Our mission is: Independence and freedom through cognitive process, behaviour modification through positive reinforcement. The purpose of our organization is to ensure that each disabled person has the opportunity to develop to his or her  full potentional.

We belive that all people have the right to chose where and how they will live, learn, work, play and socialize.

We also aim to ensure that disabled people and their families or core supporters can manage and participate in the community and live naturally among others in society. We have a wide range of professional workers who assist in the activities within these units. Our therapy can be used on short-term or long-term basis depending on need. Our services cover age groups from birth till 25 year ( and also their parents). We work in cooperation  with community welfare units, govermental organization and other non-profit organizations. Our aim is suplement each others facilities in order to offer a high standard  of work to our members. Our programms, implemented by qualified professionals, encourage people with disabilities to maximize their personal potentional through growth and independence in residential settings. Each individualized programme is reviewed regularly to ensure its quality, effectiveness and student's complete satisfaction. We belive a student's personal fulfillment to be the greatest measure of success. By participating in life's activities and forming involved relationship, consumers improve the quality of their lives while-enriching the lives of others.

Our members of special team ensure equal educational opportunities at all levels for children, youth with disabilities, in integrated settings, taking full account of individual differences and situations. We fight that the regular schools need to reform in order to permit the inclusion of all children, including those with learning difficulties and so-called disabilities, and to find ways of creating the conditions to accomodate pupil diversity and facilitate the learning of all children. As a system, inclusive education should be flexibile. Its principe should be education in the regular classroom whenever possible. We try to do that children with disabilities stay with their family and go to the nearest school, just like all other children. This circumstance is of vital importance to their personal development. Interrupting a disabled child's normal development may have far more severe consequences than the disability itself. Our educational care is quite unique. The characteristics of our students, the therapies, their environment and locatio, our work...

          This uniqueness requires encounters so that we may update ourselves professionally, exchange experience, learn about educational innovations, share our hopes and problems, all this leading us to reconsider the task we carry out, which has the work for the sick and disabled child and youth as its final basis.

      Communication and expresion through art of disabled children and youth:

        a)       expression of emotions and feelings
        b)       the satisfaction of creating and innovating
        c)       art as a means of channelling and communicating feelings  

Our creative and individualized pedagogical approaches enrich the quality of education and facilitate the learning of all children. A good application of peer education in inclusive classrooms can therefore be expected to create a better academical environment, also for non-disabled students. They will certainly profit a lot by the learning opportunities created in this way, if they are only given the chance of learning together with their disabled peers.  

Educating from vulnerability

Ethical attitudes and professional excellence ( we do)

1. Previous considerations: educating, despite the circumstances

1. The task of educating: between possibility and need

2. The vulnerable other, central axis of educative action

3. Educating actions and circumstances

4. Experience with age and illness

5. Letting oneself be educated by  the vulnerable  other

6. The point is to educate, not merely to instruct

7. Help the vulnerable other ti think him/herself

2. Towards an ethics of educative action
   

1. Educating and caring from an ethical perspective

2. From and ethics of principles to an ethics of virtues

3. The good will of the professional

4. Caring for the relative autonomy  of the vulnerable others

5. Treating education without any type of discrimination

6. Respecting the intimacy of others

7. From merciful lying to bearable truth

3. Ethical attitudes and professional excellence

1. From ontological minimalism to professional excelence

2. A prudent usage of words of silence

3. The virtue of patience in educative action. Giving time.

4. ''Suffering with the other''. The active practice of compassion.

5. Education as a responsible exercise

6. The practise of friendship between educator and student

7. Letting oneself learn from the strength of the vulnerable other. 

Our missions of education to sick and disabled children: learn to know, that is, acquire the instruments of understanding, learn to do, to be able to influence the environinent, learn to live together, to participate and cooperative with others in all human activities, learn to be, develop personal identity in a socio cultural context.

Illness, especially when it is chronic, represents on the path to this learning experience. In our Association, we, hospital defectologist desire to enhance all the human and technical resources we have at our disposal, to develop them in the framework of a pedagogy that will help give meaninig to the illness. The experiences of the sick and disabled child and young person in relation to respect, privacy, enthusiasm, solidarity and, above all, hope, have repercussions on the ethical judgement of reality. Our challenge is to exercise our educational task towards sick children, youth and disabled with clear educational objectivities, appropriate personal characteristics and a solid training that will enable us to live with strength and courage in a world in wich suffering and even death are constantly present.   

In the goal of education is not to make but to awaken persons, the educational process must integrate the question of the final meaning of existence and with such unique and exceptional students. In the framework of global educational care, in every moment we speak about the repercussions of illness and also handicap on the physical, emotional, social, cultural and spiritual sphere of our sick and disabled children and young people with their parents and other experts who work with this populations. 

Our work with parents

In schools children don't learn to learn: realization of the teaching plan and program is the main objective. Parents can not help much either. Besides not having enough time to help their children in learning, as they often claim, they do not know the optimum learning strategies. The central issue to be discussed at the parents' meeting is how to help children to learn more easily and more efficiently. The fact is that students neither acquire no use optimum learning strategies spontaneously. It can lead to the failure in higher primary school grades and in the high school. Failure seriously undermines student's self-confidence and self-estreem, this can cause the development of so-called learned helplessness, depression, aggression, truancy and other maladaptive forms of behaviour. The important part of the special teacher's work in our Association with parents should be rendering them capable for keeping good quality contacts with their disabled children at pubescence and early adolescence-avoid loosing such contacts. At this age, there is the danger that communication between parents and children (maybe good until then) deteriorates, breaks or is completely lost. It is the parents case to be the model for their children behaviour, such children might become maladjusted  youth, substance abusers, delinquents, etc. Thus, because of the potential risk of development of maladaptive behaviour, loss of positive motivation for education and similar problems in the early adolescence, it is necessary to inform parents about different methods for maintaining good parent-child communication. Also we inform parents about the meaning of parents' integrity. Integrity means that our words correspond to our deeds. It means to fight for the just world, to keep one's word, to fulfil expectations, to help the others, etc. Integrity is 'more active' then honesty. It comprises important personality characteristics, behaviours and attitudes.

If parents show genuine interest for participation in educational process, there are the greater chanses that their communication with younger disabled children will not deteriorate  when they enter critical pubescence and early adolescence age. The realationship trust and understanding could be built in daily, good-quality child-parent interactions about mastering school material. By showing interest in one segment of the child's life parents show that they care for the child and that they want to keep good relationship with him/her without being intrusive.

In our Association, at the parents' meetings, special teachers should, besides informing parents about the abilities and conduct of their disabled children, advise parents how to establish and maintain the best possible communication with their children.