Our final session honored sixteen weeks of learning, trust, and shared effort.
Qais read from his personal Word Book, reviewed mathematics through games, and received a small gift. The experience strengthened my commitment to studying Special Education and Developmental Psychology.
“True inclusion begins by meeting a child where they are and believing that growth can begin there.”
On our final day, we followed the familiar opening routine before turning to Qais’s Word Book. He read selected words and sentences, pausing to explain several of his drawings.
We played a final mathematics game and reviewed the progress chart from earlier sessions. I gave him a small present and a certificate recognizing his persistence, curiosity, and growth.
Before leaving with his family, Qais gave me a warm hug. I understood the gesture as his choice and received it with gratitude. Our goodbye was emotional, but it was also clear and celebratory.
These sixteen weeks reaffirmed my interest in Special Education and Developmental Psychology. Qais taught me that effective support begins not with assumptions or a fixed lesson plan, but with careful observation, accessible communication, patience, and respect for the learner’s autonomy.
- Organization: City Hope Community, Clarkston, Georgia
- Student: Qais, an eight-year-old Afghan refugee
- Starting point: No prior English literacy, limited verbal communication, heightened alertness, and significant distress around sudden loud sounds