Cartoon workshop Future dreams Kawthar walks!

Winter 2012

P.O.Box 15, Salt 19110, Jordan, Tel.: + 962 5 3554953Fax: + 962 5 3554951, E-mail: HLID@go.com.jo

“...perhaps there is an invitation here to become a ‘friend

of God’ and see how wonderfully He provides!”

Deafinitely connected - God provides

Letter

Dear Friends,

Do you also wonder why God’s friends sometimes have a really hard time?When I write this we have just celebrated the Feast of Sacrifice, to rememberhow Abraham - “God’s friend” for the love of God was prepared to offer hisson. Of course we know, but neither did Abraham nor the child, that the storywould have a happy ending. And so we now have an expression that “on themountain of the Lord (of suffering, obedience and sacrifice) it will be provided”(Genesis 22:14). All the same, these events probably marked both Abraham,his son as well as his mother, for the rest of their lives!

Just now Jordan is in the doldrums. The anticipated sharp increases in the costof living will affect everybody, although obviously poor people more thanpeople with money. What does it mean for the Institute, when the price of fuelgoes up by over 50% and everything becomes more expensive? Thank Godthat we can look back, as Abraham must have done, and say: “Allah Kariem” -but God has always provided!

When you read this, Christmas is upon us! And once more we are alsoreminded of suffering, obedience and sacrifice. It was hard on the youngvirgin Mary when she lost her good name and reputation; it was not easy forher fiancée, Joseph, to sacrifice his honour. Try to empathize with the mothersof Bethlehem who suffered the immense pain of seeing their children murderedby the cruel and jealous Herod and his soldiers. Remember how Jesus, theMessiah, and his parents suffered the fate of refugees, just like the Syriansnow in the refugee camp on the Jordan-Syrian boarder. And although the wisemen may not have suffered, in their quest they obeyed the prophesies andsigns, offering gifts to the Lord of Heaven!

In answer to the question above, perhaps there is an invitation here to getourselves, in spirit, to that same mountain of the Lord - of suffering,obedience, and sacrifice. To become a “friend of God”, and see how wonderfullyhe provides! Coming? God bless you all with a happy Christmas and New Year!

With warm regards, on behalf of children and co-workers,

Yours,

Brother Andrew

“Consider it pure joy, my brothers, wheneveryou face trials of many kinds…” James 1:2

“ Do you also wonder why God’s friends sometimes

have a really hard time?”

2

Deafblind unit

Deafblind Kawthar, who recently still needed a wheel chair, now walks on herown, to the great joy of staff and Deaf students.

From boarding house to deafblind unitTamara (CH), who has been working asa volunteer at the Institute for severalyears, recently switched to thedeafblind unit. She did a wonderful jobtaking care of the children in theboarding house and as the personresponsible for the sponsorships. Butshe always wanted to work with thedeafblind children. This year she finallygot the chance and started working withthe deafblind children, where shehappily makes a difference. Her dreamis one day to be able to study deafblindeducation.

Kawthar walks!When the deafblind girl Kawthar (8) came tothe institute she could not sit, stand or walk.She spent all her time lying down. When shelearned to sit, she was bound to herwheelchair. But now she does not need itanymore. She walks the 100 meters from theunit to the dining hall and only needs onehand to support her. She really made greatprogress and is now very active and likes towalk around. Tamara, who works with thedeafblind children, can tell the difference:“When her teeth have to be brushed, sheusually sits and waits on a chair, but recentlyshe suddenly was gone. She just walkedaway!” Smiling: “She probably doesn’t like tobe brushed.”Many children prayed faithfully for her, andnow we can enjoy her beautiful smile whenshe “walks”. We keep praying but now thereis also a happy note of thanksgiving.

Tamara loves to take care of little Mohammed

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Wir benötigen dringend einen dynamischen Leiter für die Audiologie Abteilung.

Deafblind unit

Visit to JapanA group of Japanese volunteers who had come to the Institute for work campson a number of occasions (see previous newsletters), invited Brother Andrewto come to Japan to talk about the Institute and to help Japanese friendsunderstand Middle Eastern religions and politics. He went in July for 12 daysplus 4 long days of travelling to get there and back. Meanwhile 12 people wholove to help the children committed themselves to sponsor 14 children in total.It was impressive to meet the people who have so much suffering in theirfamilies and backyards because of Tsunami and the Nuclear accidents. Theywere very eager indeed to support the Institute.

General news

American visitors for AsmaA group of Deaf and disabled teachers from America visited Asma, the Deafteacher for deafblind children, whom they knew from a 3-week visit to theUSA in 2011. Asma followed a course in the USA with eight other Deaf anddisabled young women from Jordan. The American group came to see forthemselves what Asma had told them about the school in Salt, where Deafand deafblind children live together and where the older children take care ofthe younger ones. The American visitors were quite amazed with the impacton the children and school ‘culture’!

The eight American Deaf and physically disabled visitors with the team ofpeople accompanying them met the happy school family in Salt

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H.E.A.R.(Hearing aids, Ear moulds, Audiology and Rescources)

Cartoon workshopIn August 20 talented children followed a three day workshop with graphicnovelist Craig Thompson (US). He visited several regular schools in Jordanand was surprised to find so much talent among the Deaf. He wrote: “The theme of missing one’s family was a common one in many oftheir stories, but the concurrent theme was that of gratitude towards findingan extended family they could actually communicate with.” Arts teacher Raya, librarian Erina, pottery/ceramics teacher Jasmeen,English teacher Eman and Sign language interpreter Julia also assistedduring the workshop.In September Craig came back with a booklet containing the children’sbundled drawings and the children received certificates. Creative as they are,the children even madea little play to welcomeCraig. The workshop wassupported by the HLIDin partnership with theUS Embassy in Jordan.

Student Liwa receivestips and tricks from

graphic novelist CraigThompson

School, children and students

New shop for hearing and visionThe Audiology department is now in smaller facilitiesbecause one floor has gone to the new deafblind unit.However, the department is getting a shop with directaccess from the street where the new types of‘intelligent’ hearing aids and ‘self-fitting’ ear moulds aregoing to be sold. We hope to share this ‘shop’ with anoutlet for special eyeglasses and vision devices forpeople with Low Vision as well. If this works well we hope tocreate more such outlets, forinstance in Amman and inthe Jordan Valley.

A dynamic leader for the Audiology andhearing aid department is urgently needed.

5

School, children and studentsSchool, Vocational Training and ‘Tawjihi’The HLID is primarily a Deaf school. It provides education at severallevels. But what is their learning path and with which diplomas dothey leave? The school system in a bird’s eye view.

From grade 7 to 10 the older students follow a regular Preparatory (JuniorHigh) School curriculum plus simultaneously a professional vocational trainingin the workshops . A boy may start with one or two academic subjects, andthen have practical vocational training (f.i. carpentry) during the 2nd half of

the morning. In the afternoon hemay have theoretical vocationaltraining followed by more academicsubjects, etc. They train on subjectssuch as carpentry, metal work, carmechanics, spray painting,ceramics, pottery, embroidery,sewing and weaving. In grade 10they receive their PreparatorySchool - Vocational diploma.

The first three years children go to Kindergarten, where they play and learn.In class 1 to 4 lessons start at08:30 until 15:00. At this levelthe one-year standardcurriculum is divided over twoyears because Deaf childrenusually need more time for theexpanded curriculum. Duringclass 4, 5 and 6 the pupilsattend pre-vocational trainingclasses twice a week from15:00 - 18:00.

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Grade 11-12 is called SecondarySchool or (Senior) High School.Students still work some hours inthe vocational training to get usedto working in the market and tolearn to carry responsibility. Thelast year of High School is calledTawjihi. At the end of bothsemesters the students sittogether with hearing students inSalt for official governmentexams. On passing they receivetheir Tawjihi (SecondaryEducation Certificate). Normallythat is the moment that studentsleave school as well as theboarding houses.The boarding houses are only for students who live far away from the schoolor who come from difficult family circumstances.

A summer vacation storyThe children - also those in the boarding house - go home duringsummer vacation. What do they do in their free time? Reem (5) tellsus her story.

“I was at home with my mother and my father. I also have two brothers, twoolder sisters and one baby sister. I like to play with them. My oldest sistersometimes cooks for us and then I help her. Shecooks ‘Kabseh’ and I like that. Outside I like toplay with tennis balls with my sister. I once alsoplayed with a cat. But then it suddenly attackedme and hurt my arm. My father and motherbrought me to the doctor by car. I got abandage. Now I do not like cats anymore. Butmy parents bought some sweets and then I feltbetter. For the ‘Ramadan’-holiday (Eid al-Fitr) Igot some new clothing from my parents: a redt-shirt, blue trousers and blue shoes.”

Reem does not like cats anymore

School, children and students

7

School, children and students

Rowan (22):“I want to becomean artistic painter.That is why I hopeto study arts at theUniversity ofAmman. Here in theschool we have apottery workshopwhere we learned topaint on pottery andto create mosaics. InAmman are someateliers like that and I hope to find a job there oreven to open my own shop with products Icreated. I would like to do this for a living.”

Future dreams for graduation studentsAfter graduation (‘Tawjihi’) Deaf students are integrated into regularstudents. Apart from a large number of College and University studenclass. Three of them share their future plans and dream jobs.

Ala (11):I want to become aplumber, fixing watertanks and pipes

Maram (12): I want to become an ambulance assistant

Btoul (20):“I’m still consideringpossibilities. I think I would behappy to work as a nurse.That is why I try to go toUniversity and study nursing. Ilive in Wadi Mousa (Petra) andafter my studies in Amman, Iwould like to live in my hometown and work in a hospital. My uncle does wonderful workwith people with disabilities inPetra. He is the only person inthat region who helps them. Thlike to help him as a volunteerDeaf children in Petra, but also with disabilities. There are somedo not know Sign language. I wteaching them Sign language, slanguage they can use. I also dEurope one day.”‘Smaller’ dreams…

The older boys and girls are a great examplefor the smaller children. And some of themalso know what they want to become…

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School, children and students

sr Colleges and Universities where they study together with hearingnts, there are at the moment eight Deaf students in the Tawjihi

Fadi (23):“I would like tostudy computerhardwareengineering.However, here inJordan it is hard tofind a place in auniversity to studythat subject,especially because Iam Deaf. Therefore,my dream is to go tothe USA to study. However, my English may not begood enough to do that and I think about furthertraining in English for a year. I have a sister wholives in the USA and I hope she can help me. Afterthat I would like to stay there to study. I would like to work for a company as a staffmember, because running a company of your ownis very difficult. If all this does not work out, I willstay in Jordan and study IT.”

Moadh (8):I want to become a dairy farmerand sell the milk of my cows

Hamzeh (13):I want to become a

hotel manager

herefore, in the future, I wouldr in my time off by caring for for other children and peoplee Deaf children in Petra, who

want to change that byso they at least have adream about traveling to

9

Staff & volunteers

Thechildren arealreadyused toFursan andthe newvolunteers

Personnel changesButhayna and Nariman, who used to teach in School, now work with Sabriin the Outreach. Nariman supports the Deaf education in regular schools in theJordan Valley (Jofeh and Kreimeh). Sports teacher Rima left and Haniyehcame to take her place. Kindergarten teacher Fatin also left and Ruba nowteaches the small children. Also new is speech and language teacher Wala’. Ibrahim, instructor and teacher of the vocational training workshop formetalwork retired. There is as yet no replacement for him, but Deaf instructorHatem tries his best to grow into this position. Br. Andrew’s (British)secretary Ruth had to leave because of her health and Jamal, who did muchof the graphics work, also retired. Computer network administrator Mahmoudleft the institute to continue his studies, but Wasel came to replace him. The Dutch Hans Jacobson, an old friend of the HLID from Switzerland, nowhelps in the office and took over some of Brother Andrew’s tasks.

Three new volunteersLena (right) came to us after the summer and replaced Salome. She was sentby EMS (Evangelical Mission in Solidarity - South Germany). She takes care ofthe girls in the boarding house and will stay for one year. The American William (2nd f.l.) started in September. He helps in the deafblindunit, supervises the children on the playground and in the boardinghouse andsupports Brother Andrew with his work for the organization “World WideHearing” and in other administrative duties. William is supported by theMennonite Central Committee, USA and will also stay for one year. Joel (3rd f.l.), a qualified volunteer from Switzerland, came in November toassist Joshua in the Vocational Training department.Fursan (left) is Jordanian and a deacon of the Anglican Church who helpssupervise the children and has several other duties. Eventually he hopes tobecome a pastor with a special mandate as a music teacher for the Anglicancongregations but also for the Deaf.

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Staff & volunteers

Hans (left), Yvonne (2nd f.l.), Helen and Julian at work in the new archive

Help needed: currently, there is a need for… a competent manager for the Vocational Training

a passionate vocational training instructor for curriculum development and for the

theory of subjects such as metalwork, carpentry, and mechanics

a capable marketing officer (for printed and digital PR, website, etc.)

an experienced graphics designer for the Institute’s publications and to teach the students

a couple with compassion for the boarding houses and students skilled volunteers to support Yousef in Jofeh and in the new Kreimeh CBR Centre

an energetic manager for the Audiology department

VisitorsMany friends of the Institute visit us and offer a helping hand. In October Dick Noort, also a volunteer from Holland, did maintenance onthe computer network with the new network administrator Wasel. He visitedthe School several times already and this time brought his brother Jos andSign language interpreter Annemieke to get to know the institute. Soon after Nelly Koegler from Holland came to Salt for a week to enjoy herfour sponsor children and life in the institute.The voluntary help from Yvonne Bergwerf (NL) is becoming a feature as shecame again to lend a helping hand in the offices. Already since the 70’sYvonne joined the Dutch Society “Allah Kariem” as secretary. Later shebecame the secretary of the International group of “Friends of the HLID”. Wewere very happy to have her experience to guide the clearing out and movingof the stores holding the archives and stationery to the new building.Helen Penfold, chairman of the supporting society in England, made a tripthrough Jordan together with her husband Julian. Their help in the Institutemoving the archives was much appreciated. The children always love it when visitors come to Salt and play with them.

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Yousef (66), manager Jofeh and Kreimeh center

Yousef grew up in Amman, though he was born inJerusalem. After his graduation he studied hotel

management in Spain. Eventually he became a food and beveragesmanager. In 2001 he took his early retirement and this provided anopportunity for Brother Andrew to ask him to come to the Institute.

ChallengeYousef: “When I started I had no idea what Brother Andrew’s plans were.After a month at the Institute he said: ‘Let’s have a look at the Jofeh centre.’”Yousef (with a smile): “On that very day he called to say he had a meetingand that I should go alone.” The Jofeh centre was in need of a manager with the kind of skills that Yousefhad and so he started there as a volunteer. Later on, in 2004, the Bishop ofthe Anglican Church - and the ‘big boss’ of the Institute - approved financialsupport for a manager for Jofeh and Yousef was asked to continue in thisposition. Thus he started with this new challenge. Now eight years later thereare 71 students, of whom 22 intellectually challenged. Yousef: “If we weren’there, they would not have gone to school and would probably stay at home orturn into beggars in the streets.”

“If we weren’t here, they would nothave gone to school”

Volunteersfrom theKreimehCenter infront of thenewbuilding.Kreimehcomesfrom theword“Kariem”because,as an old

man told us - “even in the days of the Ottomans, some 100 year ago, thepopulation has always been very generous and caring for ‘refugees’”. The largeArabic sign on the wall of the house says: “ALLAH KARIEM - God provides”,because God Almighty is providing for handicapped children.

Outreach

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Outreach

“Summer-Club” in JofehThe ‘summer club’ inJofeh in July was asuccess. About 28disabled childrencame three days perweek to play andlearn about themeslike jobs, animals andtransportation. Onthe picture theinstructor and thechildren ‘fly’ like anairplane.

Activities in KreimehIn November the first activities started in the new rehabilitationcenter in Kreimeh, a place in the north of the Jordan Valley.A team of 21 female volunteers - half of whom have disabled children of theirown - went out to look for children with low vision or blindness, Deafness andhearing impairment; physical and intellectual impairments. They alreadyidentified 72 cases in the surrounding villages. They bring all the children tothe centre where they receive guidance and support for rehabilitation in thecentre, education in local schools and vocational training and employment inthe centre and in local businesses. There are many disabled people that can benefit from the Kreimeh center inthis area, where about 200.000 people live. Experienced supervisors from thecenter in Jofeh - that serves as a model - are transferred to Kreimeh toimplement and expand the successful programmes of the Jofeh centre.

A 260 meter long wall in Kreimeh prevents losing the land to squatters

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S.T.R.I.D.E.

Sign language for legal affairsAhlam (Deaf), head of the Sign Language department, and her interpreter -assistant Julia, joined a three day seminar about interpreting legal terms andissues into Sign language. As most Deaf people do not understand theterminology that is used in court cases, divorce procedures, crimeinvestigations, etc. there are no proper signs either. A commission of Deaf people and Sign language interpreters tried to identify orcreate appropriate signs to compile a lexicon. The Sign language commissionworks under the auspices of the governmental organization ‘Higher Council forthe Affairs of Persons with Disabilities’. Next time they will focus on medicalterminology.

Earmould laboratory and training for IraqThe teacher training programme STRIDE sent the equipment for a completeearmould laboratory to Iraq. The Ministry of Labor and Social Affairs in Iraqhad asked the HLID to open the laboratory in a space they provided in a Deaf

school in Baghdad. The other six schools inBaghdad will also be serviced by this laboratory,which is expected to start soon.

In October two Deaf Iraqi earmould techniciansand one hearing aid maintenance technicianwere at the Institute in Salt to learn to operatethe equipment. They received training frommembers of the HEAR department. The projectwas financially supported by the Germanorganization CBM (Christoffel Blind Mission).

In October three Iraqi teachers for the Deafattended an advanced 12-day training course inSalt with a focus on the practical side of teachingand good practice.Next year STRIDE

hopes to conduct another basic course in the northof Iraq, as well as an advanced training at theHLID and a follow up training again in Iraq. Fundsfor these programs again come from CBM.

Ahmed (left), one of theHLID audiologists, teachesMohammed from Iraq tooperate the equipment inthe clinic.

HLID earmould technician Farrah (Deaf) instructs Iman (back) and Hind (front) from Iraq.

They are also Deaf.

Sign language department

(Salt Training and Resource Institute for Disability, Etc.)

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RecipeFind out what the Institute tastes like

Jordan’s national dish is “Mansaf”, i.e. avery large tray covered with flat breadand a veritable mountain of rice withmutton (sheep meat). The head of thesheep is supposed to sit on top of it all.A typical, piping hot yoghurt saucepoured over the rice keeps it moist andwarm. This is probably the same dish of“fatted calf” that Abraham offered thethree visiting angels.Jordanians usually eat rice, yoghurt,some kind of beans and vegetables. Tolet you experience what the children eat,we asked our cook Basma (left) to giveus a recipe for a common dish. It wasimpressive to see the cooks at work andmaking home-made yoghurt. They cookevery day for some 250 people.

Jordanian salad1.Chop tomatoes and cucumber in little

cubes, chop cabbage and onion in stripes, chop parsley, mint and garlic

2.Put everythingin a bowl and add vinegar and lemon juice. Mix well.

Mjaderah1.Boil the lentils and take from fire when

still hard2.Cut the onions in stripes and fry them

in oil3.Put half of the onions aside and fry the

rest of the onions, until they are brown and crispy

4.Add the other half of the onions to the lentils and add the rice and just enoughwater for the rice to be cooked well. Add salt and pepper

5.Put rice and lentils on a large platter and put the crispy onions on top

6.Serve with yoghurt and Jordanian salad.

Institute 4 Pers. Ingredient4 kg 80 g oil2 kg one onion15 kg 300 g rice10 kg 200 g lentils600 g some salt2 tbsp some pepper40 kg 500 g yoghurt

Institute 4 Pers. Ingredient30 kg 300 g tomato25 kg 250 g cucumber10 kg 100 g cabbage1 kg 1 small onion5 bunches abundant parsley1 whole 1 clove garlic1 bunch some mint1 kg 2 tbsp lemon1 small cup very little white vinegar1 kg 3 tbsp olive oil

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Friends of the HLID - United Kingdom(Formerly Allah Kariem-UK)Chairman / treasurer / sponsorcoordinator: Mr. Henry Hanning, The Corner House,Hermitage, Thatcham, Berks RG18 9RW, tel.: +44 1635 200329,email: hhanning@newburyweb.net anduk@allah-kariem.orgBank Account: No 00092614 Friends of theHoly Land Institute for the Deaf DepositAccount, CAF Bank Ltd, 25 Kings Hill Avenue, Kings Hill, West Malling,Kent ME19 4JQ, Sort Code 405240

Friends of the Holy Land Institute for the DeafDominic Afzali, 3006 Blaisdell Ave, RedondoBeach, CA 90278, USA, tel.: +1 310 8741325, email: chlde.usa@gmail.com

Holy Land Mission CommitteeChairperson: Jane Gilcrist c/o Christ ChurchAlexandria, 118 North Washington Street,Alexandria, VA 22314, USA,email: gjane11@verizon.net

Noor and Dia’Noor (right) is now 10 yearsold. When she came to theschool three years ago, shedid not know much Signlanguage. It was hard forher to learn the basics ofthat new language. In thelast three years however,she learned a lot. Now she is a very talkative person.

Noor has two youngersiblings, who are also Deaf.Those two children are verylucky to have an older sisterlike Noor, because she could bring the Sign language home and teach it to hersiblings. Dia’ (left), her six-years old sister, came to the school this September.It was amazing to see the difference. Dia’ could already talk a little bit in Signlanguage. During her first month at school she improved very quickly. Dia’clearly has a lead over other little Deaf children her age. It is very nice to seethat the influence of the school reaches children who are not even here.

Please visit our website: www.holyland-deaf.org/uk

Dia’ learned Sign language from her sister

School, children and students