{"id":74014,"date":"2023-11-06T17:39:42","date_gmt":"2023-11-06T17:39:42","guid":{"rendered":"https:\/\/www.fondazioneirmaromagnoli.org\/projects\/projects-around-the-world\/progetto-yeshak\/"},"modified":"2026-09-29T16:20:24","modified_gmt":"2026-09-29T16:20:24","slug":"progetto-yeshak","status":"publish","type":"page","link":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/projects\/projects-around-the-world\/progetto-yeshak\/","title":{"rendered":"Yeshak Project"},"content":{"rendered":"

[vc_row row_height_percent=”0″ override_padding=”yes” h_padding=”0″ top_padding=”2″ bottom_padding=”2″ overlay_alpha=”50″ gutter_size=”3″ shift_y=”0″][vc_column width=”1\/1″][vc_custom_heading text_color=”accent” sub_reduced=”yes” subheading=”Yeshaq Autism Centre
\nProject Proposal \u2013 Funding Request” uncode_shortcode_id=”358216″ text_color_type=”uncode-palette” text_color_solid=”#ff0000″]Three-Year Plan for Rehabilitation, Habilitation, and Academic Training for Ethiopian Children Diagnosed with Autism[\/vc_custom_heading][vc_row_inner row_inner_height_percent=”0″ overlay_alpha=”50″ equal_height=”yes” gutter_size=”2″ shift_y=”0″ z_index=”0″ uncode_shortcode_id=”140139″][vc_column_inner width=”1\/2″][vc_gallery el_id=”gallery-931744″ isotope_mode=”cellsByRow” medias=”72618″ gutter_size=”3″ screen_lg=”1000″ screen_md=”600″ screen_sm=”480″ single_width=”12″ images_size=”four-five” single_shape=”round” single_overlay_opacity=”52″ single_overlay_anim=”no” single_padding=”2″ uncode_shortcode_id=”114251″][\/vc_column_inner][vc_column_inner column_width_percent=”100″ gutter_size=”3″ back_color=”color-lxmt” overlay_alpha=”50″ shift_x=”0″ shift_y=”0″ z_index=”0″ medium_width=”0″ width=”1\/2″][vc_progress_bar values=”%5B%7B%22label%22%3A%22Project%20completion%22%2C%22value%22%3A%22100%22%7D%5D” units=”%”][vc_column_text uncode_shortcode_id=”100526″]Funding Request<\/strong>
\nTo view and print the project, click here<\/a>.[\/vc_column_text][vc_column_text uncode_shortcode_id=”180840″]Funding Request<\/strong>
\nTo view and print the project, click here<\/a>.[\/vc_column_text][vc_column_text uncode_shortcode_id=”146114″]Six-Month Summary Report<\/strong>
\nTo view and print the report, click here<\/a>.[\/vc_column_text][vc_column_text uncode_shortcode_id=”726715″]Final Summary Report 2023\/24<\/strong>
\nTo view and print the report, click here<\/a>.[\/vc_column_text][vc_column_text uncode_shortcode_id=”159304″]Six-Month Summary Report \u2013 Year 2<\/strong>
\nTo view and print the report, click here<\/a>.[\/vc_column_text][vc_column_text uncode_shortcode_id=”160520″]Summary Report
\nFirst Semester 2025\/26 \u2013 Year 3<\/strong>
\nTo view and print the report, click here<\/a>.[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][vc_column_text uncode_shortcode_id=”109101″]Project location: Addis Ababa
\nName of requesting agency: Yeshak Special Needs Day Care
\nProposed start date: September 2023
\nProject duration: 3 years
\nAmount requested from the Voluntary Fund (Euros): 30,000
\nGovernment contributions: none
\nImplementing agency contribution: see details in Annex I
\nOther contributions from other donors: none[\/vc_column_text][vc_separator sep_color=”accent” icon=”fa fa-heart” uncode_shortcode_id=”105826″ sep_color_type=”uncode-palette”][\/vc_column][\/vc_row][vc_row row_height_percent=”0″ override_padding=”yes” h_padding=”0″ top_padding=”2″ bottom_padding=”2″ overlay_alpha=”50″ gutter_size=”3″ column_width_percent=”100″ shift_y=”0″ z_index=”0″ content_parallax=”0″ uncode_shortcode_id=”125591″][vc_column column_width_percent=”100″ gutter_size=”3″ overlay_alpha=”50″ shift_x=”0″ shift_y=”0″ shift_y_down=”0″ z_index=”0″ medium_width=”0″ mobile_width=”0″ width=”1\/1″ uncode_shortcode_id=”212135″][vc_gallery el_id=”gallery-131378″ medias=”73370,73371,73372,73375,73376,73377,73378,73379,73380,73381,73382,73391,73392,73393,73394,73395,73396,73383,73384,73388,73386,73385,73389,73387,73390,73373,73374″ gutter_size=”2″ screen_lg=”1000″ screen_md=”600″ screen_sm=”480″ single_width=”5″ single_overlay_opacity=”50″ single_h_align=”center” single_padding=”2″ single_icon=”fa fa-heart” uncode_shortcode_id=”642614″][\/vc_column][\/vc_row][vc_row row_height_percent=”0″ override_padding=”yes” h_padding=”2″ top_padding=”2″ bottom_padding=”2″ overlay_alpha=”50″ gutter_size=”3″ column_width_percent=”100″ shift_y=”0″ z_index=”0″ content_parallax=”0″ uncode_shortcode_id=”160516″][vc_column column_width_percent=”100″ gutter_size=”3″ overlay_alpha=”50″ shift_x=”0″ shift_y=”0″ shift_y_down=”0″ z_index=”0″ medium_width=”0″ mobile_width=”0″ width=”1\/1″ uncode_shortcode_id=”212135″][vc_custom_heading sub_reduced=”yes” uncode_shortcode_id=”155533″]I. CONTEXT AND JUSTIFICATION[\/vc_custom_heading][vc_column_text uncode_shortcode_id=”177760″]<\/p>\n

Background of the applicant organization<\/h3>\n

Yeshak Special Needs Day Care is a private institution founded in 2017 by a family with a child diagnosed with a severe disability.
\nYesak Mekuria Yeshanew suffers\u2014according to ICD-10 and DSM-5 criteria\u2014from a severe form of autism (Level 3) with associated learning and psychosocial functioning difficulties equivalent to a diagnosis of moderate-to-severe or severe intellectual disability.<\/p>\n

In theory, the Ethiopian education system is inclusive and non-discriminatory; consequently, there are no special schools for children with special educational needs. In practice, however, government schools do not provide support educators for classrooms containing children diagnosed with disabilities. Mainstream teachers inform parents beforehand that instruction will be delivered in the same way for all students and that the school accepts no liability should a child leave the premises of their own accord. If a child displays aggression toward other children or themselves, they are expelled. It follows, then, that integration into the country’s public schools is a challenge that is difficult to accept and sustain. Although education is a right for every child in Ethiopia, families with children who have autism or other special needs are well aware that their children are not welcome in schools. <\/p>\n

Yeshak\u2019s family was no exception to this pattern; after years of ceaseless attempts to integrate their son into the system, they gave up.
\nHis mother, however, never gave up; she embarked on a personal crusade to ensure her son could reach his full psycho-social and cognitive learning potential.<\/p>\n

After extensive reading and training courses, the family confirmed that children with autism can learn, although they need specialized support.
They therefore decided to establish an educational center for children diagnosed with autism.
\nHowever, since Ethiopia lacked a policy dedicated to the subject, the Ministry of Education suggested that they establish a so-called “nursery” for children with special needs.
\nAlthough their license allowed them to accept normal children, they chose to focus on supporting their own child and other children with similar needs.
\nCurrently, the daycare center\u2014commonly known in the community as the Yeshak Autism Center (officially the Yeshak Day Care for Children with Special Needs)\u2014has 15 permanent staff members and 25 students.
\nThe center is managed by Tigist Abiy Wurku\u2014Yeshak’s mother\u2014who also holds a degree in education from Addis Ababa University.
\nIn its Internal Regulations, the center adheres not only to the rules established by the Founder but also to all recommendations and rights concerning children with or without special needs, as set forth by the Ethiopian Government and various United Nations agencies.
\nThe founder has attended\u2014and continues to attend\u2014courses on habilitative treatment for children diagnosed with autism, and she periodically seeks to conduct training and awareness-raising activities on the subject in Ethiopia (particularly in the capital).[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_column_text uncode_shortcode_id=”195591″]<\/p>\n

Critical issue the project proposal seeks to address<\/h3>\n

Ethiopia has no specific policy for children diagnosed with autism or for addressing their particular habilitation and rehabilitation needs.
\nThe Ethiopian federal government has not established any system enabling children with autism or other special needs to receive financial or non-financial assistance or support at school.<\/p>\n

Many families and nonprofit organizations must find ways to support children with autism without any government assistance.
\nEthiopia is a low-income country, and in recent years ongoing internal conflicts have further destabilized an already fragile system.<\/p>\n

The country’s economy is in an extremely critical state, and soaring inflation is further impoverishing families. Experience shows that financially vulnerable families are the first to suffer severely from such pressures, quickly becoming even poorer.<\/p>\n

Families that are already poor and have children with autism face extreme difficulties in paying for their children’s education and training and meeting their medical needs.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_column_text uncode_shortcode_id=”187515″]<\/p>\n

Other programs and activities that will complement the proposal<\/h3>\n

The activities envisaged in the proposal will adopt a three-tier approach.<\/p>\n

    \n
  1. Provide financial support for 6 children with autism from vulnerable families who cannot afford the fees, enabling them to attend a three-year program at Yeshak Day Care (or provide half scholarships for 12 children where families can contribute part of the fees).<\/li>\n
  2. Provide partners and caregivers with basic training in educating and supporting children with autism who have autism-related communication difficulties.<\/li>\n
  3. Deliver public messages to raise awareness of autism through public media and social media.<\/li>\n<\/ol>\n

    [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_column_text uncode_shortcode_id=”131735″]<\/p>\n

    How the need for the project was identified<\/h3>\n

    The need for the project arises from the presence of extremely vulnerable families who cannot meet the cost of enrolling their children at the specialized center. When the fees are considered too high, parents are forced to keep their children at home or with other relatives.
    \nThis support will be based on a detailed assessment of each family’s vulnerability, using clearly defined and transparent criteria.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_column_text uncode_shortcode_id=”788220″]<\/p>\n

    How are the intended beneficiaries involved in identifying and planning the project?<\/h3>\n

    Yeshak Day Care for Children will inform families about the available funding and work with them to develop a plan for its use.
    \nThe organization will hold regular project review meetings with parents and update the donor through regular official reports.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_column_text uncode_shortcode_id=”204642″]<\/p>\n

    What assistance will the relevant government offices provide?<\/h3>\n

    None at this stage.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_column_text uncode_shortcode_id=”100039″]<\/p>\n

    What resources does the Yesaq Autism Center provide?<\/h3>\n

    The center will provide a complete curriculum tailored to the needs of each child with autism spectrum disorder. It will also provide all teaching aids and ensure follow-up for the children.
    \nThe center will provide all participating children, parents, and guardians with a holistic training program addressing all areas of vulnerability in children diagnosed with autism. Children will therefore have access to intensive training focused on psychomotor development and the activities needed to improve gross and fine motor skills and higher cognitive skills, such as executive functions. They will receive daily communication rehabilitation through individual and\/or small-group sessions, with particular attention to alternative communication, delivered by staff trained in this field.
    \nThe treatments aim to manage communication difficulties as effectively as possible and improve children’s independence and autonomy in basic developmental areas, such as eating independently and using the toilet correctly and independently, as well as other skills. Parents and guardians will receive direct educational support to continue adapting the home environment using the same input and routines the children receive at the center. This will maximize children’s exposure to intensive training and help them use the independent living skills they have acquired in everyday life. Involving families in the program will also help children feel comfortable and understood in the different environments in which they live.[\/vc_column_text][vc_column_text uncode_shortcode_id=”135886″]<\/p>\n

    Rehabilitation services offered by the school:<\/h3>\n

    The rehabilitation provided by the school is based on several fundamental principles and operates on different levels. It aims to be systematic and holistic, involving not only the child but also the family and everyone around them.
    \nEven before a rehabilitation plan is drawn up, emphasis is placed on teaching patience and understanding: educators, therapists, and healthcare workers must be patient and understanding. Autism can present considerable challenges, but with appropriate support and guidance, children can make significant progress. It is essential not to rush the pursuit of educational goals.<\/p>\n

    An Individualized Education Plan (IEP) is developed for each child to assess their existing abilities and individual needs. It outlines specific educational goals and the support needed to achieve them. The plan is updated annually with the school and the child’s key family members so that the same educational and therapeutic goals are pursued at home and at school. The IEP takes into account every aspect needed to support the best possible development of the child with autism.<\/p>\n

    First, every activity is delivered and organized in a structured environment. Staff and parents regularly attend courses emphasizing the scientific evidence that creating a structured, predictable environment can be a major source of support and comfort for children with autism. Consistent routines and clear expectations can help reduce anxiety and episodes of psychomotor agitation linked to difficulties in integrating and organizing sensory input in the brain. Every activity offered at the center, from playtime to lunch, follows a structured routine, with the aim of creating the best possible environment for the neurological, psychological, and motor development and learning of children with autism.<\/p>\n

    The center’s core treatment is Applied Behavior Analysis (ABA) therapy. ABA is a widely used therapeutic approach for children with autism. It focuses on positive reinforcement and systematic teaching techniques to improve behavior and social skills. ABA therapy is generally provided by an experienced therapist.<\/p>\n

    The center offers speech and language therapy aimed at strengthening communication skills. Speech and language therapy can help improve verbal and nonverbal communication, as well as language comprehension.[\/vc_column_text][vc_column_text uncode_shortcode_id=”182226″]Occupational therapy (psychomotor therapy) aims to address different sensory processing difficulties and help children develop fine and gross motor skills. It also focuses on self-care and everyday living skills. Sensory integration therapy is also offered to address issues that are often particularly challenging for children with autism spectrum disorder. Its primary purpose is to help children better understand and respond to sensory input.<\/p>\n

    The center also offers activities aimed at developing social skills. As is well known, children with autism almost always experience difficulties with social interactions. Social skills therapy aims to help and support them in understanding social cues, developing friendships, and navigating different social situations while minimizing the associated stress.<\/p>\n

    Visual supports are also used, including visual schedules, social stories, and visual aids. Their specific purpose is to help children with autism understand and manage daily routines and social situations through a sensory channel that is often comfortable for them.
    \nThe final pillar of the center’s services is training for parents and healthcare workers: involving them in the training process is essential. The aim is for them to learn strategies to support their children’s development and well-being at home and in other social settings outside school.<\/p>\n

    Great importance is attached to inclusion and social opportunities: whenever possible, children with autism are given opportunities to interact with neurotypical peers. Inclusion in mainstream classes and extracurricular activities can help develop social and cognitive skills.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_custom_heading sub_reduced=”yes” uncode_shortcode_id=”124683″]II. OBJECTIVES[\/vc_custom_heading][vc_column_text uncode_shortcode_id=”132752″]<\/p>\n

    A. Expected project outcomes<\/h3>\n

    Regardless of family income, six children (or 12 if families can contribute half the fees) with autism spectrum disorder will improve their psychosocial and cognitive functioning through habilitation and rehabilitation support. The treatment will strengthen psychomotor, psychosocial, communication, and cognitive skills through a holistic approach involving families and the community. While families will be directly involved in rehabilitation and habilitation, the community will receive information designed to improve understanding of the diagnosis and, in turn, reduce stigma.[\/vc_column_text][vc_column_text uncode_shortcode_id=”106938″]<\/p>\n

    B. Immediate objectives<\/h3>\n
      \n
    • Provide holistic support for children with autism spectrum disorder (formal education and training).<\/li>\n
    • Provide training for parents, involving them in the treatment.<\/li>\n
    • Deliver public information messages about autism.<\/li>\n<\/ul>\n

      [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_custom_heading sub_reduced=”yes” uncode_shortcode_id=”102751″]III. PROJECT IMPLEMENTATION AND MANAGEMENT PLAN[\/vc_custom_heading][vc_column_text uncode_shortcode_id=”196234″]<\/p>\n

      A. Long-term objectives<\/h3>\n

      The long-term objective is for the 6 children (or 12 if their families can pay half the fees) to reach their full functional potential, including in the cognitive domain. The center monitors the children’s progress until they achieve sufficient independence to enter government schools. It maintains regular contact with families in subsequent years.<\/p>\n

      Parents of a child with autism spectrum disorder receive information about what the diagnosis means and gain a better understanding of their child’s needs and behavior. They also receive individual training to identify communication strategies that foster mutual understanding and help them recognize what their child wishes to express or obtain.
      \nParents also receive support to help their children achieve developmental milestones essential to autonomy and independence.<\/p>\n

      Community awareness activities are carried out to improve understanding of what it means to have a diagnosis of autism or other special needs, with the aim of reducing the fear and stigma currently associated with such a diagnosis.[\/vc_column_text][vc_column_text uncode_shortcode_id=”638718″]<\/p>\n

      B. Project activities and work plans<\/h3>\n

      The project will run for 3 years.[\/vc_column_text][vc_column_text uncode_shortcode_id=”693648″]<\/p>\n

      C. Project beneficiaries<\/h3>\n
        \n
      • 5 children from extremely vulnerable, very low-income families (or 12 if families can contribute half the fees) will receive a full three-year scholarship to attend Yeshak Special Needs Day Care.<\/li>\n
      • 12 parents or caregivers (or 24 if families can contribute half the fees) will take part in autism awareness courses.<\/li>\n
      • 3 public messages will be broadcast on the radio, and 2,000 badges will be distributed in the community.<\/li>\n<\/ul>\n

        [\/vc_column_text][vc_column_text uncode_shortcode_id=”492411″]<\/p>\n

        D. Project management and implementation<\/h3>\n

        The center’s founder and director, together with her staff, will be responsible for implementing the project. She will regularly inform the donor of the results achieved.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_custom_heading sub_reduced=”yes” uncode_shortcode_id=”140452″]IV. PROJECT MONITORING AND EVALUATION[\/vc_custom_heading][vc_column_text uncode_shortcode_id=”697897″]Project implementation will be reviewed by the partners, the donor’s representative, and an independent volunteer professional.
        \nRegular monitoring reports will be provided to the donor and independent professionals every six months.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_custom_heading sub_reduced=”yes” uncode_shortcode_id=”134954″]V. BUDGET[\/vc_custom_heading][vc_column_text uncode_shortcode_id=”174873″]EUR 138.889 per month per child
        \n6 children
        \n12 months
        \n138.889*6*12 = EUR 10,000 per year<\/p>\n

        Alternatively:<\/p>\n

        EUR 69.45 per month per child (half the fees)
        \n12 children
        \n12 months
        \n69.445*12*12 = EUR 10,000 per year[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_custom_heading sub_reduced=”yes” uncode_shortcode_id=”768509″]VI. RISKS AND ASSUMPTIONS[\/vc_custom_heading][vc_column_text uncode_shortcode_id=”244877″]<\/p>\n

          \n
        • Children leave the center due to family, health, environmental, or other problems.<\/li>\n
        • The government introduces different measures for the care of children diagnosed with pervasive developmental disorders.<\/li>\n
        • The center suspends its services due to human-caused or natural disasters.<\/li>\n
        • The global economic crisis forces the center to increase its fees disproportionately.<\/li>\n<\/ul>\n

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          Yeshak Special Needs Day Care – Ethiopia<\/p>\n","protected":false},"author":1,"featured_media":72618,"parent":73948,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-74014","page","type-page","status-publish","has-post-thumbnail","hentry","page_category-projects-around-the-world"],"_links":{"self":[{"href":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/wp-json\/wp\/v2\/pages\/74014","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/wp-json\/wp\/v2\/comments?post=74014"}],"version-history":[{"count":5,"href":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/wp-json\/wp\/v2\/pages\/74014\/revisions"}],"predecessor-version":[{"id":74109,"href":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/wp-json\/wp\/v2\/pages\/74014\/revisions\/74109"}],"up":[{"embeddable":true,"href":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/wp-json\/wp\/v2\/pages\/73948"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/wp-json\/wp\/v2\/media\/72618"}],"wp:attachment":[{"href":"https:\/\/www.fondazioneirmaromagnoli.org\/en\/wp-json\/wp\/v2\/media?parent=74014"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}