known basic principles of Transfemoral
amputation in skin incision and soft tissue
dissection was followed. Femur is completely
removed while the soft tissue is preserved. A
Prosthetic implant was installed with 4 to 6 inch
long stem.
Results:
All the patients healed normal. Prosthetic management
was initiated in 6 weeks’ time .All patients walked with
prosthesis without any pain.
O-60
Rehabilitation of Cerebral Palsy CP using
Functional Independent Measure (FIM) as
indicator instruments suitable for CP: Saudi’s
Perspective.
Bara Yousef
The incidence of Children with CP still raising at
alarming rate worldwide. The study highlighted on
mild and moderate cases with CP and its improvement
using WeeFIM as a functional indicator measurement
admitted at Sultan bin Abdulaziz humanitarian city.
Over a period of 4 months the city received 111 male
and 79 female subjects with CP, who received 4-6
weeks of rehabilitation and using WeeFIM score to
measure rehabilitation outcomes. WeeFIM measures
and covers various domains, such as: self-care,
mobility, locomotion, communication and other
psycho-social aspects. Our findings shed the light on
the fact that nearly (85%) of subjects at admission
got better after rehabilitation program services (sever,
moderate and mild level of impairment) in general
with different level of improvement. In particular,
(45%) at individual moderate to mild reported (59 out
of 128 WeeFIM score) and by the time of discharge
they leave the city with better W eeFIM score close
to (72out of 128 WeeFIM score) for the entire study
sample.
WeeFIM score is providing fair evidence to
rehabilitation specialists’ to assess their outcomes.
However there is a need to implement other
instruments and compare it to WeeFIM in order to
reach better outcomes at discharge level.
O-61
Effect of constraint- induced therapy on upper
limb functions: A randomized control trial
Dr Ehad Mohammed Abdul Kafi
Aims: Children with congenital hemiparesis have
unilateral upper extremity involvement; limiting their
ability in unilateral or bilateral manual tasks; thus,
negatively influencing their participation in daily
activities.Constraint-induced movement therapy
(CIMT) has been shown to be promising for improving
upper-limb functions in children with cerebral palsy.
Clinical assessments may be needed to quantify and
qualify changes in children’s performance following
its application.
Methods: This study investigated the effectiveness
of a child-friendly form of CIMT to improve upper
extremity functional performance. Thirty congenital
hemiparetic children aged 4 to 8 years were randomly
assigned to receive either CIMT program (study
group) or conventional non structured therapy
program (control group).The programs were applied
for both groups for six hours daily, five days weekly for
four successive weeks. Pediatric Arm Function Test,
Quality of Uppe r Extremity Skills Test and isokinetic
muscular performances of shoulder flexors, extensors
and abductors expressed as peak torque were used
to evaluate immediate and long lasting efficacy of
CIMT.
Results: The results showed improvement in
the involved upper extremity performances in
different evaluated tasks immediately post CIMT
program application than that for the control group.
These improvements continued three months
later.Conclusion: CIMT with shaping produced
considerable and sustained improvement in the
involved upper extremity functions in children with
congenital
hemiparesis.
O-62
Abusing the Disabled Children and Strategies to
face this Problem (A descriptive analytical study)
Prof. Dr. Ali Abdu Rabb al-Nabi Hanafi
The communities have started giving up – categoricallythe concept that the child is a property of his parents
and they can do whatever they want to do with him,
to reaching the concept that he has some rights that
must be respected and given to him. Usually the
children with disabilities are the ones – specifically –
who are to a great extent prone to different kinds of
abuse and negligence, because of their lacking the
social skills and their dependence on others in fulfilling
some of their basic needs, in addition to their lacking
of skills related to the procedures of basic protection
from abuse. This happens because of their weak
understanding of what takes place during the abuse
or because of the great pressure they go through
which results from their fear or because of their needs
connected with the abusive person or because their
relationship with him that is based ontrust.
For the severity of this concept and its negative
impacts, the world started its concern with the child
83
issues from the beginning of the twentieth century. In
the year 1923 the International Union for Child Affairs
adopted the Child Rights Declaration and in 1989 the
Child Rights Agreement was signed by United Nations
Organization. There were other agreements and
laws before the Convention on the Rights of Persons
with Disabilities 2006 was signed. Many countries
signed it. It has a lot of material relevant to the study
subject that aims at “Strengthening, protecting and
guaranteeing all persons with disabilities to enjoy
fully –based on equality- with others all human rights,
basic freedoms and strengthening the respect of their
inherent honor” and that “the signing countries should
take all legal, administrative, social and educational
means appropriate for the protection of the child
from all kinds of violence, harm, physical or mental
abuse, negligence or treatment containing negligence
or mistreating or taking advantage of the situation,
including sexual abuse.
vocational rehabilitation institutes in Jordan.
Review the experience of vocational rehabilitation for
autistics in the Kingdom of Sweden – Photos from
the field visits to institutions that are rehabilitating
autistics.
Hence the interference programs during the early
childhood stage are excellent sources for protection
from child abuse, as these programs share the idea
that the interference should be early in the life so that
the problems may not compile. It is also because the
child abuse is mostly spread among the children who
are less than five years of age. Hence the interference
programs in the early childhood stage is considered
an exemplary procedure for stopping the abuse
before it takes place.
Consequently, the study will try to shed light on the
following issues:
The support analogue of people passed through
the same experience is the first and most important
step in the journey to recover the disabled, and
rehabilitation properly, and return them to society. The
support similar recovery helps the individual to accept
the truth of what happened no matter how harsh,
allows him given the choices and priorities, and start
thinking about his future, allowing him to express his
own feeling, and gradually return to social life.
1. Rehabilitation and capacity development of
individual and collective self and invested in a
positive way through the full participation and
integration.
2. Building and the promotion of self-confidence
and improve the quality of life of psychological,
economic and social.
3. Minimizing the negative effects resulting from
serious mental status resulting from injury case
(disability), neglect and isolation.
4. Build a society that respects the dignity of an
integrated human rights and guarantees.
5. Recovery support is considered the most important
skills for workers to be acquired by individuals
working in institutions that provide services to the
victimization of different categories.
1. Forms of abuse (at home and school), their
source and then showing the abusive persons
their wrong ways that they practice in their daily
life.
2. Discovering the disabled and normal persons
who areabused, then specifying the instructive
and curative programs to overcome their
psychological
problems.
3. Knowing the characteristics of those who are
abusive to their children, then specifying the
punishments they will face for that.
4. Knowing the ways of facing the abuse (at home
and school), then specifying the mechanism of
activating these ways, creating awareness in
the society about them, strengthening the role of
media towards this problem.
5. Current situation of the field researches that
undertook the cases of abusing disabled children.
Current situation of the Arab countries regarding the
enforcing of the Conventionon the Rights of Persons
with Disabilities.
O-63
Future Vision of Vocational Rehabilitation for
Autistics in the light of some international
experiences
Dr. Aisha bint Khalifa al-Kiomiyya and Rebecca
Nasland
Autism – Definition of Vocational Rehabilitation
Review the experience of vocational rehabilitation
for autistics in the Hashemite Kingdom of Jordan
– Photos from the field visit that I made to some
The most important challenges that facing vocational
trainers to the individuals with autism.
The most important challenges that facing the
employment of individuals with autism.
Future vision of vocational rehabilitation for autistics
in the light of some international experiences.
O-64
The importance of psychological support for
recovery similar to the owners acquired of the
disability
D. Adnan Wajeeh Aboudy
O-65
Efforts of Arab Council for Childhood and
Development
Dr. Suhair Abdul Fattah
•
The council has focused since starting its work on
the issue of children with disabilities, whereas it
enforced the house program for early interference
to train the mothers of the disabled children
“Portage” as it is considered a representative
of Portage institute in the middle east and north
Africa.
•
In the year 1999 a project was designed to develop
the Arab strategies for working with disabled
children with the aim of adopting strategies to
face disability among the children of the Arab
world and activating the preventive and special
education programs.
84
•
In the year 2000 a directory was prepared about
disability and about the institutions that take care
of disability and rehabilitate the disabled persons
in the Arab world. In this directory the positive and
negative components were observed with the aim
of determining the size of the problem of disability
in the Arab world.
•
In the year 2002 the council issued a book “Mental
Disabilities in Childhood”.
•
A conference was held in the year 2010 under
the theme of “The Duty of the Society towards
the Disabled Child”. Among its suggestions it was
suggested to specify a project about violence
faced by this segment and ways to control it.
•
In the years 2011 and 2012 the Arab Council
succeeded, with a number of participants,
in enforcing a project towards “A peaceful
environment for protecting the Disabled Arab
Child from Abuse”. The success of this project led
to the accomplishment of:
1. A guidebook that was like a theoretical and
scientific frame to define disability and a peaceful
environment for the Disabled Child.
2. A training guidebook for the training of the trainers
TOT’s.
3. Preparing the training cadre (through workshops
for the training of the trainers TOT’s) from the
workers in the Care Institutions in the Arab world,
and their number reached 62 trainers from 14
Arab countries.
4. Four stories of disabled children from 4 various
groups and four cartoon films from of the same
groups.
Taking off from the findings of the previous project,
an agreement is reached to continue the work in
this direction, particularly in the field of merging the
disabled child in education and society.
The paper will focus on the positive and negative
aspects of these projects and their findings.
This paper show the types of support needed by
the family of a handicapped child, which can help in
creating an educational environment; meeting the
psychological and social needs and requirements for
the child and every member of his family. And reduce
the pressures which they are exposed to because of
taking care of this child.
O-67
Diagnostic & Early Intervention Centers …
Between Reality and Aspirations
Dr. Fawzia Bint Mohammed Bin Hassan Akhdar
One talking to you is:
•
•
•
Families of another type???
What does this title mean??? And who are those
different families???
Those are the families who have been overlooked by
society and media, have not been the subject matter
of studies and research. They are the families of
people with special needs, who are divided into two
types:
The first type is the families where one or both
parents are with special needs while their children are
normal. They need special study, care, awareness
and discussion of their problems more than normal
families, but they did not find sufficient attention to
and they were removed from the attention of officials,
researchers and stakeholders.
The second type is the families who have one or more
children with special needs while parents are normal.
They have to choose from several options, each of
them is harder than others:
O-66
•
Needs of Families’ with Handicapped Children to
Different Type of Support
•
The family plays important roles in life of its
handicapped child, they are the most knowledgeable
about his/her basic needs and requirements. The
parents try to provide, meet these requirements,
develop the skills and abilities, which is vary
according to their handicapped child situation, family
circumstances, type of disability, child gender, age
and stage; needing special care from them towards
that child which is differ from raising normal one. Thus
parents and family members facing more burdens.
That is why these families need various types of
support such as material, moral, psychological, social,
and other supports; to be able to take care of their
child, coping and facing any consequences.
Honored to be the mother of a deaf young man
Inspired to specialize in the field of disability in
post-graduate studies
Mandated to be responsible for those groups at
the Ministry of Education for 38 years
Depositing him/her in an internal accommodation
establishment where all of us know what is going
on there such as abuse, violence, harassment
and other things
Sending him/her abroad to learn and releasing
themselves from responsibility, this is in case they
have financial capacity, but the child will grow up
as a stranger from his/her family, country, religion,
customs and traditions
Here we find that these families face many problems
and need early intervention services that are almost
non-existent in the Arab world. This is the reality, and
the aspirations will be highlighted in this paper.
O-68
Patient Centred Care Approach (PCC)
Mr Ahmad Al Baker
Patient Centered Care Approach (PCC): the idea of
patient centered are approach Was introduced to the
85
health care system 30- 40 years ago, and since that
time till now the concept gradually was understood
and accepted with it is full domain through health care
organizations, it is very important for us to apply this
concept in practice which reflect on the organizations.
If we think about the idea of patient centered care
we will find that it is the right choice that it could be
acceptable With a best result for patient health care
promotion.
The third part: which is consisted of:
Patient Centered Care can be defined as: The care
organized around the patient. It is a model in which
health care providers with patients and families to
identify and satisfy the full range of Patients’ needs
and preferences.
O-70
Objectives:
•
•
•
•
To define what is Patient Centered Care Approach.
To know the goals for PCC
To know the advantages and implementation on
how to achieve PCC.
To view strategies and projects can be
implemented to ensure PCC.
O-69
The media’s role of integrating the visually
impaired people in the society
Abdurrahman Mustafa Abdurrahman Alama
The media’s role in creating awareness for the
public as it is the revolution of technology and
how communication is so easy and fast, and how
a powerful impact would the media give. And the
Universal Declaration of Human Rights, article (23)
mentioned to take full care of disabled children.
Research goals
How the media has a great role in developing the
humans abilities to improve the society, and its
important role to activate integrating visually impaired
children in their societies by sharing awareness to
make people accept disabled people as blind ones,
and the research goal is to recognize the role that
the media can do, through media’s different institutes
and ways in integrating visually impaired people in
the society, and how to make the message sent to
public through media more effective so as to accept
the disabled and visually impaired people.
The research is consisted of three parts:
The first part is consisted of:
1. The definition of media
2. A brief definition about visually impaired people.
The second part: which is consisted of:
1. Why to integrate?
2. Goals of integration.
3. Dealing with visually impaired people.
1. The media and the visually impaired people.
2. The requirements to activate the effects of the
Media`s message about integrating the visually
impaired people in the society.
3. The content of the media’s message dedicated to
visually impaired people.
The role of media in the advancement of persons
with disabilities by providing their participation
and contributions in the media of all types
Imad Eddin Chaker
This research seeks to show the importance of the
role of Media in all types in changing the stereotype
and negative ideas and wrong beliefs against
disabled people. Also this research emphasizes on
the importance of the disabled peoples’ role and their
participation, through media, so as to defend their
rights which they worked hard to get them, without
pity and compassion.
A plan for awareness through media should focus on
delivering this message to audience in order to aware
them better about the disabled people through all
types of media, written, audible, and read. Plus to the
internet and the social forums, which has a big and
important effect on the public opinion. And it suggests
studying the following:
•
•
•
•
•
Words and terminology
Negative ideas and wrong beliefs.
Allowing disabled people to participate.
The media support of the disabled women.
Types of media that, are easy to be accessed and
viewed by disabled people.
The role of the disabled people to affect the media
and the public opinion, using the modern technology,
as the case makers are the first ones to defend it, so
they should know every and each little detail about it,
and to be aware of their rights.
O-71
We are all with you
Media, in all its forms; radio, television and press,
plays a key role in the formation of public awareness
and increase knowledge. The television in particular
has an important role because it is a direct means of
communication; it affects the pictorial skills related to
information as it plays a key role in instilling trends
through the consolidation of visual images of different
concepts.
The research calls for the creation of a TV channel,
non-profit, for disabled, and discusses the content
of this channel and the programs can be presented
through them and the governmental bodies which
have to sponsor this channel and take care of it, the
impact of this channel on changing the impression
86
about disabled, provide the needed to help them
overcome their problems and to support them and
embrace their talents, provide the appropriate health
care to them and adopt a national strategy to combat
the disability, an action plan for the involvement of
individuals with disabilities, improve their abilities and
increase the public awareness and knowledge about
disability and the proposed name for it is “We are all
with you”
O-72
Awareness of Disabilities and Media contribution
Mr Nabil Al Moalimi
The specialized and methodological media is the
most effective medium in passing disabled people’s
goals to the public, and addressing the largest sector
of individuals in society for raising awareness about
the situation of these people and the basis of dealing
with them.
What are the benefits of media connection for the
disabled?
How can we invest media tools and means to shed
light and interest on disabled people?
What is required of legislators, the private sector, and
the disabled people?
O-73
The Role of Youth Volunteer Work in supporting
and rehabilitating the Disabled: Future Views and
The Best Practices
Mr Mohammad Sayed Sultan
With the increase of social and economic changes
within modern society, and the increase of burdens
and requirements to follow up the challenges of
the era on governments, and within the increased
interest to develop non-profitable sectors in achieving
social development, a social, cultural, and economic
phenomenon is growing from the current situation
and conscience of humanity. It is also committed
to achieve the dream of social welfare and the
advancement of society. This is the phenomenon
of volunteer work which represents an internal and
deep need, which is also represented in the desire
and readiness of the individual to abandon everything
for the sake of helping others without any reward.
Therefore, he represents huge social and economic
abilities within the society. From here comes the
problem of this study in tackling the role of youth
volunteer work in Arab countries by supporting and
rehabilitating people with disabilities. Moreover, this
study aims to get us introduced to the importance of
Youth volunteer work and its role in supporting and
rehabilitating disabled people, and to get introduced
also to the role of volunteer work in engaging disabled
people within society. It also tackles the challenges
that youth volunteer work faces in dealing with the
disabled, and it also aims to put a group of future
views to improve the role of volunteer work in raising
disabled people within society through acquiring the
best Arab and international practices with this regard.
O-74
Early Prevention of Severe Behavior Disorders
among Infants and Toddlers At-Risk for Autism
and Developmental Disabilities
Before the 1990s, research on the early identification
and prevention of severe behavior disorders (SBDs),
such as aggression, self-injury, and stereotyped
behavior, among young children with intellectual
and developmental disabilities (IDD), was mostly
done with children three years or older. More recent
work suggests that signs of SBDs may occur as
early as six months in some infants. The present
study combined a cross-sectional and longitudinal
approach to examine SBDs in 180 young children
aged 4-48 months recruited through mass screening,
then receiving an interdisciplinary evaluation and
six-month follow-ups for one year. Twelve potential
risk factors related to SBDs were examined. Eight of
these risk factors, including age, gender, diagnosis,
intellectual and communication levels, visual
impairment, parent education, family income, were
differentially related to scores for Aggression, SIB,
and Stereotyped Behavior subscales on the Behavior
Problems Inventory (BPI-01) at initial interdisciplinary
evaluation. BPI-01 scores decreased over the year
for 57% of the children and increased for 43%. The
amount of decrease on each BPI-01 subscale varied
with age, gender, and diagnosis.
O-75
Behavior Analysis Presentation: Early
intervention: genetics, behavioral and brain
development: A review of research.
Dr Travis Thompson
Describe common causes of autism and ways of
preventing worsening of the symptoms through
early intensive behavioral intervention. Describe
the subtypes of autism and different intervention
strategies for preventing worsening of symptoms.
Describe relation between synaptogenesis and early
behavioral intervention.
O-76
Relationship between Learning by Observation
and Brain Structures in children with Autism
Spectrum Disorders
Observing another person performing a complex
action accelerates the observer’s acquisition of the
same action and limits the time-consuming process
of learning by trial and error. Learning by observation
requires specific skills such as attending, imitating
and understanding contingencies. Individuals with
autism spectrum disorders (ASDs) exhibit alterations
in these skills. In a previous study (Foti et al., 2014)
we demonstrated ASDs children still have imitative
abilities, although the presence of imitative errors
indicates impaired control of imitative behaviours
(hyperimitation).
Here we investigated whether the performances of
ASDs children on a Learning by Observation (OBS)
task was related to abnormalities in specific brain
regions.
We selected 16 ASDs children (mean mental agemonths 48.31; SD 14.34) who learned by observation
how to assemble a little “house” with some Lego®
bricks.
We performed a region of interest analysis using
Freesurfer tools extracting volumes from those
anatomical regions known to be involved in OBS
and we correlated the behavioral scores with the
anatomical regions volumes.
We found measures of OBS negatively correlated
with the volumes of most neuroanatomical regions
considered the core of the imitation circuit. This
result can be interpreted as the consequence of
a hyperconnectivity that affects imitative learning
abilities
O-77
Dr Mayada Elsabbagh
A rapidly growing area of research falls at the
crossroads of two disciplines: infancy and autism.
This emerging research draws on innovative basic
science, which has in the last decade succeeded in
getting answers from very young babies about their
development, cognition, and communication. These
advances are now being used for the long-term goal
of helping clinicians to detect autism much earlier
than currently possible.
The presentation will cover a range of laboratory
experiments suggesting that before the onset of full
symptoms around three years, less obvious brain and
cognitive differences appear to be present in infants
at-risk for autism.
Moreover, characteristics of brain function very early
in life map onto variable outcomes in toddlerhood.
Translation of these discoveries into personalized
health applications will rely on engagement of a wide
range of stakeholders in order to address complex
scientific, social and ethical
issues.
Recommendation for evidence-based early screening
programs will be made, paying careful attention to how
the screening process can also support enriching the
environment as to support optimal brain development.
O-78
The Saudi National Health and Stress Survey:
Planning and Fieldwork Presenting by:
Dr Abdullah Alsubaie, Yasmin Altwaijri, Abdullah
Alsubaie, Abdulhamid Alhabib
The Saudi National Health and Stress Survey (SNHSS),
is a state-of-the-art, national epidemiological survey
87
which aims to measure the burden of mental health
problems and its comorbidities among the Saudi
population. The study involves conducting household
interviews among a nationally representative sample
of Saudi males and females, using a standardized,
diagnostic instrument that has been tailored to
the Saudi population. The project has completed
its planning, preparation and testing phases.
Implementation phase began in January 2013 with
the training of supervisors, interviewers and surveyors
followed by field in the Western region followed by the
Central region and shortly after, the Eastern region,
after which it was paused for the summer.
Work on the project resumed after the summer by
making some modifications to the instrument, and
operational plan. Results of our Phase 2 fieldwork
data collection will be presented, along with an
overview of the advanced quality control analytics that
are performed, call back verification interviews, and
validation interviews. The presentation will illustrate
the extent of detail, time, management and effort
involved in a high caliber, world class survey project.
O-79
Schizophrenia disabilities in Saudi Arabia
Dr. Ibrahim Al-Khodair, MD. M.Phil.
Schizophrenia is a common condition, which often
torments and cripples people from adolescence
or early adulthood, yet leave them exposed to
discrimination and has been described accordingly as
the worse disease affected mankind.
Schizophrenia described as the first mental illness
cause disability among young people according the
World Health Organization (WHO).
The coast of schizophrenia very high; in United States
the coast of schizophrenia have been estimated as
about 2% of the gross national products. In England
alone the coast of caring of schizophrenia is about 2.6
billion Sterling pound.
438 Saudi schizophrenic patients, lives in Riyadh
(293 male and 145 female, 67% and 33%).
Mean age 28 year. Schizophrenic patients in Saudi
Arabia start treating this illness by faith healers,
traditional and religious healers.
78% of the patients never had a job and 22% had
more than one job but couldn’t maintain jobs and now
unemployed, and consider as handicaps.
The only treatment available is the drug treatment
and unfortunately there is no rehabilitation centers
available for schizophrenics in Saudi Arabia.
88
O-80
O-82
Mental disability in the Fifth Diagnostic and
Statistical Manual (DSM 5)
D. Mohammad Mohammad Odeh
The use of a behavioral treatment program
to overcome bedwetting (Day and Night) for
students with intellectual disabilities of simple
and medium degrees
Emad Abdel-Maqsoud Mabrouk Mahjoub
DSM 5 appeared in May 2013, and it showed some
changes relevant to mental disability than what was
in the DSM 4, and in this worksheet we highlight the
most important changes and differences in diagnostic
criteria that appeared in the DSM 5.
O-81
The roles of the psychologist in the process of
rehabilitation for the elderly.
D. Azzah Abdul Karim Faraj Mabrouk
Passes the elderly with numerous changes of natural
and non-natural associated phase aging Ageing,
which may pass safely or lead to an imbalance in the
various aspects of the lives of the elderly and affect the
family members, which requires them to provide some
psychological services, specialized rehabilitation so
that they can bear with those changes.
It is intended to habilitation psychological senior,
providing psychological services which are interested
by the elderly with the same hand and with the world
around him from on the other hand to be able to make
sound decisions in his relationship with the world as
it aims psychological rehabilitation to access elderly
to the maximum degree of growth and integration
in character and achievement itself and accept the
changes associated with the aging process.
The main objectives of the most important
psychological rehabilitation for the elderly in helping
the elderly to understand and appreciate the
psychological
&cognitive
changes.
And the accompanying social progress in age and
develop positive attitudes towards the same. To
achieve this varies psychological services provided to
them between psychological counseling in the case of
minor problems to psychotherapy for the most severe
psychological problems and that limit or prevent the
individual agrees with himself or his family or his
community.
It will focus the workshop current and for the
rehabilitation of older roles psychologist, working with
a team in the process of rehabilitation, which includes
the examination and evaluation in order to assist
in the diagnosis, and the preparation of plans and
modification intervention, treatment, and prevention
plans.
The research aims to use the therapeutic behavioral
treatment for bedwetting daytime and night with
a group of students (10 males and 8 females) with
intellectual disabilities and simple and medium
degrees between the ages of 6 years to 19 years old,
the program was applied through teacher training, and
training parents first on the procedures of the program,
its principles, and strategies used prior to starting
it (where the program was applied at school and at
home with the same procedures) implementation of
the program continued for three months, and during
that period there was a weekly follow up with teachers
and parents to review the program procedures and to
find solutions to problems that confront teachers in
the school or parents at home.
Results showed the success of the program in
treatment of bedwetting for sixteen students, where
they were able to maintain their clothes clean without
moisten both whether during the day or at night, and
they became able to request going to bathroom on
their own when they need it in more than one way
based on the capabilities and skills of each student,
and followed up these students for three months (First
follow-up) and for another three months (Second
follow-up).
And the results showed continuous success without
any obvious setback for any student of the group,
this, the program wasn’t able to solve the bedwetting
problem for two female students because the family
was not cooperative in implementing the agreed
procedures of the program.
O-63
Rights of persons with disabilities in Saudi laws
Mr. Ahmed Bin Ibrahim Al-Muhaimeed
There are more than 20 regulations & codes dealing
with the welfare of the disabled people in Saudi Arabia
that includes all types of disabilities and more than ten
parties sponsoring rights of the disabled people. All
are lacking to a legal mechanism which ensures the
implementation of the rights of people with disabilities.
It is important to concert the efforts in building the
society culture to respect the regulation and apply
it. Being thankful to Allah to be a Muslim Society &
since the Islam in all its legislation urges us to obey
the rules laid down by our lord Allah his Almighty,
and the Koran illustrates in many verses how this
universe is based on a strong & precise regulation,
as well as our profit Sunnah calls for commitment to
regulations, either in worshiping or in our life practice,
then being a Muslim community we should posses a
culture that appreciate the regulations and showing
the commitment in its application, implementation &
to provide the rights to the people in need.
89
WORKSHOPS
W-1
Best practice for accessible images: standards,
guidance and technologies
Mr Dave Gunn
The specific skills required to design and deliver
effective accessible images – tactile (for blind people
to touch), and large print (for low-vision users) – are
complex and can be time-consuming to learn.
Recent developments in standards and informationsharing make it easier to:
follow good practice principles for designing images
themselves so they are effective under the fingers,
or with partial sight;write a good verbal description
which helps a user to understand what an image
is showing; analyse an image for its conceptual
and tactual complexity, to ensure that users are not
given inappropriately complex images before they’re
ready to process them.Train users in how to explore
and read accessible images, and the concepts they
convey.
Trial new technologies offering new possibilities.
With all these things in place, blind and partially
sighted children and adults will gain a great deal from
the images provided, maximising the potential for
effective integration into a wide range of activities.
We will provide practical tips for designers and
educators, illustrations of good practice design and
production of tactile and large print graphics, and
strategies to support users effectively through verbal
descriptions, complexity analysis and training. We will
highlight upcoming new technologies with interesting
potential.
W-2
Implementation of the Universal Design concept
in policy making for the private, social and public
sector
Andres Balcazar
The workshop is intended for any person in charge of
implementing disability policies in the academia and
public, private and social sectors. Even though the
concepts of accessibility and universal design have
been traditionally associated with the architecture and
building industries, they are a major factor to facilitate
the full inclusion of persons with disabilities and other
groups within the society such as elders and children.
The implementation of accessibility and universal
design require a cross-discipline and cross-sector
approach therefore persons from diverse professional
background and especially those becoming involved
in the disability theme will benefit from the workshop.
The workshop goals will be to raise awareness of
the barriers faced by persons with disabilities in the
daily life regarding the built environment and services
provision and to highlight best practices solutions for
developing policies, procedures and even local or
national standards.
The attendees will be provided with real world
solutions examples and worldwide best practices on
strategies to overcome the challenges of implementing
universal design in architecture, urban infrastructure,
transportation and services provision.
A current worldwide challenge is to implement teaching
universal design at higher education institutions,
therefore, participants from universities and college
will understand the importance of incorporating
universal design in the curricula of architecture, civil
engineer and professions alike
W-3
Employment of Persons with Disabilities Program
at MoLPlus in Saudi Arabia
Dr. Mervat Tashkandi & Dr Heidi Alaskary
Encouraging employment of persons with disabilities
to become productive members of the work force is
part of the strategic agenda of the Ministry of Labor
(MoL) in KSA and its affiliate organization the Human
Resource Development Fund (HRDF). With this in
mind the Ministry has developed a Mega Program –
named Tawafuq - that encompasses many projects
with the aim to support the employment of persons
with disabilities in private sector companies.
This workshop aims to shed light on two aspects
that have direct influence on the above subject;
the legislations and policies that protect the rights
of persons with disabilities in employment, and
the employment process that ensures suitable
employment for job seekers with disabilities through
the employment channels. Two major projects are
currently under way at both MoL and HRDF that
tackle these two aspects. An overview of the work
done on reviewing articles in the Labor Law in KSA
that have direct impact on the employment of persons
with disabilities, and the development of a definition
of Disability and Employment and Reasonable
-Accommodations that ensures suitable work
environments for both job seekers and employees
with disabilities, will be presented with the aim to
engage participants in the workshop in discussions
to understand the reasoning and legal dimensions
of this definition. Also, an overview of the work done
to establish the employment process of job seekers
with disability and the journey toward matching the
skills of the job seekers with the job requirements,
as well as the employment support services that are
necessary to facilitate the employment process, will
be presented.
90
W-4
The Speech and Arabic Language Acquisition
Method (SALAM)
Mr Pantelis Makris
SALAM, special software, for articulation, phonology,
prosody and language development.
SALAM is a software which can be used to support
mostly children with special needs, but also children
who are struggling with reading, to improve their
speech as well as to enrich their vocabulary and to
develop better language skills. The software works
both in Arabic and in English, runs on a PC and can
be a valuable tool in inclusion settings, in special
clinics, rehabilitation centers and special schools.
The objective of the software is to help children
and adults to improve their speech with articulation,
phonology, prosody and language activities. There
is integrated scanning method (switches can be
connected), which will meet also the needs of
the most severe cases of children with motor skill
problems. It includes a big number of best quality of
graphics, videos and animations and it is completely
a mixed type of software which means that users,
teachers and parents can modify and adjust both the
environment (user interface) as well as the content
and the activities. In this way they can configure it to
the specific needs of each student/user.
As a tool it provides an excellent opportunity for
individualization and adaptation of the system as
regards to level, age, interest and objectives for each
user. More over the software records the personal
settings (configuration) of each user, the interface and
the content but also the configuration of each activity.
In addition it logs all results and provides option for
printed outputs of personal data, reports and results.
W-5
Building Effective Special Education Policies and
Guidelines
an Expert Approach to Nonprofit and NGO
Operations
Dr George Hagerty
In this two-hour workshop, international expert Dr.
George J. Hagerty will focus on effective policymaking in the special education arena of government
and education.
Dr. Hagerty is the President of Beacon College.
Beacon College is the first regionally accredited
(SACS) U.S. institution of higher education exclusively
devoted to the four-year baccalaureate preparation
of students with Learning Disabilities, ADHD, and
other learning differences. Beacon’s record of
student outcomes as measured by graduation rates,
retention, and post-graduate employment/advanced
study are unparalleled in the arena of American higher
education and are the community’s most enduring
legacy.
Dr. Hagerty is the President-emeritus of Franklin
Pierce University in New Hampshire, in recognition
of his fourteen years of leadership and service as
President during a time of significant institutional
transformation and growth (1995-2009). At Franklin
Pierce, Hagerty also held academic appointment as
Professor of Political Science and Education and
frequently taught a course on U.S. Social Policy.
A champion of making accessible the U.S. higher
education model to an international audience, Hagerty
immediately followed his Presidency by serving as
the Provost and University Professor at the newly
founded Hellenic American University in Athens,
Greece (2009-2011). He extended his time overseas
before taking the helm at Beacon College after his
appointment to the post of President and CEO of
University Advisors International, Inc. (UAI). The
U.S.-based international investment and consulting
firm provides counsel to universities, NGOs, and
corporations on four continents.
Early in his career, Dr. Hagerty was selected as
a Post-doctoral Fellow at the U.S. Department of
Health, Education, and Welfare. After completing
his fellowship, he was appointed to a series of posts
in the newly created U.S. Department of Education,
culminating in his appointment as the Chief of
Compliance and Enforcement in the Office of Special
Education Programs. Since leaving Federal service,
Hagerty has been counsel to both Democratic and
Republican Administrations on issues related to
education, State-Federal relations, and public finance.
He has held roles previously on a number of oversight
and policy bodies, such as the Advisory Commission
on Special Education for the U.S. Department of
Defense’s Overseas Dependent Schools (19821985), the Massachusetts Commission on Disabilities
(appointed by Governor Michael Dukakis of
Massachusetts (1986-1992)), and the five-member
Education Reform Commission (appointed by
Governor William Weld of Massachusetts (19921995)). A product of private higher education, Hagerty
has also dedicated his time to the governance of
private schools and non-profit charities.
Participants will come away from this workshop with
insight into the factors that impact successful policymaking, key aspects of effective policies, and special
considerations to bear in mind when creating policy
impacting individuals with disabilities. Dr. Hagerty
will relate some of the pitfalls and challenges he
encountered as a leader in the field, along with some
of the best practices he developed to attain the many
accomplishments he achieved during his career.
Dr. Hagerty will also touch upon western government
financing for education, particularly disability or
special education, and accountability practices in
managing non-government and nonprofit entities.
W-6
Educational and Assessment Technologies for
Deaf Children
Dr Christian Vogler
Target audience:
Educators of deaf children. Familiarity with web-based
and mobile technologies is strongly recommended.
Goals: Explore the potential of mobile applications
in language acquisition. Discuss the potential of
technology in assessment of children.
Intended outcomes: Understand what factors make
design of mobile applications for language learning
effective. Understand how such applications can apply
the principles of bilingual education. Understand how
technology can be used to facilitate assessment.
Description: Have you seen VL2 Storybook App,
yet? It’s a bilingual, interactive storybook app for the
iPad, incorporating ASL and English. Created by the
creative team at the Center on Visual Language and
Visual Learning (VL2) at Gallaudet University, this
app was designed based on our new and exciting
research in visual learning, fingerspelling, ASL, and
Deaf children’s cognitive development. The presenter
will also share how we can use it in classrooms, and
more specifically- how to promote ASL and English
language development. I will also share our exciting
plans about VL2 Storybook Creator Program through
which the teachers themselves can create more
stories using the same platform as our VL2 Storybook
Apps. In addition, I will talk about the assessments
that have been developed under VL2, and that are
being made available through a web portal:
Visual communication and sign language checklist
(0-5 yrs old) and ASL receptive sign language test (313 yrs old).
W-7
Implementing Response to Intervention in Fourth
Grade
Dr Maha Al Suleiman
91
These patterns were growth and non-growth. The
findings showed that general education teachers,
special education teachers, and interventionists
supported the implementation of Response-toIntervention and its processes. The quantitative data
reflected the successful practices of practitioners
engaged in the implementation of Response-toIntervention. The data showed that students did not
fall further behind when they received interventions
within the Response-to-Intervention framework.
Overall, there was a need for further research into
the implementation of Response to Intervention, how
behavior should be included into the Response-toIntervention framework, and the importance of indepth quality training and professional development
for educators.
W-8
Curriculum-Based Measurement:
Implementations of Curriculum- Based
Measurement in Reading as a model
Dr. Zaed M. Albattal and Dr. Ibrahim S.
Abunayyan
Abstract:Curriculum-Based Measurement (CBM)
is an assessment tool that provides functional
information required to inform educational decision
making. This tool is used in a variety of basic skills,
such as reading, spelling and mathematics. Reading
CBM is selected as a model for using CBM because
reading is critical to success in and out of school.
The goal of this workshop is to introduce curriculumbased measurement (CBA) and its implementation in
reading in the field of learning disabilities.
The workshop begins by explaining the origin, theory,
concept and applications of CBM. The similarities
and differences between CBM and other forms of
measurement are discussed, as well as the benefits
of using CBM in reading to identify at-risk students
and measure student progress. The remainder of the
workshop focuses on the skills needed to conduct
reading CBM such as selecting materials to conduct
CBM in reading, conducting the CBM, displaying
student progress in graphs and interpreting the results
to identify students’ instructional level, and to identify
which students need additional diagnostic evaluation.
The goal of this embedded mixed-method study
was to describe the implementation of Response-toIntervention and understand the role of Responseto-Intervention at the fourth-grade elementary school
level on the academic performance. This study
examined both qualitative and quantitative data. In the
qualitative phase, a case-study method was utilized by
collecting data in the form of interviews, observations,
and corresponding data collection. Quantitative data
examined student data based on progress monitoring
in math and reading. From the qualitative phase, four
major themes were identified as:
In addition, the results inform teachers of necessary
changes that would enhance the effectiveness of
their instruction. In general, the workshop will provide
the participants with a set of skills that lead to quality
instruction of reading. The intended participants are
teachers of students with learning disabilities. Upon
completion of the workshop, the participants will be
able to:
Response-to-Intervention Implementation;
Response-to-Intervention Evaluation & Identification;
Collaboration; & the Participants’ Preparation for
Response-to-Intervention. In the quantitative phase,
two general patterns were identified.
•
•
•
•
•
Understand the theory, concept and applications
of CBM.
Understand the similarities and differences
between CBM and other forms of measurement.
Understand the benefits of using CBM in the area
of reading, such as identifying at-risk students
and measuring student’s progress.
Select materials to conduct CBM in reading.
Conduct CBM in the area of reading.
92
•
•
Display the student’s performance in graphs.
Interpret the results and make changes in
instruction.
W-9
Therapeutic methods for people with learning
difficulties (Diagnostic therapeutic activities and
exercises)
Dr. Mosaad Abu- Aldiyar
Objectives and desires outcomes of the workshop:
•
•
•
•
•
•
•
•
•
•
•
•
Recognizing the importance of mental health for
people with learning difficulties.
Identifying the characteristics of people with
learning difficulties who have mental health.
What are the outcomes of low levels of mental
health for people with learning difficulties?
Determining the methods of dealing with people
with learning difficulties.
Identifying medical techniques.
Identifying Psycho-educational methods.
Showing resources room program.
Educational inclusion program.
Showing LD psychotherapy program.
Showing LD remedial training activities.
Instruments and programs used: data show, pens
and papers.
Audiences:
Teachers,
researchers,
and
postgraduate students, therapists psychologists
and parents.
W-10
Impact of early Intervention using verbotonal
practices to improve the everbalizing phonemes
and morphemes for children with cochlear
implants aging (3-5) years mainstreamed at
kindergarten schools in Jeddah
Dr Lina Bin Sadeq
The study aimed to determine the impact of early
intervention using a drill pronunciation tuned (rhythm
somatic motor) in the pronunciation of letter sounds
and syllables in children with Cochlear Implants
schools integrate kindergartens in Jeddah, the study
sample consisted of (5) Children of them (2) male
and (3 ) were female, between the ages of (3-5)
years. The sample was chosen, deliberately, from
kindergarten to the integration of hearing impaired
and deaf in Jeddah. To achieve the objective of the
study used a test repeating syllables and words of the
children of hearing-impaired preschool, and program
pronunciation tuned “Alvrepettonal,” To answer
the question study has been calculated averages
and standard deviations, as was the use of the test
and the (Wilcoxon) to calculate the significance of
differences between the scores of the study sample
repeating the test syllables and words for the hearing
impaired children preschool, before and after the
application program pronunciation tuned. The
study results indicated the presence of statistically
significant differences between the scores of the
experimental group on the dimensions of the test
repeat syllables and words of the children of hearing-
impaired preschool for the post-test, and this refers to
the effectiveness of the program pronunciation tuned,
as the results showed retention sample study the
impact of training on test follow-up after stopping the
application program using the word tuned locomotors
rhythm for a month.
W-11
Differentiation of Gifted Education with
Individuals with Learning Difficulties
Dr. Najat al-Hamdan
This workshop deals with the subject of differentiation of Gifted Education with Individuals
with learning difficulties in terms of the identification
psychological, behavioral and cognitive characteristics
of gifted students with individuals with learning
difficulties. As well as ways to determine the level
of difficulties among students based on academic
performance scheme.
As will also discuss the model of the response to
intervention, in addition to how to determine the
learning styles of each student, in which based on it
will determine the appropriate educational strategies.
And will display some appropriate educational
strategies for gifted students and individuals with
learning difficulties.
Target group:
•
•
•
•
•
•
•
Talent specialists
Special Education specialists
Parents of Special Needs
Resource room teachers
Elementary School teachers
Kindergarten teachers
Workers in Children’s wards of public libraries
W-12
Skills in daily life of those Visually Disabled
Mr Anwar Al Nassar
A person facing visual disability does not mean his
inability to exercise his daily life skills exercised by
those who see. He can exercise his daily personal
skills like: taking care of body cleaning and using
cosmetics. Similarly he can enter the kitchen to
exercise: skill of cooking, organizing kitchen utensils,
excelling in the arts and etiquettes of organizing the
dining table and eating food. In the same way he may
take care of his cloths starting from: choosing their
colors, washing and pressing them, putting them
nicely in closets and also organizing the bedroom
starting from putting in order its furniture, components
of the dressing table and spreading the bed sheets. He
can also clean the house including: bathrooms, floors,
roofs, decoration pieces, sceneries and mirrors. He
can move safely inside and outside the house. He can
use the instruments and technical programs related to
the visually disabled. He can use the instruments of
entertainment.
A person facing visual disability can apply these
skills with some rectification that ensures for him
independence and self confidence.
93
Goals of the Workshop:
W-15
1. Presenting the daily life skills in a way that
take into consideration the visual disability, as
rectifying the steps and techniques of performing
them in a way that ensures easiness in their
accomplishment.
2. Creativity in discovering the solutions to perform
the life skills.
3. Presenting the instruments and methods of
rectifying and conditioning the application of the
life skills.
Using the Statistical Manual of Mental Disorders,
Fifth Edition for Assessment and Diagnosis of
Neurodevelopmental Disorders
Dr Annita Sani
W-13
Understanding Problematic Behavior in Children
with Disabilities: A Parents Training Workshop
Dr Mohammed Al Jabery
It is well documented that children with disabilities
exhibit a form of problematic behavior(s). This
behavior is regarded by parents as challenging and
granted immediate intervention. The purpose of
this training workshop is to train parents and other
professionals how to identify the problematic behavior;
define it operationally; specify its functions by utilizing
strategies of FIRE Wheel, SMART technique, and
FBA approach; and manipulate the environment to
prevent and remediate the problematic behavior. In
addition, the workshop will provide the parents and
other professionals with the needed theoretical and
practical knowledge related to behavior management.
It will help parents and professionals look at the
behavior as a form of communication that could be
managed scientifically. W-14
Applying Assistive Technology in the
Individualized Education Programs of Students
with Disabilities
Dr.Turki A. Alquraini
The goal of this workshop is to introduce the
concept of assistive technology and the tools of
assistive technology as presented in the laws.
Additionally, this workshop seeks to identify the types
of assistive technology tools that can be used to
support the students with disabilities in learning and
independence. This workshop also aims to show the
applications that are available in the apple store to
assist these students in learning, mobility, behavioral,
hearing, communication, and early intervention .
Finally, this workshop will help teachers and others to
apply the technology in the lesson plans and the IEPs
of the students with disabilities.
Key Words: Individualized Education Programs,
Students with Disabilities, technology.
Target Audience: Special education teachers,
Parents of students with disabilities, and Related
services providers.
Over a billion people or 15% of the world’s population
are estimated to be living with a disability (World Health
Organization, 2013). Neurodevelopmental disorders
such as intellectual disabilities, communication
disorder, autism spectrum disorder, attention-deficit/
hyperactivity disorder, and specific learning disorder
are now more prevalent among children than physical
disabilities.
The rise in disability and its negative impact on the
health and economic development of individuals with
disabilities highlights the need for early identifcation
and assessment to inform the development of policies,
strategic planning and service provision.
The Diagnostic and Statistical Manual of Mental
Disorders, Fifth Edition (DSM-5) is one of the two
major classification systems used by clinicians and
researchers internationally to determine the presence
of neurodevelopment disorders and other mental
disorders. DSM-5 promotes the use of a common
language among clinicians, facilitates research and
contributes towards the development of meaningful
statistics and prevalence rates.
Participants in this workshop will enhance their
knowledge and understanding of the history,
structure, orgranization, benefits and limitations of the
DSM-5 and increase their skills and abilities to apply
assessment strategies to determine the presence of
select neurodevelopmental disorders for children and
youth in school and community settings.
W-16
Comprehensive Patient and Family Centered
Medical Home for Persons With Disability: The
role of the community based wellness center
Dr Mindy L. Aisen
Intended participants: Physicians (physiatrists,
neurologists, primary care specialists), nurses,
rehabilitation therapists, consumers (persons
with disabilities and their families), health care
administrators.
Workshop Goals and learner objectives:
1. Understanding the Gaps in Health Promotion in
the US
2. There is a need for linking and integrating the
various components of health and wellness
together for patients in a way that provides a
sustainable infrastructure.
3. All health care professionals should be educated
within the context of inter-disciplinary clinical
teams .
4. The functions of the Rancho Los Amigos National
Rehabilitation Center’s patient centered medical
homes for persons with disability (PCMH), and
the Rancho Wellness Center.
94
5. Role of Wellness Center in enhancing continuity of
care when transitioning from inpatient to PCMH.
6. Specific programs of the Wellness Center for
persons with disabilities.
7. Wellness Allies: Peer mentors and others will
encourage use of the Wellness Center.
8. Offering neurorestorative opportunities (robotics,
neuromodulation, stem cells)
9. Partner with Rancho: Together we can create
tools and resources needed to evaluate outcomes
data, provide exchange opportunities for training
and duplicating new programs throughout the
USA and KSA.
Materials: Copies of slide presentations, examples
of weekly schedules of wellness center activities,
information about staffing needs and equipment.
Rancho Los Amigos National Rehabilitation Center
(Rancho)
Clinical programs include treatment for acute and
chronic spinal injury, stroke, brain injury, limb loss,
and developmental disorders throughout the lifespan.
Rancho receives support from Los Angeles County
and federal and private insurance to provide medical,
surgical, dental, and rehabilitation care.
Rancho Research Institute’s (RRI) role in enhancing
services and supporting research Rancho is a key
academic partner of usc. RRI exists to financially
support and provide infrastructure for research,
education, and patient needs beyond the basics: (eg
peer mentoring, adapted yoga) and study newest
approaches to allow restoration of function.
Rehabilitation strategies have changed in the last
decade, with the recognition that the brain is plastic
throughout life, and brain stimulation can shape
“enhanced neurologic development”,
W-17
The seven basis of taking care of an Alzheimer
patient at home
Dr Fahad Al Wahhabi
This will show our clinical and humanitarian
experience in caring with members of the alzheimers’
patient’s family show the joint challenges, that the
families goes through increases in care-giving. These
challenges are still there in spite of the growing
awareness of this disease. It includes characteristics
like lack of family communication with regards to the
disease and disregarding the individual family role as
a main focus in dealing with the patient’s attitude.
This workshop will deal such issues based the
attendees experience and the presenter’s professional
experience.
W-18
Recreational therapy and its effective impact on
disabled
Recreational therapy is one of the most important
sides of the Rehabilitative process as it aims to
connect the therapeutic targets through favorite
recreational activities for people with special needs
and helping them discover their talents which will help
in improving their mental, physical and social status
through a large number of recreational activities.
Recreational therapy helps the rehabilitation team in
finding new recreational ways to do the exercises or
other therapeutic activities.
W-19
Community
Development
Program
for
Identification, Early Intervention and Rehabilitation
of Persons with Disability
Dr Nyla Anjum
Community has vital significance in all sphere of life
of person with disability. Current position is twofold.
First, it is fortunate that in present phenomenon of
disability has gained attention in maximum clusters of
community and each cluster is playing its roles in this
field. Second, important inter and intra connections
are missing or weak in groups working for disability.
So, sometime atmosphere turns into mistrust, blaming
and conflict. This fragmentation and skepticism shrink
the outcomes of all channels. Now it is time to join and
link all components of community within community.
This workshop is design to build community
development program based on ecological model of
Urie Bronfenbrenner. Focused areas are, identification,
intervention and rehabilitation within five systems of
ecological model: micro-system, meso-system, exosystem, macro-system and chrono-system while child
with disability is in the center of the model.
Main features of this community development
program are: understanding child with disability within
his environments, recognizing potential problems in
communication with parents and other professionals,
establishment of link within and across systems,
serving effectively as team member, facilitating family
participation on team and in decision making and
working to ensure that transitions are smooth and
effective. Program is also beneficial to community
mobilizers, early interventionists, social workers
to work with adults in multiple environments to
assess their needs and, when appropriate, make
environmental modification and helping children
adapt to environmental demands.
Goals and learner outcomes: By the end of the
workshop, participants will be able to 1) understand
child with disability with reference to his/her rapid
development, social context, motivation to learn and
co-variation of behaviors; 2) understand array of
different environment and influence of environment on
behavior; 3) provide case management services using
formal and informal support systems; 4) develop inter
agency collaboration; 5) gain knowledge and insight
about relevant laws and rationales and; 6) resolve
ethical dilemmas serving as advocate for appropriate
and high quality services
This work shop will include interesting activities,
presentations, exercises to build community under
following strategies connections and contributions,
encouragement and support, development and
sustainability.
W-20
Conventionally, clinical neurosciences have focused
on the treatment of the underlying etiologies for the
deterioration of neurological function in the acute
setting with less consideration of the restoration
of nervous system function as the primary goal of
treatment. In the past decades, evidence is mounting
that restoration and augmentation of nervous system
function can be achieved by repetitive task specific
rehabilitation in the field of neuro-rehabilitation with
robotics playing a very exciting and important role.
These new approaches have brought new hope
to patients suffering from cerebral palsy, stroke,
spinal cord injury, traumatic brain injury, and
neurodegenerative disorder. In addition, there has
been a tremendous escalation in research and
capability associated with the field of neuroprosthetics,
where advances bionic systems are being developed
to achieve augmentation of both the cognitive and
motor functions of the nervous system through brainmachine interface platforms and advanced robotics.
An additional area of considerable development
relates to the use of non-invasive strategies for
neuromodulation, such as the use of algorithmic
transcranial magnetic pulses to enhance stroke
recovery and to treat neurocognitive disorders.
These developments combine to greatly expand the
possibilities for restoring functional capacity in the
human nervous system as new tools are engineered
based on the most advanced developments in the
laboratories of the world. This workshop is aimed at
students, clinicians, engineers, and scientists with
interest in the most advances approaches to treat
neurological diseases. The goals of the workshop
is to consider the possibilities for transformational
treatment strategies on the horizon and allow
participants to gain a more complete understanding of
how these developments fit into present conventional
efforts.
Target Audience: Students, physicians, therapists,
patients, scientists, and engineers.
95
W-21
Managing and Treating Compulsive Behavior and
Anxiety Problems in Autism
Dr Travis Thompson
Rigid, repetitive, compulsive behavior is a defining
feature of autism. Such behavior can take the form
of repeated questions or other making sounds or
verbalizations, repeated movements of hands or
other body parts (flapping or rocking), or insistence
that certain daily routines are carried out in a highly
specific way. Any alteration of preferred routines can
precipitate an emotional outburst, screaming, crying
and in some cases aggression or self-injury.
In addition, most children and youth with autism are
troubled by anxiety that can include fear of social
situations, specific stimuli or objects (e.g. animals),
or may a fear of leaving a safe situation, such as
home or a classroom in school. The combination of
anxiety and obsessive-compulsive disorder among
some individuals with autism can be incapacitating
leading to severe behavior outbursts and dominating
family life. Behavioral intervention techniques have
been developed which can assist in managing
most situations involving OCD and anxiety. Some
procedures largely eliminate the challenging behavior
while in others, the goal is to manage the behavior
to make daily life more liveable. The presentation
will include a combination of general principles and
discussion of specific cases. Goals: Describe the
brain basis of OCD and anxiety in autism as well as
the learned components. Participants will be able
to describe strategies for managing and eliminating
compulsive, anxiety driven behavior in autism.
Parents and professionals will be able to describe
practical techniques for managing compulsive rituals
in autism.
W-22
Applying psychological therapies to acute and
chronic stage medical conditions in Arabic
rehabilitation settings: practical and cultural
considerations
Dr Rafat Al-Owesie & Dr Jason Brown
Within Arabic rehabilitation settings it is largely
unknown whether the construct validity of various
“Western” developed evidence based psychological
therapies (EBPTs) hold true. This uncertainty
represents a barrier to reflective practice (or the
ability to optimize performance through paying
critical attention to the impact of theories and one’s
own values) that may compromise the quality of
psychological services.
The aim of this three day workshop is to enhance
reflective practice by introducing people to five
EBPTs through a practical format that also includes
an Arabic cultural critique of underlying psychological
theories and principles: crisis management,
traditional cognitive behavioural therapy, acceptance
& commitment therapy, motivational interviewing,
& positive psychology. Practical strategies (some of
which have been adapted for use in Arabic populations)
96
associated with these EBPTs will be introduced thro
ugh case studies of patients with acute and chronic
stage medical conditions such as amputation, chronic
spinal cord injury, chronic pain, and diabetes.
As difficulties with grief are often associated with such
medical conditions, popular “Western” models of grief
will also be critiqued from an Arabic perspective,
with relevant culturally appropriate techniques
demonstrated through further case studies. All
practical skills will be reinforced through the use of
modelling and role-plays. Ultimately, culturally valid
reflective practice is something we should all strive
for.
As it says in the noble Quran: “Do not follow blindly any
information of which you have no direct knowledge.
(Using your faculties of perception and conception)
you must verify it for yourself. In the Court of your
Lord, you will be held accountable for your hearing,
sight, and the faculty of reasoning.”
W-23
Activating parental participation in training and
therapeutic programs for their handicapped
children
Parents play an important role in training and
rehabilitation for their handicapped child, they work
hard to know and get the necessary skills, knowledge,
mediation, training, advisory services and treatment
from specialists to meet the needs of their child and
develop his/her abilities; knowing most about their
child difficulties.
Parental participation in early stages of child’s life
could led to positive results on handicapped child and
his family, which can help to improve and develop
residual capabilities of the child.
The workshop addresses the following topics:
•
•
•
•
•
•
•
The role of parents’ participation in training and
therapeutic programs.
Type of parental participation in training, treatment
and rehabilitation programs.
Ways of activating parental participation with
institutions and competent authorities.
How to train parents of handicapped children.
Identify some global programs (early intervention
programs), which relies on parental participation.
Training participants how to build a program which
fits the need of handicapped child and his family.
Obstacles for parental participation with
specialists
and
specialized
centers.
W-24
The basics of dealing parents of children with
special needs
Mrs Suzanne Al Ghanem
This workshop aims at identifying the main methods
of working with the families based on anumber of
principles, tools, behavior and knowledge and the
centralization of the family in the child and youth’s
life. The attendee with be introduced to the strategies
and methods with will help him/her in implementing
family-centered practices, and be released from the
role of expert with solutions in his/her role with the
families, and emerge as expert supporter and partner
in his/her work to realize the child objectives with the
family.
The attendee will realize the following objectives:1. Identifying and implementing the basic principles
of rehabilitating the family role.
2. Describing the effective work strategies revolving
around the child’s family.
3. Description of the effective support activities.
4. Introduction of the local challenges in
implementing these methods and introduction to
some successful experiences.
Attendees: The attendee should have not less than 1
year in the field education or training or rehabilitation
of persons with special needs and should be
experienced in special education.
No of attendees : not more than 25
W-25
The difficulties faced by families of the disabled
Princess Samira Bint Abdullah Al-Faisal Al-Farhan
Al-Saud
The difficulties faced by the families of the disabled are
multifaceted whether environmental, social, health,
economic, educational, human rights, statistical or
otherwise. This paper aims at studying the difficulties
faced by families of the disabled in general and those
with disorders of autism in particular, as this will help
find those obstacles and problems they face which
hinder their effective participation in the resolution
of those difficulties. The importance of this paper
lies in the importance of the subject matter itself,
as the knowing of those difficulties makes society
more interactive with the issue of disability, and the
highlighting of them will benefit decision makers and
owners of capital in making appropriate decisions for
the benefit of those with disabilities and addressing
these issues that plague society.
Target audience:
W-26
•
•
Everyone who works with handicapped children
and their families.
30-40 individuals.
Conventionally, clinical neurosciences have focused
on the treatment of the underlying etiologies for the
deterioration of neurological function in the acute
setting with less consideration of the restoration
of nervous system function as the primary goal of
treatment. In the past decades, evidence is mounting
that restoration and augmentation of nervous system
function can be achieved by repetitive task specific
rehabilitation in the field of neuro-rehabilitation with
robotics playing a very exciting and important role.
These new approaches have brought new hope
to patients suffering from cerebral palsy, stroke,
spinal cord injury, traumatic brain injury, and
neurodegenerative
disorder.
In addition, there has been a tremendous escalation
in research and capability associated with the field
of neuroprosthetics, where advances bionic systems
are being developed to achieve augmentation of both
the cognitive and motor functions of the nervous
system through brain-machine interface platforms
and advanced robotics.
97
As well as training on the most important therapeutic
techniques used for people with emotional disorders.
W-28
Rehabilitation Team Rewards: DCA Experience
Dr Zayed Al Zayed
Disabled Children’s Association has been a leading
institution in the rehabilitation of children with disability
in KSA. The purpose of this presentation is to highlight
the outcomes of the services that seem to be very
rewarding to the rehabilitation teams as much as it is
to the children and their families.
These outcomes include the families being the core of
the rehabilitation process, integration of children with
disability in mainstream schools, consequently being
able to be self-dependent and securing appropriate
jobs for the children.
An additional area of considerable development
relates to the use of non-invasive strategies for
neuromodulation, such as the use of algorithmic
transcranial magnetic pulses to enhance stroke
recovery and to treat neurocognitive disorders.
W-29
These developments combine to greatly expand the
possibilities for restoring functional capacity in the
human nervous system as new tools are engineered
based on the most advanced developments in the
laboratories of the world. This workshop is aimed at
students, clinicians, engineers, and scientists with
interest in the most advances approaches to treat
neurological diseases.
Experience and expertise in the field of employment
of persons with disabilities
The goals of the workshop is to consider the
possibilities for transformational treatment strategies
on the horizon and allow participants to gain a more
complete understanding of how these developments
fit into present conventional efforts.
i) For physically disabled individuals
ii) For disabled individuals with visual impairment
iii) For disabled individuals with deafness
Solutions must be provided for urban accessibility
Target Audience: Students, physicians, therapists,
patients, scientists, and engineers.
W-27
Cognitive behavioral therapy for people with
Special Needs
Dr / Iman Abdel-Halim Taha
Workshop aims to:
•
•
To highlight the meaning of emotional disorders
and its multiple types.
Employing techniques, principles, & foundations
of cognitive behavioral therapy for therapeutic
intervention for people with emotional disorders,
through training on diagnosing using psychological
tests and training on how to prepare the framing
of cognitive behavioral for people with emotional
disorders, and give trainees the skill to prepare
treatment plans for the efficiency of dealing with
emotional disorders categories.
Overall quality of hiring persons with disabilities,
“how and why”
Mr. Fawaz Al-Dakheel
The challenges and difficulties faced by the
employment of persons with disabilities in the GCC
countries
1. What is the urban environment for employment
2. What is the mental status after employment
i) The general outlook for all categories of
disabled individuals
ii) The psychological stimulus.
3. What are the ways of communication in the
vicinity of the employment environmen
i) The art of dealing with physically disabeled
individuals
ii) The art of dealing with visual impairment
individuals
iii) The art of dealing with deaf individuals
Solutions that should be available in the art of
dealing in the employment environment
4. What is the degree of staff capacity in the art of
dealing with the disabled individuals
i) Place prepared to deal with the disabled
(exists - does not exist)
ii) If not exist, then must be found
iii) If it exist, then to which degree
98
Solutions must be provided in the locations or places
where dealing with disabled individuals is conducted.
Training courses for the employees of the companies
and institutions hiring disabled individuals.
•
•
•
•
•
Ideas, visions and aspirations efforts to increase
employment opportunities for persons with
disabilities in the GCC countries.
Motivate companies to compete in providing the
best service for the disabled individuals. (solution)
The right place to connect the disabled with
companies appropriate to them. (solution)
Deficiencies in the accessibility of disabled
individuals to training centers. (solution)
Linking the art of dealing courses with allowances
for non-disabled (solution)
W-30
Dealing with children with learning difficulties
Naif Sulaiman Al-Saqar.
A workshop to know if a child has learning difficulties
and training the parents to deal with their children
through new & modern methods that contribute to
their participation in the educational process.
99
POSTERS
Training & Rehabilitation & vocational
P001
The effectiveness of a training program on the
development of some skills of orientation and
mobility of students with visual impairments
Hala Ramadan Abdulhamid
This study aimed to identify the effectiveness of
a training program on development of some skills
of orientation and mobility of students with visual
impairments at preparatory school (middle). The
study sample consisted of six male and female
students at preparatory school (middle) divided into
two groups, a control group and an experimental
group; students are enrolled in Al-Nour School for
the Blind, Ismailia Governorate, Arab Republic of
Egypt. There was a variety of tools such as a scale
of orientation and mobility skills as well as Orientation
& Mobility Program designed by the researcher. The
program included orientation skills in terms of knowing
where the student stands, which goal he/she wants to
reach, and how to reach this goal. To achieve this,
a blind person must be familiar with the cognition
and functional understanding of the components of
orientation, namely: markings (landmarks), gestures
(signs), internal organizations of buildings, external
organizations of buildings, relative measurement, and
familiarity of directions. The mobility strategies used
in the study are: the method of walking with a sighted
guide and the long-stick method. The findings of this
study are that the program used in the development
of orientation and mobility skills of students with visual
impairments is effective and that the students have
moved effectively and independently in the school
environment, where statistically significant differences
were found between pre and post measurement of
the experimental group and statistically significant
differences were also found between the performance
of experimental group and that of control group
according to orientation and mobility skills scale
in favor of the experimental group, confirming the
effectiveness of the program.
P002
Mechanisms for implementing the project of
inclusion of the physically disabled in Algerian
government institutions (Algeria Project 2008) ...
between success and failure
Radwan Blkhiry
The category of people with special needs constitutes
an important segment of the Algerian society,
representing 20-28% the Algerian society. Given the
importance of this group and their effectiveness in
Algerian society, His Excellency President Abdelaziz
Bouteflika issued a decree requiring the employment
of the physically disabled in government institutions
provided that the percentage of disability be below
100%. About 1875 physically disabled persons were
included, including blind persons who are to deal with
administrative documents.
To what extent do the physically disabled accept and
respond to the President’s initiative? To what extent
are the physically disabled active and included in the
public organizations? How a person dealing with a
government institution accept the services provided by
a physically disabled person? Did President Abdelaziz
Bouteflika’s initiative succeed in the inclusion of this
disadvantaged category?
This is a field study we conducted over those in charge
of government institutions (directors, administrative
staff, managers), targeting the physically disabled.
Moreover, we aim to identify the extent to which
this category is included in work community and is
effective in the performance of their work, so that we
can decide the extent to which the 2008 initiative of
people with special needs (the physically disabled) is
successful and whether or not this group is able to
perform their work in accordance with general market
requirements.
P003
The reality of the services provided to students
with disabilities in Jordanian universities
Enas Mohammed Olimat,
This study aimed to identify the reality of the services
provided to students with disabilities in Jordanian
universities as well as the strategies for their
development, and to explore the most important
problems and obstacles preventing these institutions
from achieving a comprehensive renaissance in the
services provided.
The researcher identified three dimensions as
strategies to develop the services provided to students
with disabilities in Jordanian universities, as follows:
1. Level of education, health and rehabilitation
services provided to students with disabilities
2. Administrative, professional and environmental
aspects of Jordanian universities in dealing with
students with disabilities
3. Provision of technical tools and means of
assistance to students with disabilities at the
university
The researcher used two tools to identify the said
dimensions: conducting interviews and making
questionnaire to recognize the reality of the
services provided in the light of the strategies for
the development of services provided to students
with disabilities in Jordanian universities. The study
revealed a discrepancy between universities in the
ways and levels of the services provided to students
with disabilities, as they vary according to the bodies in
charge of them. Some of those services are provided
through special committees, and others through the
Deanship of Student Affairs. As for the nature of the
services, they are ranging from scholarships as the
Supreme Council offers a grant covering 90% of
100
university fees for undergraduates and 50% for M.A.
and Ph.D. students, to areas of individual assistance,
provision of exams, mobility in the campus, and
recording lectures. With regard to environmental
and constructional facilities, there are some facilities
differing from one university to another and from one
building to another.
P004
The accessible cities as a keypoint for education
and rehabilitation of blind individuals - Marburg
case
Selahattin AYDIN
Since 1960’s, the term “Rights of Disabilities” has
been brought to the agenda of scholars. Rights
of Disabilities” can be defined as full participation,
inclusion and integration of people with disabilities
in all levels of society. However, alternative solutions
or implementations must be put into action for
achieving this goal. “Accessibility” is one of the
major terms referring a significant part of such
adaptations and implementations. In this regard,
making rural areas (making accessible cities) is the
essential implementation as it enables blind persons
to get benefit all other facilities such as rehabilitation
and education services as well as employment
opportunities.
Besides, making rural areas accessible would be
considered as a complementary implementation
for education and rehabilitation services since it
helps blind individuals to gain self-esteem and
independence.
Today there are some cities shining out in regard to
their accessibility standards. Marburg city of Germany
is one of such cities.
My paper discusses the milestones the Marburg
city has experienced when reaching its remarkable
accessibility standards. I point out the contributions
of blind institutions located in the city for gaining such
standards, change of social attitudes, most current
accessibility features integrated with education and
rehabilitation services in the city.
P005
The prototype of International classification
of functioning,disability and health (ICF) and
its implementation in Sultan Bin Abdul Aziz
Humanitarian City.
Hamzeh Awad, Sadia Misbach
Disability is considered to be a worldwide complex
phenomenon, caused by many different factors.
Chronic diseases can lead to mobility disability in
particular and disability in general. The ICF is an
integrative bio-psycho-social model of functioning
and disability and considered by the World Health
Organization (WHO) to be a reference for disability
classification. Stroke, spinal cord, traumatic brain
injury, limb loss and pediatric specialist programs
at (SBAHC) providing both inpatient and outpatient
services has started to implement the ICF Leading
contributing factors for disability are considered
epidemic in several Gulf countries including the
Kingdom of Saudi Arabia (KSA), where its prevalence
continues to increase dramatically. Research
evidence supports the widely held view that much of
the current and growing disease burden associated
with disability is preventable in principle. The purpose
of this study is twofold. Firstly, to provide a review
of the literature related to ICF and SBAHC specialty
programs. The more model of “what” is used to
identify patients’ problems, indicators instruments
and intervention strategies among Saudi patients with
disabilities. Secondly, to provide a description of a
prototype addressing patients’ needs in all programs
and use of the ICF as a reference.
P006
The model of “What” and Evidence based
Rehabilitation setting at Sultan Bin Abdul Aziz
Humanitarian City. A call to action.
Hamzeh Awad, Sadi Al Zahrani.
Chronic diseases are considerd as a leading
contributing factors for disability. A Prototype
applies three types of “WHAT”, Firstly what are
the patients’ problems, and resources as well as
aspects of environment. Secondly, what are the
indicators measurement/instruments best suited for
the assessment. Thirdly, what are the interventions
strategies can be applied with patients. Together
Model of WHAT components may facilitate applying
better clinical pathway. Using the International
classification, functioning, disability and health (ICF) is
an integrative bio-psycho-social model of functioning
and disability and considered by the World Health
Organization (WHO) to be a reference for disability
classification and can answer the first ‘what’. Applying
the Rehab-Cycle would provide the best guide for
the other two “What” in this model. Sultan Bin Abdul
Aziz Humanitarian City (SBAHC) providing both
inpatient and outpatient services has started to
implement the ICF Leading contributing factors for
disability and intend to test its new model and provide
it to other health care facilities in the Kingdom,
where prevalence of disability continues to increase
dramatically. Rehab-Cycle, ICF model and evidence
based rehabilitation are supported in literatures. The
application of current model would guide health care
professional to analyze patients’ problems and focus
on specific targets.
P007
The challenges and difficulties facing the
employment of the disabled, and the field
experience of Association of Motor Disabilities for
Adults in that regard
Abdullah Bin Abdulrahman Al-Owairidy
This paper aimed to try to identify the challenges
and difficulties facing the employment of people
with disabilities and set a number of positive steps
and practices pursued by the Association of Motor
Disabilities for Adults to contribute to the employment
of persons with disabilities.
After that, the experience of the Association of
Motor Disabilities for Adults was introduced to try to
overcome barriers and obstacles, where six rules
and practices were set to assist in the employment
of persons with disabilities. Those rules and practices
are derived from the reports of the International
Labour Organization (ILO).
Through individual interviews, PRA, focus groups and
workshops that were specially designed to explore
the challenges and difficulties facing the employment
of persons with disabilities, it was found that they are
related to a set of reasons and factors, mainly the
economic aspect from employers’ point of view such
as employers’ uncertainty about the capabilities of
the persons with disabilities and that the latter lack
adequate education and training qualifying them to
compete skilful labor, and the social and environmental
aspect from persons with disabilities’ point of view
such as the lack of special health facilities as well
as ramps, elevators and transportation fitting the
persons with disabilities. The paper concluded a set
of recommendations such as: 1) applying proper work
practices as carried out by the Association of Motor
Disabilities for Adults, such as choosing appropriate
work for persons with disabilities and providing
continuous support to employers and people with
disabilities, 2) considering the economic feasibility by
demonstrating the productive capacities of persons
with disabilities, and 3) preparing an appropriate work
environment for persons with disabilities, whether at
transportation or utilities sector.
P008
The efficacy of self patellar taping versus therapist
patellar taping in those with mild to moderate
patellofemoral knee osteoarthritis
Ameer Abdullah Mohammed Almubarak,
Objectives to test the hypotheses that self taping
of the knee improves pain and disability in patients
with osteoarthritis of the knee in a similar way to
commonly-used therapeutic taping.
Design Randomised single blind controlled trial with
two intervention arms (therapeutic tape, self tape) of
six weeks’ duration.
Setting Outcome assessment was performed
in a hospital-based physiotherapy clinic. Taping
interventions were applied by experienced
physiotherapists, self tape was applied by patient
under supervision from another experienced
physiotherapist.
Participants 20 patients with symptoms of isolated
patellofemroal knee osteoarthritis (OA) or co-existed
with tibio-femoral knee OA as defined by the American
College of Rheumatology.
101
Main outcome measures Primary outcome measure
was pain as measured by visual analogue scale .
Secondary measures of pain, function and symptom
sub-scores of Knee Objective Outcome Score
(KOOS).
Results Patient in both groups showed improvement
in pain intensity, symptom level and increasing in
functional level. No significant difference between self
tape and therapeutic tape group were reported either
at baseline or after 6 weeks of continuous treatment.
Conclusions Therapeutic knee taping is an efficacious
treatment for the management of pain and disability in
patients with knee osteoarthritis.
P009
Am a person with special needs, help me to
choose the best assistive devices to challenge it
Mahomoud Abdulghani Alshaikh
Purpose: To increase the knowledge about the
best assistive devices can be used to increase the
quality of life for people with special needs and help
them choose the best assistive devices types and
measurements to prevent any future problems.
P010
Efficacy of Newer interventions in upper limb
unilateral cerebral palsy
Rougyah N.Bumozah
Cerebral palsy (CP) is a disorder that affects muscle
control and movement. Brain Injury before, during or
after birth is the main cause leading to the development
of this disability.
In the Saudi children there were documented rate
of 68.5 per 10,000 as chronic neurologic disorder,
Mental retardation was the most common neurologic
disorders with a prevalence rate of 26.3/10,000
followed by cerebral palsy as 23.4/10,000.
There is no curative treatment for cerebral palsy,
but physiotherapy and other therapies can often
help children with CP to become more independent.
Traditional Interventions such as Constraint-induced
movement, splinting, functional electrical stimulation
and newer interventions such as observation training
and mirror therapy is applied resulting in variety
degree of improving movement quality and efficiency
of the impaired upper limb (UL) unilateral CP.
The main objective is to highlight:
•
•
•
•
The recently available evidence related to the
interventions used to achieve sustained changes
in UL outcomes in unilateral CP affected children.
Procedure of the newer interventions such as
mirror therapy.
Physiological effect of mirror therapy technique .
The observed effect in one of our treated CP.
102
P011
Trends toward a transition program for students
with mental disabilities in Saudi Arabia
Reem Alrusaiyes
A descriptive approach was used to study a transitional
program for students with mental disabilities in the
Kingdome of Saudi Arabia. Data was collected
through interview, observation and documents
review. The study aimed to reveal the extent to
match the output of the transition program from the
perspective of educators, mothers, and students
with scientifically validated output for transitional
programs (employment, post-secondary education,
and live independently). Also, the research aimed to
reveal to reveal the extent of the application of the
transition program of scientific practices for transition
planning programs (oriented planning for the student,
student development, participate confidentiality, and
cooperation between the community institutions).
Finally study aimed to submit proposals for the
development of the outputs of the transition program.
Despite that the results showed that the transitional
programs outputs was not been scientifically proven,
but the situation of the mentally disabled students
was in progress in compare to those previous years
were the students used to spend their time at home
without any education after middle school. Also, the
study presented the obstacles to the achievements
of the transitional program outputs. Generally, the
respondents expressed their satisfaction about
the program & show their desires to improve this
transition program to get to the best outcomes.
Suggestions included several aspects, i.e. financial,
spatial and supportive services. In addition, the study
revealed the existence of difficulties in the following
aspects: understanding of disability, communication
between team work, directing parents and educator
preparation.
103
Medical
Methodology:
P012
Four databases (Medline, PudMed, Web of Science &
EMBASE) were searched, from 1946 to 2014. Studies
were described according to the following criteria:
Long-term outcome in patients with Guillain-Barre
Syndrome following inpatient rehabilitation
Fahim Anwar , Klint Asafu-Adjaye
Objectives
To investigate the long-term outcomes in patients
with Guillain-Barre syndrome (GBS) who underwent
inpatient rehabilitation following their acute hospital
stay.
Material and Methods
Patients admitted to our rehabilitation department
with a confirmed diagnosis of GBS from March 1995
to December 2005 were included in the study.
Results
A total of 30 patients were identified and met the
inclusion criteria. The male to female ratio was 1:1
and a mean age of 59 years. Minimum follow up was
5 years and a maximum of 16 years with a mean
follow up of 9 years. 87% of patients had residual
sensory symptoms and 77% of patients had residual
motor symptoms. Pain was a major symptom in 70%
and spasms in 30% patients. Median Functional
Independence Measure (FIM) on admission was
73.5, on discharge 118 and on review 122.5.
Conclusion
There was high incidence of residual sensory and
motor symptoms after GBS in our study. In addition,
pain (mainly neuropathic) was the major symptom
attributable to their GBS. The study also showed that
although the residual sensory and motor symptoms
are common following GBS, the FIM actually improved
in majority of patients even after their discharge from
the rehabilitation unit.
P013
Autism Researches: Arab world’s contributions
Faisal Mohammed Al-Nimri; Yasser Al-Amri; and
Fahad Al-Nimri
Theoretical background:
scientific research is the best way to alleviate the
lack of services provided to children with autism in
the Arab world. However, no study was conducted to
analyze autism researches in the Arab world.
Objective:
To review autism researches in the Arab world,
which were published in English in refereed scientific
journals.
1) Country, 2) Impact factor, 3) Design. The total
number of studies analyzed is 175.
Results:
The research revealed that KSA (37%) and Egypt
(32%) are the highest publishers of autism researches
among Arab countries. The average impact factor of
the journals that published those researches is 1.98
(range 0-11.2). As for the design, all of the studies
were descriptive except for 2.7% therapeutic.
Conclusion:
The results of this study showed the lack of autism
researches in the Arab world and suggested the
importance of activating the pivotal role of the
concerned institutions in supporting high quality
research for the development of services provided to
children with autism in the Arab world.
P014
Behavioral assessment of zinc treatment in
combination with Paroxetine in Streptozotocininduced diabetic mice
Abdulaziz Mubarak Abdullah Al-Jazaa
It could be concluded from this study that zinc
possesses antidepressant activity as well as
hypoglycemic
effects.
Zinc and Paroxetine combination may have a
significant clinical application in psychiatric-diabetic
patients particularly in geriatric patients or other
population where zinc level has shown dramatic
decrease.
P015
The prevalence rate of iron deficiency anemia that
causes mental disability for infants in Medina,
KSA
Zakaria Mohammed Hamza Al-Hawsawi; Samy
Abdullah Al-Rehaily; Amani Mohamed Mahrous;
Aly Mahmoud El-Sisi; and Ahmad Mohammad
Yusuf
Iron deficiency anemia is a common disease among
children worldwide. It is serious as it causes intellectual
disability for children.
Research objectives:
To determine the prevalence rate of this disease
among infants in Medina , KSA
104
Methodology:
this research was conducted in five randomlyselected health centers, with a sample of 500 children
(100 from each center) aged 6-24 months. The study
was conducted while the children were visiting the
centers for taking the main vaccinations. Anemia was
decided to be present when Hemoglobin is below 11
mg or Ferritin below 10 ug. Blood tests were taken and
analysis was conducted in an accredited laboratory.
Results:
246 (49%) out of 500 children are infected with
Anemia; 126 (51%) out of 274 Saudi children are
infected with Anemia.
Conclusion & recommendations:
These results revealed a high percentage of infection
in Medina , KSA. This percentage is similar to
previous studies conducted in KSA. Given the serious
complications caused by this disease, i.e. intellectual
disability for future generations, we recommend the
following:
Developing a national program by the Ministry of
Health for prevention and early detection of this
disease throughout KSA’s health centers, including:
a. Giving the preventive dose at the age of 4 months,
as recommended by the American Academy of
Pediatrics (AAP)
b. Conducting anemia test at the age of 12 months
P016
The clinical impact of orthotic correction of
lower limb rotational deformities in children with
cerebral palsy. Randomized controlled trial:
Ihab Mohammed Abu Al-Saud Abdulkafi
Objective:
This study aimed to evaluate the effectiveness of
a static ground reaction ankle foot orthosis and
strapping system on improving gait parameters in
children with spastic diplegic cerebral palsy.
Subjects: This study included 57 children of both
sexes, aged 6 to 8 years.
Study design:
Three-armed randomized control trial.
Intervention:
Participants in all groups received a traditional
neuro-developmental physical therapy program
that included standing and gait training exercises.
Children in group A performed the training program
without any orthotic management, in group B with the
TheraTogs™ strapping system, and in group C with
the TheraTogs™ strapping system and static ground
reaction ankle foot orthoses. Children underwent
treatment for 2 hours daily, except on weekends, for
twelve successive weeks.
Main measure:Gait speed, cadence, stride length,
and hip and knee flexion angles in the mid-stance
phase were evaluated pre-and post-treatment using a
three-dimensional motion analysis system (pre-reflex
system).
Results:
Statistically significant differences were recorded
among the three groups post-treatment in all
measured parameters. Better significant results were
registered for group C than for the other groups
Conclusion:Orthotic intervention composed of a static
ground reaction ankle foot orthosis combined with
the TheraTogs™ strapping system improves gait
more than conventional treatment with or without
TheraTogs™
P017
Visual Field Defect and possible managemnt
Osama Daoud Abdulkader Abdulkader
Visual field: It is the field of view of the external world
that is viewed by both eyes without turning the head.
Visual field Defect can be defined as any amputation
of the normal field due to any disease affecting the
Retina, or Optic Nerve, or neurological disorders
(e.g.; CVA, TBI, CP).
It is one of the important disorders which is usually
misdiagnosed, and not given the proper management.
It can come with or without unilateral neglect.
Visual field Defect is one of the challenges which
affect the Basic function, and ADLs (including reading,
and basic skills) for the patient who is suffering from
neurological disorders.
The most common visual field defect is the Lateral
homonymous hemianopsia, which is more common
at the affected side of the body contralateral to the
lesion.
There is four effective approaches used in dealing
with CVA patients who is suffering from the VFD ;
Adaptation
approach,
restoration
approach,
stimulation approach, and compensatory approach.
There is a need to improve the patients, caregivers,
and healthcare provider’s awareness the VFD
repercussions, and its possible management.
Low
P018
Services provided to children with autism in KSA
(Initial analysis)
Fahd Mohammed Al-Nimri,
Faisal Mohammed Al-Nimri,
Theoretical background: in spite of the gap between
the number of autistic children in KSA and the services
provided to them, there is no comprehensive study
describing the services provided.
Objective: to determine the quantity and quality of
services provided to children with autism in KSA.
Methodology: data were collected through an online
questionnaire for 220 guardians of children with autism
in KSA about the services their children receive.
Results: the average age of children diagnosed with
autism is 3 years, and the average age of children
receiving the first service is 3.4 years. In addition,
about 34% of children have received, or are receiving,
services (diagnosis, the first therapeutic intervention,
current services) in cities other than those inhabited
by their families. Finally, about 8% of children have
never received services, and 20% are currently not
receiving services.
P019
Integration of people with disabilities in the main
stream of Society – Islamic Perspective and
Guidance
Muhammad Zaid Malik
People tested with any disability are the only ones
who can really feel the pain and agony of this test.
Islam gives us some guidelines to share the feelings
of that pain voluntarily in such a humane way that can
enable the disabled person to feel as an integral part
of his/her society and encourage him to live his life
as a normal person without any disappointment or
despair.
This article will shed light on the authentic guidelines
of Islam in this regard using the original sources of
Islamic religion which are the Holy Qur’an and the
authentic traditions of Prophet Muhammad peace
be upon him. Some references from the lives of the
companions of the holy Prophet and early scholars
of Islam will also be made. It is hoped that this article
will help in creating awareness among the society to
give the disabled their due rights and at the same time
it will help in legislating new laws in the light of the
injunctions of our divine sources. The author will use
the analytical, descriptive and inductive methods.
Conclusion: the initial analysis of the study results
reveal that there are limited services provided to
children with autism in KSA, which is especially
apparent in non-major cities.
105
Therefore, every institution entrusted with providing
services to children with autism KSA should not only
ensure the provision of required services, but also
should cooperate with other bodies to meet all needs
of children with autism and their families.
P020
Curriculum modification techniques as a part of
the comprehensive accommodation of students
with disabilities
Ahmed Salah Al-Din Abu Al-Hassan Mustafa
The objectives of the proposed workshop are derived
from the fact that special education is a pattern of
support to attempt to meet the educational needs
resulting from the disability and to ensure students
with disabilities’ access to general curriculums as
part of the comprehensive accommodation. It is
characterized by a (high - slight) degree of substantive
modifications based on characteristics of students
with disabilities, which requires the management
of these sources in the framework of a curriculum
model that is modified in terms of all aspects such
as the modification of objectives yet with keeping
the learning outcomes standard, the modification of
multilayer content, the provision of special teaching
methods, the use of supporting technologies, and
the modification and functional management of
evaluation process. The workshop is trying to outline
those technicians in something as an operating
manual so as to enable special education in KSA to
overcome the state of inactivity and move towards
comprehensive integration.
As an additional objective, the proposed workshop
relies on supplying the participants with the techniques
necessary to manage the proposed modifications
to the general curriculums, so that teachers and the
rest of supporting team of work can, with concerted
efforts, take the right decisions about the educational
program offered to students with disabilities, taking
into account the nature of the general curriculums as
well as the unique needs of those student.
P021
Sensory and motor disabilities and mental
health and its impact in terms of worship and the
jurisprudence of the family
Abdel-Aziz Bin Rashed Al-Tweirish
This research under the title (Sensory, Physical and
Mental Disabilities and their Effect on Provisions of
Worships and Family Jurisprudence) aims at delving
into the Islam approach of dealing with disability and
its perspective of it. In addition, this research illustrates
the most important jurisprudence provisions related to
the disabled, his family, those in charge of providing
for him and taking care of him and the rights that
should be given to them by Muslims, the jurisprudents’
sayings, evidences and the disability provisions. As
disability is one of the distresses that widely afflict our
societies, I determined to allocate a research on this
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subject, to demonstrate the universality of Islam, its
suitability for all ages and places, its consideration of
family, which is the nucleus of the society as being the
source of the offspring, its method of protecting family
from what spoils a happy life and setting solutions for
it.
Part II: Includes issues of the physically disabledrelated personal affairs; as it addresses the marriage
and its effect on the matrimonial life.
Our religion precedes ordinances as for taking care of
individuals with special needs. Physical bases, such as
health or strength, have never been the parameters of
superiority in Islam. Superiority emanates from Godly
bases including faith and devoutness. Accordingly,
the research constitutes of a preamble, four chapters,
and a conclusion.
It includes a preamble and two parts:
Preamble: Includes a definition of mental disability.
The preamble is devoted to the definition of the
disabled and disability and Islam position of them.
Chapter I: Is on sensory disability (The DUMB and His
Provisions in Islamic Sharia).
Part II: Includes issues of mental disability-related
personal affairs such as insanity and mental
retardation and its effect on marriage, custody of
the insane, provision of separating between couples
because of insanity, effect of mental disorders and
contemporary psychiatric diseases on marriage,
occurrence and disappearance of insanity and
its effect on personal affairs, such as restraining
liberty of action, testimony, swearing an oath, zihar
and the legal judgment separating a wife from her
husband in Islam. Eventually, I ended my research
with a conclusion that embraced results and some
recommendations and suggestions,,,, Allah is the
grantor of success.
It includes a preamble and two parts.
Preamble: Includes a definition of the dumb.
Part I: Includes worship Issues related to the Dumb
as for obligatory, Friday and pilgrimage (Hajj) Prayers.
Part II: Includes issues of the dumb-related personal
affairs, such as testimony, defects of marriage,
divorce, zihar (solemn abjuration likening wife to
mother and hence regarding her equally preposterous
carnally), the legal judgment separating a wife from
her husband in Islam and return to one’s wife after
divorce.
Chapter II: Is on sensory disability (The Blind and His
Provisions in Islamic Sharia).
Preamble: Includes a linguistic and conventional
definition of the blind.
Part I: Includes issues of the blind-related issues
as for worships including the call to prayer, facing
the qibla, attending the congregational and Friday
prayers. It also includes issues of leading people in
prayers, fasting and pilgrimage provisions related to
the blind.
Part II: Includes issues of the blind-related personal
affairs.
Chapter III: Is on physical disability (The Physically
Disabled and His Provisions in Islamic Sharia).
Preamble: Includes a definition of physically disabled.
Part I: Includes the physically disabled-related issues
as for worships such as purity, tayammum (the Islamic
act of dry ablution using sand or dust), facing qibla,
leading people in prayers, attending congregational
and Friday prayers as well as delivering sermon in
Friday prayer and on the two feasts.
Chapter IV: Is on mental disability (Insanity and Mental
Retardation in Islamic Sharia).
Part I: Includes insanity-related issues and its effect on
worships; as it addresses provisions related to purity,
prayer, pilgrimage and Umrah (minor pilgrimage to
Mecca).
Social & Psychological
P022
Stress and its relation to some behavioral
problems for children with visual impairment
Dr. Najda Mohammed Abdulrahim
The research aims to identify the relation between
stress and behavioral problems for children with visual
impairment at Al-Nour Institute, Khartoum state. To
verify, the researcher used the correlative descriptive
method because it best suits such a study. The
sample reached 57 children with visual impairment
representing 10% of the society. They were chosen
on a simple random basis, and data collection tools
were:
Stress scale and behavioral problems scale. The
data were statistically analyzed through the Statistical
Package for the Social Sciences (SPSS), where
arithmetic mean, standard deviation, t-test for
two separate samples, Pearson product-moment
correlation coefficient, and Spearman’s rank
correlation coefficient were all used.
The study concluded the following:
1. High level of stress for children with visual
impairment
2. Positive correlation between stress and behavioral
problems for children with visual impairment
3. No differences in stress depending on sex
variable (male - Female)
4. No differences in behavioral problems depending
on sex variable (male - Female)
At the end of research, the researcher presented
some recommendations and suggestions for future
studies.
P023
Speech Disorders and its relation to Self- Esteem
and Anxiety in Egypt and Kingdom of Saudi
Arabia
Dr. Yusuf Mohammed Yusuf Ahmed Eid
Speech Disorders is one of the most important topics
in the modern research field so many Arab universities
are concerned with the field of Speech Disorders. This
study aims to study Speech Disorders and its relation
to Self- Esteem and Anxiety in Egypt and Kingdom
of Saudi Arabia . A sample was chosen consists of
(67). For data collection the researcher used the
following tools: 1. Speech Disorders (prepared by
Al-ghamdi,2009). 2. Self- Esteem Scale(prepared by
Eid,2009). 3.Anxiety Scale (prepared by Eid,2009).
The statistical methods used for data analysis was:
Person’s correlation coefficient and t-Test. The
researcher used the SPSS program for statistical
analysis, the findings are:
107
1. There is no a statistical significant difference
between the Egyptian sample and the Saudi
sample in speech disorders.
sample in Self-Esteem.
sample in Anxiety
4. There is a correlation between Speech disorders
and Self-Esteem in the Egyptian sample.
5. There is a correlation between Speech disorders
and Anxiety in the Egyptian sample.
6. There is no a correlation between Speech
disorders and Self-Esteem in the Saudi sample.
7. There is no a correlation between Speech
disorders and Anxiety in the Saudi sample.
P024
Self-efficacy and its relation to future anxiety
and level of ambition for the physically disabled
athletes and non-athletes (comparative study)
Nashwa Mahmoud Nafiee, Aml Mahmoud Abdullah
The study aims to compare the level of self-efficacy
and its relation to future anxiety and the level of
ambition for the physically disabled athletes and nonathletes. The descriptive method was used as it fits
the nature of the study. The research sample included
physically disabled non-athletes and athletes who
have been practicing sports (volleyball - basketball table tennis - track and field) for a minimum of four
years. Data collection tools were used (records of
sports centers for the disabled - high intelligence
test - a questionnaire about general self-efficacy
expectations - a questionnaire about future anxiety –
ambition scale).
The results of the study revealed that there are
statistically significant differences for physically
disabled athletes and non-athletes in self-efficacy
scale, future anxiety scale, ambition scale for the
benefit of the physically disabled athletes. There is a statistically significant positive correlation
between self-efficacy scale and ambition scale for the
physically disabled athletes, i.e. the higher the level
of self-efficacy is, the higher the level of ambition they
have.
There is a statistically significant inverse correlation
between self-efficacy scale and future anxiety scale
for the physically disabled athletes, i.e. the higher
the level of self-efficacy is, the less sense of future
anxiety they have.
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P025
Parent’s attitude towards PND and TOP could
be influenced by other factors rather than by the
severity of condition
Ayman Alsulaiman, Altaf A. Kondkar, Khaled K
Objective: The aim of this study is to investigate
whether the severity of a particular condition alone
influences parents’ attitudes toward prenatal diagnosis
(PND) and termination of pregnancy (TOP) or are
there other factors involved? Additionally, we aim to
find similarity and different views toward PND and
TOP for 29 conditions (variable severities) compared
to thalassemia (severe condition).
Methods: A questionnaire which mainly focuses on
parent’s attitude toward PND and TOP for 30 different
hypothetical scenarios for a series of genetic, nongenetic and non-medical conditions were completed
by 400 Saudi parents. Results were compared and
scored and parents’ comments were noted.
Results: We found that parents’ attitudes towards
PND and TOP for thalassemia are significantly
associated with their attitudes in relation to all of the
other conditions (Fisher’s exact P<0.01 in all cases).
Some parent’s attitudes toward TOP were clearly
influenced by their religious-beliefs, others by culturalvalues and some by the impact on their quality of life
regardless of the severity of the condition.
Conclusion: Saudi Parents attitudes toward TOP
and PND are not always influenced by the severity
of the condition, but religious-beliefs, cultural-values
and impact on parent’s quality of life also play a role.
P026
The prediction of psychological flow with the
visually impaired in light of some psychological
variables
Walla Rabea Mustafa and Mohammed Ahmed
Deiab
Abstract: Affect visual disabilities negatively on
many of the psychological aspects, which could lead
to lower some of the concepts of positive psychology
have generally, therefore present study aimed to
predict the psychological flow with the visually
impaired in light of some psychological variables,
variables as: The psychological resilience, positive
thinking, and achievement motivation, has been
the application of current research on a sample
of 50 students in a high school students from the
visually impaired school-Noor beni-suief ,Egypt , the
researchers applied the following tools: - Flow test,
- psychological resilience test - positive thinking test
- achievement motivation test , so as to identify the
most important psychological variables predict with
psychological flow for the student, have been using
the descriptive method using the SPSS in the analysis
,the researcher used, correlation coefficients, and
multiple regression analysis to determine the impact
of psychological variables following (psychological
resilience - positive thinking – achievement motivation)
on the psychological flow among the visually impaired
students. the results of the study on the correlation
relationship between the psychological flow and
both psychological resilience, positive thinking,
achievement motivation, also resulted in findings
that we can predict the psychological flow with the
visually impaired in light of the variables of positive
thinking, and achievement motivation was not to the
variable psychological resilience tangible value in the
prediction equation, the equation has ended search
of psychological flow forecasting with the visually
impaired in light of the search result.
P027
The effectiveness of an integrative treatment
program for social support in improving the
degree of psychological security and reduceing
the degree of lying of the blind females
Zainab Mahmoud Shukir and Abeer Khayat
The present study aimed to:
1. To detect differences between the mean scores
of the experimental group in the variables:
social support,
psychological security, and
lying (in its various manifestations) in the pre
and post measurements. i.e. before and after
the application of therapeutic program on the
experimental group.
2. To detect the possibility of the impact of the
integrative treatment program in the study
variables after the end of the application of
the program in a period of time (i.e., in the two
measurements; post and observable).
Procedures of the study:
Study Sample: The basic study sample consisted of
(10) blind female at one of the inclusion school in Taif
and were already enrolled in the school. Ages ranged
between (14.2 – 12.11) years, with an average (13.9)
years.
Study Tools: A social support scale / lying scale /
psychological security scale / therapeutic program.
Results of the study: The results for the six
hypothesis were as follows:
1. The presence of statistically significant differences
between the mean scores of the ranked sample
in the social support variable in the pre and post
measurements (before and after the application of
the program) for the benefit of post measurement.
2. The presence of statistically significant differences
between the mean scores of the ranked sample
in the psychological security variable in the pre
and post measurements (before and after the
application of the program) for the benefit of post
measurement.
3. The presence of statistically significant
differences among the middle ranks scores of
the experimental group in the performance of the
sample dimensions measure of lying (General
lying - fraud and deception lying - revenge
and hatred lying - wandering lying - brag and
fear of punishment lying) in the pre and post
measurements, indicating the effectiveness of
the software used in reducing the degree of their
lying.
4. The lack of a statistically significant difference
between the mean scores in the study sample of
the blind females in the variables: social support,
psychological sense of security, and public lying
and its manifestations in the two measurements
post and observable after three weeks from the
end of the application program.
109
Results:
•
The results of the first question: What are the main
problems: personal, psychological (emotional),
and behavioral and social dogging physically
disabled women?
The screening results of the problems that have
emerged (repeated) in all members of the sample are
as follows:
First – personal problems in the current study:
Body image// self-esteem // self-confidence //
psychological pressure // self-efficacy.
Secondly - psychological problems (emotional) :
Diagnostic study of some personal, psychological
and social problems
Fear of the unknown // feelings of death anxiety
// anger // depression // feeling of
helplessness
excess // life satisfaction // sense of security //
psychological feeling of inferiority and suffering of
society’s perception about their bodies // shyness and
introversion.
Samira Abdullah Kurdi , Zainab Mahmoud Shukir
Thirdly - social behavioral problems:
P028
Objectives of the study: The present study aims to:
First: The disclosure of the most important personal
problems (such as: deformation of body image / lack
of self-esteem / sense of psychological security ....)
among a sample of visually disabled females.- and
the disclosure of the most important psychological
problems (emotional) (such as the feeling of fear
/ anxiety feelings of death / anger and depression
/ excessive feeling of helplessness ......) among a
sample of visually disabled females. And finally
the disclosure of the most important social and
behavioral problems (lack of motor skills and difficulty
of movement / lack of social interaction and withdrawal
/ non-participation of effective social / physical and
psychological abuse and verbal and non-verbal)
among a sample of visually disabled females.
Second: Arrange these problems, according to the
large number of high rate of recurrence and spread.
Procedures of the study:
The study sample: (60) of the visually disabled
Saudi obstruction College of three regions of Saudi,
the average chronological age of the respondents 2426 years.
Motor skills and difficulty of movement // lack the
ability to social interaction // difficulty making friends
// social skills (Performing and behaviors verbal and
non-verbal) // physical and psychological abuse and
verbal and non-verbal // difficult to enjoy leisure time //
difficult psychological adjustment and social.
The results of the second question: What are the
prevalence rates (high - medium - low) of the abovementioned problems of those sample?
1. High proportion of the high level of problems
related to the negative aspects of the visually
handicapped females, whether related to personal
aspects: where high rates were in: deformation of
body image, and the high rate of psychological
stress in the sample. As well as the problems
related to negative aspects of the psychological
and emotional aspects of all problems. Also, all
Problems related to the negative aspects of social
and behavioral problems.
2. Lowering in the high rate of problems related to
the positive aspects in personality and that of
emotional and psychological.
Tools of the study: The study tools was used in two
phases:
The results of the third question: What are the most
common problems among the members of the sample
(its order depends on the problems prevalence)?
The first: open-ended question which aims to limit
the most important realistic problems that the visually
disabled women suffers from.
For personal problems: negative variables occupied
the first rank, while positive changes in personal was
delayed and occupied the last rank.
The second: questionnaire prepared by researchers
include the aforementioned problems in order to
calculate the frequencies and percentages for each
problem, and arranged in descending order according
to their spread ratios (arithmetic mean).
As for psychological problems (emotional):
negative variables ranks first. Where the sense
of death concern ranked first, followed by feeling
excessive deficit, which ranked second, and the
fear of the unknown problem occupied the third
110
place, while the positive changes occupied last, as
life satisfaction and feeling of psychological security.
The same situation is the behavioral and emotional
problems arrangement: where lack of motor skills and
difficulty of movement ranked first, and the problem
of a lack of capacity for social interaction was ranked
second ,and so on.
P029
Evaluative study of the universal design in the
built environment in Riyadh city
Nahar Bahij Abdulfattah
The universal design is “the design of products and
built environments, programs and services to be used
by all individuals to the fullest extent of their abilities
without the need to adapt and cope with it”. Therefore,
such design is important and needed for any person
suffering from a disability or limitations prevents
him/her from acting and move within a certain built
environment or dealing and usage of a particular
product. It is a necessity for people with special
needs of all kinds and the elderly in particular, and a
means of raising the quality of life and standards for
all segments of society in general.
The research, studies how to develop the urban
environment in Riyadh city through applying the
major and intuitive principles of universal design with
a preliminary evaluation of the current status and
resulting at the end with a recommendations and
guidance in helping to improve the current situation
hence, raising the level of design and intuitive
usability for all segments of society in general, and for
the disabled individuals in particular.
The research study also examines the hypothesis
of not applying many of the principles of universal
design and accessibility in the built environment will
lead to the reluctance of many people with special
needs from visiting public places and the lack of ease
of use of private facilities.
The research study found that there is a very big
failure in the application of those principles, and this
failure was not only in the built environments, but it
goes beyond that, which is, the lack of the community
awareness and understanding of the universal design
principles as well as understanding the principles
of easy accessibility which is considered to be an
important part of the universal design.
Education
P030
How alliances can be formed to support more
Deaf people in entering and achieving in higher
education.
Abdi Gas
This paper highlights the need for research to be
conducted in identifying barriers to students who wish
to further their studies, the numbers of students who
apply and successfully complete university, and what
place these ones take within wider society. Without
a collaborative approach to research, a benchmark
cannot be identified and improvements cannot be
made. Currently, many Deaf students from the GCC
leave the region to take up studies within the UK and
USA - this need not be the case.
P031
Measurement and diagnosis in early intervention
programs
Inas Abdulfattah Al-Khir
The workshop aims to provide participants with the
skills associated with the process of measurement
and diagnosis in early intervention programs for
people with learning difficulties, and also provide
them with theoretical and practical ways on this topic.
At the end of the lecture, participants will be
able to realize the difference between screening,
measurement, diagnosis and evaluation and their
importance to the people with learning difficulties,
to define the role of the educational process in
measurement and diagnosis, and to be familiar with
paper-based and electronic measurement & diagnosis
programs for people with learning difficulties.
P032
The effectiveness of an autistic kindergarten
children integration program applied over a
sample of students from Muscat Autism Center
Mashair Shamsan Abdullah Al-Shargabi
The modern educational literature abounds with
convincing views supporting the integration of
children with special needs with normal children in
the same educational environment. This encourages
the society to adopt a positive outlook towards people
with disabilities and creates opportunities for the
development of real social perceptions, namely the
recognition of the existence of children with special
needs and the searching for solutions.
However, the positive integration of this category
requires a lot of effort and fundamentals, the most
important of which is creating and providing an
appropriate educational and social environment for
the education of children with disabilities in public
111
schools. Although the integration policy that has been
applied in many countries has achieved many positive
results, there are still challenges to elevate levels of
integration to the better especially when it comes to
certain disabilities.
In this context, a controversial issue was raised
concerning the integration of children with autism in
public schools, where opinions of those interested and
concerned with issues of the people with disabilities
have varied. Some welcome their educational
integration to ensure their rights to education, while
some see that their educational integration may
bring negative effects as the integration process of
this category requires methodological, specific and
physical fundamentals so as to prepare the school
community, along with applying those fundamentals
using deliberate steps and stages to achieve a
positive, effective integration that is beneficial for all.
From here comes the importance of the effectiveness
of an autistic kindergarten children integration
program applied over a sample of students from
Muscat Autism Center.
P033
Behavioral problems for individuals with autism
and other developmental disabilities: causes and
treatment methods
Faisal Mohammed Al-Nimri, Fahd Mohammed AlNimri
Target group: male and female teachers and speech
therapists
Summary of work paper:
Many students with autism or similar developmental
disabilities show different forms of behavioral
problems such as self-abuse, aggression, escape,
tantrums, or disobedience (Mattson, 2012). The
frequency, and degree of severity, of these behaviors
negatively affect not only the place (integration class
or special class) where these students learn but also
the method (individually or collectively) adopted in
their education (Soukaa et al., 2001). In addition,
these behaviors affect the continuity of specialists’
work with those students. Therefore, those specialists
must be provided with necessary strategies to deal
with these problems (Beavers, Iwate and Lerman,
2013).
The strategies derived from Applied Behavior Analysis
are the best fortunate in terms of the number of studies
that have proven their effectiveness for more than
three decades in the treatment of such behavioral
problems (Beavers, Iwate and Lerman, 2013) and in
terms of being regarded as one of the most important
Evidence-Based Practices.
Objective:
To provide a program to train specialists on strategies
of functional behavioral assessment and methods
of designing positive treatment programs based on
behavioral theory.
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P034
P035
The experience of the Center for Child Evaluation
& Teaching in combining between electronic
screening and paper-based diagnosis of people
The level of social phobia among gifted students
with disabilities at basic-education stage and the
ways to overcome their social phobia from the
standpoint of their teachers
Mousad Abu Al-Dayar, Maha Abdulghani Mansour
Thanwa Al-Mutairi, Marwa Al-Kandari
Objective:
This research aims to identify the level of social phobia
among twice-exceptional gifted students at Kuwait
and to draw ways for overcoming their social phobia
from the standpoint of teachers. The study sample
consisted of randomly 50 male and female gifted
students with sensory and physical disabilities and
63 male and female teachers from Special Education
Schools in Kuwait. The Scale for Rating the Behavioral
Characteristics of Superior Students (Renzulli et al.)
and the Social Phobia Scale were adopted. The
results showed that 14% of respondents have a high
degree of social phobia, 20% have a medium degree
of social phobia, and 66% do not have social phobia.
The results suggested no statistically significant
differences among students, in terms of level of social
phobia, whatever their type of disability or educational
stage. The results suggested that the level of
social phobia among males is higher than females.
Answering the open question directed to teachers,
i.e. how to overcome social phobia, the factors of the
family, the school and the education system were
highlighted as having essential role. In the light of
the findings revealed by the study, recommendations
were formulated as follow: the educational system
should work on integrating the disabled especially
the gifted in general education schools and avoiding
their isolation; expanding scientific research in the
field of twice-exceptional gifted people; enhancing the
talents of twice-exceptional gifted students through
evening clubs that bring together the gifted students;
expanding their social activities that give more space
for communication and social interaction; activating
the role of parents in meaningful participation in
the treatment of social phobia among their twiceexceptional gifted students.
To provide a battery of electronic screening and a
battery of paper-based diagnosis to identify children
Approach:
Use of psychometric standard statistical method
Sample:
The research was applied to several samples as
follows:
•
•
•
Battery of electronic screening: 28 schools at
Mubarak Al-Kabeer Governorate
Battery of paper-based norm–referenced
diagnostic tests: 6000 students aged 7-11
Battery
paper-based
criterion–referenced
diagnostic tests in Arabic: 500 students aged 6-15
Tools:
An electronic screening program for learning
difficulties; battery of reading and dictation testing;
battery of working memory testing; battery of sound
processing testing; battery of drawing of writing and
morphological awareness testing; battery of criterion–
referenced diagnostic tests in Arabic.
Results:
First: regarding the electronic screening program,
an electronic intelligence measurement test and a
teacher evaluation form were concluded, along with
a set of tests dealing with vocal skills, reading and
writing skills, working memory skills, and some others.
Secondly: regarding norm–referenced diagnostic
tests:
1. Regarding the battery of reading and dictation
tests, six subtests were concluded
2. Regarding the battery of drawing of writing and
morphological awareness tests for children, five
subtests were concluded
3. Regarding the battery of sound processing tests
for children, five subtests were concluded
4. Regarding the battery of working memory tests
for children: six subtests were concluded
P036
Diagnostic significances of the Wide Range
Achievement Test (WRAT) for females with
learning difficulties at Saudi Arabia primary
schools:
Rana Jamil Tayba
The study aimed to explore the significance of
differences between females with difficulties in
learning to read and females with difficulties in
learning mathematics, as well as learning difficulties
involved in the requirements of learning basic skills
as measured by WRAT. It also aimed to explore the
distinguishing significances between females with
learning difficulties and normal females through the
four dimensions of the scale.
The scale aims to expand the pilot study to David
Kessler, which was designed for multi-measurement of
mental abilities. Therefore, Jastak (WRAT’s designer
1946) saw that there is a need to a test measuring
the basic learning skills through the recognition of
words, spelling and arithmetic, as he believed that
it is necessary to evaluate both processes to make
decisions about the student’s capabilities so as to
reach an integrated vision for his/her mental and
academic performance together.
The researcher translated the test into Arabic to
explore diagnostic significances helping to discover
student with learning difficulties in KSA. WRAT (4th
edition) was designed to be used by professionals
who need to apply a test similar to psychological
measurement tools in order to measure the basic
learning skills. This is a valuable tool because it
provides an initial evaluation for individuals who
suffer from learning, behavioral and professional
problems. Thus, the use of WRAT results along with
an organized comprehensive set of information helps
make a formal evaluation of the type of disorder.
P037
Technology applications supporting the people
with autism
Yahya Fawzi Mousa Obeidat
Objectives of the scientific paper: to shed light on
technology applications supporting the people with
autism
Sub-objectives of the scientific paper:
•
•
•
•
•
•
To review technology applications supporting
sensory input
receptive communication skills
expressive communication skills
academic skills
social skills
positive behavior
P038
The effectiveness of using PAS3 model as a
supporting program in facilitating the gaining of
speed reading skills for students with learning
difficulties at Faculty of Education
Subhi Bin Saeed Al-Harthy
This study aims to explore the effectiveness of using
PAS3 model as a supporting program in facilitating
the gaining of speed reading skills for students with
learning difficulties at Faculty of Education; the
impact of such usage on academic difficulties such
as listening comprehension, oral expression, speed
reading skills and reading comprehension that is one
of the important aspects of learning difficulties among
the university students; the impact of such usage
on teaching the processes of attention, cognition,
remembering, and memory, as well as the processes
113
of thinking that constitute developmental difficulties;
and to what extent such usage can assist them in
academic achievement. The following tools were
used: PAS3 as a supporting program for students
with learning difficulties; effective speed reading
skills scale; university student learning difficulties
scale; and high academic achievement indicators as
an indicator of academic success. The experimental
approach was adopted. The study sample consisted
of two groups of 60 students with learning difficulties.
The study concluded the following results:
1. no statistically significant difference in speed
reading skills between the experimental group
and the control group in terms of pre application;
2. There is a statistically significant difference in
speed reading skills - for experimental group’s
students with learning difficulties at Faculty of
Education – between pre and post applications.
P039
The Importance of Sign Language Education
Bader Abdulmohsen Alomary
Deaf children are at high risk for language delays,
which can have devastating consequences on their
cognitive, social, and academic developments.
Although auditory technology has advanced in recent
years, there will always be children who the auditoryoral approach fails. Signing often becomes a second
choice after deaf children fail at acquiring spoken
languages. By then, it is often too late.
Research has shown that the better a deaf person
is at sign language, the better their literacy skills
are. Bilingual teaching methods that use both sign
language and written languages have been touted as
ideal for deaf children in schools. However, most deaf
children do not have exposure to fluent role models
of sign language. Most families and teachers do not
sign and thus are not able to communicate effectively
with their deaf children. An effective sign language
education is necessary for families, friends, teachers,
and even for the deaf students themselves. When
deaf children are taught sign language in a natural,
effective way and have ample exposure to fluent sign
language speakers, they will have stronger language
skills that can support the development of literacy
skills.
P040
A proposed program for the development of
linguistic achievement for pre-school deaf
children
Essam Abdullah Mohammed Al-Freeh
The study mainly discusses the presence of linguistic
deficiencies with deaf children hindering their
appropriate communication with others. If we wish to
reduce linguistic deficiencies with deaf children, we
must first focus on teaching sign language, a mother
tongue in their lives at pre-school stage and in the
initial years of the school.
114
The researchers’ work revealed that the linguistic
achievement of deaf students are the weakest link in
the educational services as students do not enjoy the
benefit of the legally adopted regulations, and that the
linguistic achievement of deaf secondary graduates
are equal to that of healthy fourth-grade students.
The primary objective of this project is to increase the
linguistic achievement of deaf students before and
during school stage. When joining the first-grade, deaf
students have only a level of linguistic achievement
equal to that of a healthy three-year-old child. Here
lies the problem where the linguistic achievement of
healthy first-grade students are 2500 words while deaf
first-grade students are 1000 words, meaning that
62% of the linguistic achievement of deaf students is
missing. Therefore, a project plan must be developed
as follows:
Phase I: birth-3 years
Phase II: 3-5 years
Phase III: pre first preparatory grade
P041
Integration of the disabled
Fatima Al-Ramadan; Al-Jazi Al-Bahri; Hanan
Mustafa; Mona Al-Hanwa
I thank Allah, the Almighty, who gave us the opportunity
to write the themes of this research based on our
expertise and experience with this precious category.
Respecting the feelings of every mother having a child
with special needs, considering our future aspirations,
and following the instructions of our true religion that
respects every person’s humanity regardless of his/
her disability and treats equally with all humans, the
following themes will be introduced:
•
•
•
•
•
•
Definition of Integration
Types of Integration
Objectives of Integration
Comprehensive statistics on integration
mechanism in KSA
The most effective educational strategies in
comprehensive integration programs
Requirements for the integration of children with
special needs
P042
Take caring of them … extended services
Naglaa Fahd Al-Mushayqih; Samia Alyaeesh
The paper aims to review KSA experience in
providing services to female young students with
learning difficulties through making those working
in that filed aware of the characteristics of those
female students and the academic, environmental
and personal challenges they face at this stage
age and how to design a program to provide direct
and indirect services in a manner characterized by
inclusiveness and individualization according to each
female student’s needs, as well as through working
on the achievement of an easy, facilitated transition
for students using transition programs prepared by
the multi-disciplinary team of work in order to prepare
female students in young adulthood for transition
to the lives of adults and the rely on themselves by
working on the development of their skills to enable
them to cope with problems that may encounter them
whether in university stage or through the Vocational
Education Program with its three components
(evaluation, education and vocational training) and
the provision vocational guidance to them.
P043
iSpeak Program
Noha Hafiz, Lama Al-Samahi, WADEE ALHALABI
In the fast-paced world that we are living in today, fast
and accurate communications is important. Despite
the rapid advancement of technology, there is still a
communications gap between deaf people and normal
people, due to those people who are not familiar with
the sign language and inability of deaf people to hear
audio sounds properly. However, many people tried
to bridge that gap by proposing many ideas, yet there
is no any application that educate deaf-mute people
on how to speak! Thus, our project which is iSpeak
program, is going to help educating the deaf-mute
people on how to speak by recognizing the letter
pronunciation by their voices and displaying it in front
of the students. However, when he/she can recognize
more than one letter, the application will analyze logical
and meaningful words with pictures, that he/she can
use it rightly. Moreover, a report will be generated
to be sent through mail to the teacher and parents
on th e student’s performance & how many words/
letters did he/she learn. Finally, this application will be
considered as a technology for enhancing articulation
and lingual or verbal skill in deaf-mute and deafness.
P044
Hyperbaric Oxygen Therapy as an Adjunct to
Limb Salvage, Rehabilitation and Reconstruction
ELVIRA M. SABINORIO, EATRICIA DORMER
Hyperbaric Oxygen Therapy is one of the specialized
service in KFSH&RC utilizing evidence based
protocols ,internationally approved indications adapted
for safe and quality care ,part of the multidisciplinary
service in the promotion of quality of life by shortening
length of hospital stay which is cost effective and
resulting to high satisfaction amongst patient and
families and health care provider. The two indications
Osteoradionecrosis and Diabetic Foot Ulcers
complicated with osteomyelitis affecting KFSH&RC
patient population are consistently increasing from
2009-2013. The application of the adapted protocols
are widely used by Vascular,Plastic,ENT,Ortho
surgeons in their treatment modalities to ensure
success in the treatment journey of patients.
P045
The effectiveness of training on the self-organized
learning strategies in improving academic selfmotivation and the attitudes towards school for
low-achieving gifted students
Hosni Zakaria, Al-Sayid Al-Najjar, Amal Mohammed
Ahmed Zayed
The research aimed to explore effectiveness of
training on the self-organized learning strategies in
improving academic self-motivation and the attitudes
towards school for low-achieving gifted students
at preparatory stage. The basic research sample
consisted of 30 male and female low-achieving gifted
students at first grade of preparatory school aged
11.95-13.2. The research sample was divided into two
groups: experimental group of 15 male and female
students who received training on the self-organized
learning strategies, and control group 15 male and
female students who did not receive training on the
self-organized learning strategies. The research tools
included general mental ability test (12-14 years);
Abraham test of creative thinking; scale of attitudestowards-school; scale of behavioral characteristics of
low-achieving gifted students; scale of academic selfmotivation; the training program of the self-organized
learning strategies (prepared by researchers). The
research adopted the quasi-experimental method.
Using the t-test, the most important results revealed
that there are statistically significant differences
between both mean scores of experimental and
control groups in the post measurement in terms
of academic self-motivation and attitudes-towardsschool in favor of the experimental group who was
trained on the self-organized learning strategies,
and that there are statistically significant differences
between both mean scores of the pre and post
measurements of the experimental group members
in terms of academic self-motivation and attitudestowards-school in favor of the post measurement.
115
integration with others. Training full brothers on the
socially accepted treatment methods leads to raise
the level of performance of their brothers (i.e. children
with autism) in terms of both individual and collective
behavioral performance.
The study adopted the experimental approach with a
sample of three children with autism. The study tools
are: the scale of social interaction skills evaluation
for full brothers of children with autism, and the study
program based on full-brother strategy.
P047
The effectiveness of using multimedia technology
to teach sixth-grade primary female students with
learning difficulties in mathematics
Mahmoud Fattouh Mohammed Saadat
This study aims to explore the effectiveness of
using multi-media technology to teach sixth-grade
primary female students with learning difficulties in
mathematics, and the trend towards using such multimedia technology in teaching mathematics. The study
used a quasi-experimental approach to consider the
subject of the study. The research sample consisted
of 24 sixth-grade primary female students at Thirteen
Primary School, Al-Jawf Education Department, in
academic year 1432-1433 A.H.
The sample was divided equally into two groups
(experimental and control), with an attention to only
include those female students aged 11-12 who suffer
from learning difficulties in mathematics. The study
revealed a range of results, the most important are:
•
No statistically significant differences between
the mean scores of the control group with
learning difficulties in mathematics – who studied
in the traditional manner – mean scores of the
experimental group with learning difficulties in
mathematics – who studied using multimedia
technology – in terms of the pre application of
Diagnosis and Achievement Test in mathematics.
•
The presence of statistically significant differences
in the mean scores of the experimental group
with learning difficulties in mathematics – who
studied using multimedia technology – in terms
of the pre and post application of Diagnosis and
Achievement Test in mathematics, in favor of the
post application.
P046
The effectiveness of early intervention using
full-brother strategy with a child with autism to
improve his social interaction
Fikri Lateef Metwally Hameed
Autism is one of the most difficult developmental
disorders, being painful for both the child and all family
members because of its impact on the child’s behavior,
mental health and social upbringing. Many researches
revealed that the use of social early interventions
using full brothers as an effective entrance to
children with autism. In this type of intervention, full
brothers are key factors for behavioral changes in
social attitudes. This method helps them acquire and
develop many skills – in a better easier way – that are
largely responsible for the development of their daily
needs. They are in dire need for training on how to
properly treat their full brothers and how to encourage
them to acquire desirable social behaviors and get
rid of those undesirable and to further proceed with
P048
Obstacles to educational supervision of
Autism Program from the perspective of female
educational supervisors in Saudi Arabia
Al-Dana Nasser Abdullah Al-Kaffary
Autism Program is one of the new programs in KSA
educational filed in terms of recruiting specialized
cadres. There were not female educational supervisors
from the same specialty, and the Autism Program
was supervised by female supervisors of different
116
specialties. The study sheds light on the obstacles
to educational supervision of Autism Program from
the perspective of female educational supervisors in
Saudi Arabia.
Objectives:
1. Identify the obstacles to supervision from the
perspective of female supervisors
2. Identify the statistically significant differences in
the answers of female supervisors in terms of
realizing the obstacles to supervision according
to study variables (specialty - years of experience
in educational supervision - training programs in
the field of autism)
3. Introduce proposals
Results:
•
•
•
•
•
•
Technical obstacles came in first place while
physical obstacles came in the last place (among
administrative, social, psychological, physical,
and technical obstacles of a female educational
supervisor)
No statistically significant differences attributable
to the variables of the study
All proposals match the views of female
educational supervisors by a percentage of 70%100%
Recommendations:
Reduce the administrative burden of female
educational supervisors so as not to affect the
artistic activity of special education programs
Intensify the training programs for female
educational supervisors on their field of
supervision
Every female educational supervisor should be
entrusted with supervising the special education
program where she enjoys experience and specialty
Keywords: reading skills, intellectual disability, Web
0.2
P050
The effectiveness of the mentoring program using
some behavior modification techniques to reduce
the hyperactivity of the mentally retarded children
Khalid Bin Gaze Bin DHAR Al-Dalbahi
Research objectives:
1. Set up a mentoring program in behavior
modification to reduce hyperactivity in mentally
retarded children, in light of the behavior
modification techniques as one of the modern
trends in psychological counseling.
2. To identify the differences between the control
group and the experimental group in hyperactivity
after application of the counseling program.
3. To identify the effectiveness of the counseling
program using behavior modification to reduce
hyperactivity in children mentally retarded.
Research Methodology:
The researcher used the semi-experimental
approach, which includes an experimental group
and a control group. Indicative Program was applied
on the experimental group, and before and after
measurements were conducted to determine the level
of hyperactivity.
The research sample:
The effectiveness of using Web 2.0 in the
development of some reading skills for students
with intellectual disabilities
Sample consisted of 20 mentally retarded children
having ability to learn yet having hyperactivity disorder
in the intellectual education Program at Aljamsh
elementary school belonging to the Department of
Education at a Duwadimi province. The ages range
between (9-14) years and IQ ranged between (5565). Children were divided into two groups (10 control
and 10 experimental).
Hanadi Hussein Al-Hadi Al-Qahtani
Search Tools:
This study aimed to develop some of the reading skills
of students with intellectual disabilities using Web
0.2 technology. The study sample consisted of 10
female students with intellectual disabilities mentally
aged 6-8 while actually aged 8-10, according to Binet
Scale and Adaptive Behavior Scale (designed by AlShakhs). Pre-test and post-test were conducted over
the study sample.
Stanford-Binet Intelligence measurement prepared by
Mohamed Abdel Salam and Lewis Malika (1988 m),
and the socio-economic estimate level measurements
of the family prepared by Abdul Aziz person (1988
m), and the (N, Z) scale to identify the hyperactivity
prepared by Abdulaziz person (1984), modify and
adjust: by Haas (1992), has been applied to the Saudi
environment on mentally retarded children with an
average age(13.65), as well as a mentoring program
using the methods of behavior modification to reduce
as well as a mentoring program using the methods
of behavior modification to reduce hyperactivity in
mentally retarded children prepared by the researcher,
which consisted of (8 ) sessions for two-week were
the duration of each session was (30-45 minutes).
Statistical processing methods: The researcher used
the following statistical methods:
P049
The study adopted the quasi-experimental approach.
To achieve its objective, the study used the reading
skills scale designed by the researcher. To answer
the study’s question and hypothesis, Alpine Analysis
was used where results showed a statistically
significant difference at the level of 0.5 in favor of post
measurement.
1. Arithmetic mean and standard deviation of the
level of hyperactivity.
2. Mann-Whitney U test to detect significance of
differences between groups with small numbers
3. Wilcoxon test for two linked samples to know the
effectiveness of the counseling program used
Results:
The results indicate the following:
1. There are differences between the control group
and the experimental group in hyperactivity after
applying the Indicative Program. Advantage was
for the experimental group.
2. There are effectiveness of the indicative program
using the behavior modification to reduce
hyperactivity in mentally retarded children.
P051
Pressures on families of children with disabilities
and how to address them
Mariam E. Al-Shirawi
The families of mentally handicapped children
are exposed to different pressures, one of the
most important sources of pressure could be the
requirements of continuing care for disabled children,
and the lack of adequate opportunities for social
interaction because of the need of the child to the care
and the difficulty of getting help to meet that need. and the third source of pressure is the alternative
education available to the mentally disabled child.
Teaching such child’s in a regular school if the
conditions are ripe for it, accompanied by the child’s
fear of rejection and isolation, and teaching them at
a private school for the disabled, accompanied by
various difficulties in social interaction. Other source
of pressure on the family of a disabled child includes:
financial expenses, social stigma, time becomes an
important requirement as a result of the requirements
of child care, difficulties in the implementation of the
core functions of care such as food, showers, clothing,
decreased sleep time, social isolation from friends,
relatives and neighbors, the lack of time for leisure
activities or personal activities, difficulties in adjusting
and modify the behavior of the child, a collision with
the responsibilities of household chores, feelings
of general pessimism about the future, reactions
brothers and sisters towards a disabled brother.
The study aims to educate the families of children
with disabilities, how to cope with pressures as a
result of the birth of a disabled child and the creation
of family members to cope with disability problems
and benefit from the services and programs available
in the community.
117
118
Media
P053
P052
Learning Difficulties Application
The role of the National Council for Family Affairs
(NCFA) in educating children and their families
bout safe relations in early childhood
Abdulaziz Ibrahim Abdulaziz Al-Bader
Suha Tabbal
The development of the Package of My First Steps
Towards Safe Relationships was derived from NCFA’s
role in exercising of its functions and powers of the
adoption of pioneering projects relevant to NCFA’s
objectives; its role in the quest for providing technical
support and assistance to the institutions concerned
with family affairs and developing their work methods;
and its attention to enhance NCFA’s partnership with
civil society organizations.
The Package of My First Steps Towards Safe
Relationships aims to educate children and their
families, caregivers and teachers of early childhood
about the most important matters relating to safe
relationships with others for the child, whether inside
or outside the home.
The idea of the subject relied on the recommendations
of beneficiary families of Better Parenting Project on
the necessity to design materials help them develop
self-awareness of their children, especially with
regard to their relationship with others, in order to
protect them from exposure to any harm.
The Package was developed by NCFA experts and
reviewed with the participation of experts in child
protection.
The Package includes materials to educate families
about safe relationships with others, namely a booklet
of activities, songs for children, a working paper, a
coloring page, a brochure for families, an interactive
guide for children, and a puzzle.
The Package smoothly covers the following topics:
developing safe relationships with others; dealing
with strangers; warning signs and how to deal with
them; parenting practices appropriate to help children
develop safe relationships with others; and how
caregivers and teachers can help children develop
safe relationships.
The interactive tools in the Package answer
some common questions of the families about the
development of safe relationships at early childhood,
ignorance of which may later affect the development
of safe relationships for children.
The problem of learning difficulties does not only
adversely affect the students inside the school but
also with family and society. Learning difficulties are a
hidden disability, which prevents non-specialists from
realizing and dealing with them unlike some other
disabilities such as hearing impairments and visual
disabilities that are apparent.
4-6% of school students have learning difficulties,
a reason for considering more seriously the future
of our students especially those having learning
difficulties, conducting studies and researches,
finding out solutions, and providing special services
and programs to them to minimize the effects of these
difficulties.
One of the most important objectives of Learning
Difficulties Application in KSA is to educate and instruct
officials, school personnel, parents of students,
and students themselves about the importance of
Learning Difficulties Application and to highlight its
positive aspects. From this perspective came the idea
of this introductory application on iPhone as a modern
way of raising awareness.
Learning Difficulties Application includes information
about learning difficulties (definition, causes,
characteristics) and about learning difficulties
programs (objectives, eligibility to accept students in
the programs, resource room, stages of development
and attention, May 3), as well as some directions,
facts, alerts and websites in the field of learning
disabilities.
To download the application, go to (App Store) and
write “learning difficulties”
.

ABSTRACTS BOOK

Transcription

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