Children dash down a football field in a refugee camp in the West Bank, chasing a boy who is about to score a goal. As the ball goes past the goalkeeper and into the net, Ahmad leans forward in his wheelchair to blow his whistle and signal the point. He waves the other children back into a face-off, sets up the ball, and blows his whistle for the game to start up again.

The game is one of the activities in Ahmad’s physical education (PE) class, but he has not always been able to freely participate in the games. Before his teacher learned how to integrate inclusive activities into their PE class, Ahmad would often sit on the sidelines and watch other children play, or go home because he felt so isolated and discouraged. Now, he is challenging expectations and shifting mindsets about how he can get involved in the games they play.

FINDING ACCEPTANCE AND SUPPORT

Right To Play’s TOGETHER project supports schools to create inclusive learning environments where all children can thrive. Through specialized professional development sessions, teachers receive training on how to respond to common inclusion challenges, how to adapt games and activities to reduce barriers to participation, and on the importance of including all children, regardless of ability.

After he attended trainings, Mohammad started integrating his learnings into his lessons. Now, he’s more thoughtful about how he can adapt the activities to ensure Ahmad can participate too. For example, instead of using a full-size net during basketball exercises, he encourages the children, including Ahmad, to take turns holding up a hula hoop that they practice shooting at. He also coaches Ahmad’s classmates to be more considerate of his needs, creating a system of peer-to-peer support that has helped Ahmad build stronger connections with the other children. In time, Ahmad started feeling more confident and began to socialize with his classmates without feeling awkward or uncomfortable.

“I could notice the change in him immediately,” Mohammad said. “He felt like a leader.”

Ahmad’s mother noticed the change in him too. “Ahmad has changed now. He is excited about trying new things and is always curious to learn more.”

FROM SITTING ON THE SIDELINES TO LEADING THE GAME

As Mohammad noticed the positive changes in Ahmad, he started looking for even more ways for him to participate, including inviting Ahmad to referee the class’s regular football game.

Acting as the referee was Ahmad’s proudest moment. Instead of feeling anxiety, he felt empowered – a full member of the team. Ahmad has now started to help other children with disabilities in his school to understand their capabilities and accept themselves as they are. He hopes to change the way that children with disabilities are perceived and make his community more inclusive. He's also been inspired with a new idea of what he wants to do when he grows up.