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The story of Abilities Blossom Foundation began in the wake of Egypt’s 2011 revolution. In 2012 and 2013, our founder worked as an English teacher in a private school and was immediately struck by the deep disparities in educational quality. There was a stark difference between international, private, and public schools, with access to quality education often determined by financial means rather than merit.
Even more alarming was the state of education for children with disabilities. Many were treated poorly, beaten, or grouped indiscriminately—autistic children, children with Down syndrome, and others with various disabilities were placed together in ways that hindered rather than helped their development. Only a few compassionate teachers tried to do right by these children, but they were the exception.
In 2014, driven by the desire to make a difference, a small group of teachers decided to create a nonprofit initiative to support both children with disabilities and children in mainstream education. They started modestly, renting a 55-square-meter apartment with one room, one hall, a kitchen, and a bathroom. The kitchen was converted into a classroom, allowing for two classes. All school subjects were taught once a week, while a therapist and a doctor provided treatment sessions twice a week for children with disabilities. Flyers were distributed to welcome all children with disabilities, and the project was funded entirely by the founders, covering rent, utilities, and staff costs.
Within a year, the initiative had outgrown the space. They moved to a larger apartment with three rooms and converted the kitchen into a fourth classroom. By then, the project served 80 children with disabilities and employed three additional therapists. Today, the foundation serves 138 children with disabilities and has 376 children on a waiting list. In addition, 167 children in grades 6 through 12 are taught all school subjects, highlighting the urgent need for expansion.
In 2015, the foundation faced a legal challenge: under Egyptian law, operating an unregistered school could result in closure, fines, or even imprisonment. A fine of 20,000 EGP was imposed, and the project had until September 2019 to comply with school regulations. The founders were forced to temporarily close the project, but their vision remained intact.
Now, the foundation’s mission is clear: to establish a fully registered, purpose-built school that can accommodate children with disabilities and mainstream students alike. Without significant financial and in-kind support, this vital project—years in the making—cannot reach its full potential, leaving families and children who depend on us without access to the education they deserve.
Our future school will be guided by the educational philosophy of Dr. Maria Montessori, implementing Montessori principles throughout its programs. In addition, we will integrate an enhanced “Brain Power” program alongside a rigorous academic curriculum, providing all children with enriched learning opportunities and equipping them for a brighter future.
Dr. Montessori recognized that children have an innate love for learning and thrive when they are empowered to choose their own activities. By providing thoughtfully designed programs that address each child’s unique needs—including those of children with special needs—we create an environment where every child can experience joy, achievement, and growth.
Our primary focus will be on students with a diagnosis of developmental delay or intellectual disability. Many children in Egypt also have additional needs that can impact their learning, including—but not limited to—autism, communication challenges, and heightened sensory sensitivities. We are committed to providing a nurturing and stimulating environment that promotes learning, personal growth, and the overall well-being of every student.
Briefly, the Montessori classroom will be devised as a total environment comprising three essential parts: the child, the environment and the teacher (Director). Maria Montessori referred to the adults in the Montessori environment as ‘Directors’ rather than teachers as she felt that their true role was to prepare an environment filled with resources and ‘direct’ a child’s learning rather than teach a child fact.
We will use well-developed curriculum for students with a disability with more engagement with Montessori curriculum and uses a Child Centered Learning approach that works towards meeting the individual needs of each student. Learning goals for each student are established through negotiated education plans developed in collaboration between education and therapy staff, and families
Classrooms will be thoughtfully prepared to enable children to accomplish tasks independently, reflecting the core of the Montessori philosophy and embodying our school’s guiding motto: “Help Me Do It Myself.”
We employ highly qualified speech and occupational therapists to support our students, ensuring that each child can engage fully and effectively with the curriculum. Our therapists play a vital role in providing the communication and sensory supports necessary for every student to thrive in the classroom.
The Director acts as a facilitator, introducing the child to materials appropriate to the child’s developmental level and observing the child’s interaction in the non-competitive classroom environment on a variety of levels.
The Founder fosters independence in the children, allowing them to choose activities that align with their interests at any given moment. This includes the freedom to work individually or collaboratively within a group. In this approach, the emphasis is on “when” rather than “what,” ensuring that every child has the opportunity to develop essential academic skills and social competencies.
The responsibility of supporting a child’s development is one that our management team approaches with the utmost care and dedication. The Directors in our school work closely with parents, making clear and consistent communication essential. Formal meetings between parents and Directors are held monthly, and additional meetings can be requested by either party whenever there is a need to discuss a child’s progress. This collaborative approach ensures that all adults involved are aligned in guiding and supporting the child’s growth.
We encourage all parents to actively support their children’s education by familiarizing themselves with our philosophy, embracing Montessori principles, and fostering a Montessori-inspired environment at home. Children benefit most from Montessori education when their parents are engaged and take an active interest in the life of the school.