The Al-Baradouni School for the Blind was established in 2002 in honor of the late Yemeni poet Abdullah Al-Baradouni, who was visually impaired. Since its inception, the school has continued to fulfill its mission of paving the way for visually impaired individuals to achieve a brighter future. This is the Al-Baradouni School for the Blind, located in Dhamar City.
The Al-Baradouni School is located in the northern part of Al-Mithaq School for Girls in the city of Dhamar. The school officially relocated to this site in 2018, after one of Al-Mithaq's buildings and part of its yard were allocated and designated as its new permanent headquarters. This move followed years of operating from different rented facilities funded by the Disability Care Fund.
According to Sitr Al-Shawkani, a young visually impaired woman who progressed from a volunteer position to become a teacher in the school and is now the school's principal, the acquisition of a permanent, government-owned building for the school is an "unparalleled achievement." However, she emphasizes that the support received from official entities, particularly the Disability Care Fund, remains meager, barely sufficient to manage the educational needs of the school.
The school currently educates over 100 students who are either blind or visually impaired, covering grades up to the eighth grade (second intermediate). According to Al-Shawkani, this initial stage is known as the "preparation phase" before integration, which equips students for the eventual integration phase into mainstream schools.
“A significant challenge inside the classroom is posed by the individual differences among students, which require significant focus and attention from the teacher. Since the students' levels vary between good, average, and weak, it is crucial to ensure that all students receive information equally and that effective teaching methods are implemented in the classroom, especially since the education is delivered through the senses of touch and hearing only.”
In her interview with Khuyut, Al-Shawkani explains that this preparatory phase is a crucial step towards integrating blind students with their peers in mainstream schools, ultimately fostering broader social inclusion.
Sitr Mohammed Al-Shawkani holds an exceptional educational and academic record; in 2022, she became the first visually impaired person to earn a master’s degree in psychology from Dhamar University.
As Sitr Al-Shawkani ran her fingers over Braille books prepared for the school’s blind students, she shared with Khuyut the school’s journey. She described how it has created a supportive reality for the blind community in Dhamar, educating thousands of visually impaired students since its founding and empowering them to become active members of society.
Preparing Students for Mainstream Integration
At the Al-Baradouni School for the Blind, there are more than 30 teachers, a significant number of whom are visually impaired, while the remaining educators are sighted. This diverse staff composition is essential, as students need to learn the curriculum both in Braille and through standard methods.
Al-Shawkani states that in every classroom, there are teachers who are visually impaired to instruct the blind students, alongside sighted teachers who work with those with low vision. This approach addresses the individual differences among students and emphasizes the need to prepare each student for the integration phase.
According to Al-Shawkani's view, the limited government funding—which is allocated solely for basic educational operations—is insufficient. She emphasizes that the educational process must be accompanied by activities, programs, and resources essential for developing skills and expanding horizons for visually impaired students. She continues, expressing her disappointment, "We reached out to merchants, businessmen, and commercial institutions in an attempt to secure support for the school’s programs, but we received no response."
Individual Differences and Learning Challenges
Gharam Mohammed Al-Shawkani, a visually impaired English teacher at the school, summarizes the challenges faced by blind teachers as: "The biggest hurdle lies in addressing the individual differences between students and the lack of attention given to this segment of the population."
She explains that the difficulty within the classroom stems from the individual differences among students, which require significant focus and attention from the teacher. Since the students' levels vary between good, average, and weak, it is crucial to ensure that all students receive information equally and that effective teaching methods are implemented in the classroom, especially since the education is delivered through the senses of touch and hearing only.
Gharam holds a bachelor's degree from Dhamar University and has been teaching at Al-Baradouni School for two years. In her discussion, she emphasizes the need for a concerted effort in the educational process for the visually impaired, stating that it is "the only guarantee for their entry into the world."
Multiple Braille Copies of the Quran
The school has a library containing hundreds of books written in Braille, including multiple copies of the Quran. Each of these copies has distinct variations and numerous unique features.
Sarah Al-Fateem, a teacher at the school, explains these variations to "Khuyut," stating: "There are several versions of the Quran written in Braille, including Egyptian, Kuwaiti, Saudi, Yemeni, and others. Each version has its own unique characteristics. For example, in the Kuwaiti and Saudi versions, each letter is followed by its diacritical mark, whereas in the Yemeni version, the first line contains the diacritical marks and the second line contains the text (verses)."
The Blind Association
The Association for the Blind was established in 2000 as the first institutional entity dedicated to supporting the blind community in Dhamar Governorate. According to its administrators, it has significantly contributed to the care and rehabilitation of the visually impaired, as well as in directing official and community efforts to address the challenges and concerns faced by this group.
Ahmad Hussein Al-Masqari, the public relations officer for the association, shares with "Khuyut" that the association was founded by visually impaired individuals with diverse talents, including Quran memorizers, poets, and creative individuals across various fields, who only lack the necessary attention and support to allow their talents to flourish.
“With a beaming face and unseeing eyes, Mohammed Jahlan walks steadily on the path toward excellence, embodying a model of creativity despite his visual impairment. He began learning to play music three years ago, guided by local musicians from Dhamar over the course of a single week—a brief period during which he became acquainted with the synthesizer musical instrument and unraveled its secrets. Mohammed stands as a living testament to the ability of the visually impaired to overcome challenges and realize their dreams.”
However, Al-Masqari believes at the same time that the current challenges have a greater and more profound impact on the visually impaired and those with special needs, contributing to the deterioration of their living conditions.
He then turns his attention to the school, noting that educational resources are scarce due to the current situation. Compared to the past, activities are now very limited, and both students and teachers, as well as those running the association or school, require support to fulfill their duties effectively.
A Blind Musician
A group of school students gathered around him, eagerly chanting one of the national anthems in preparation for an upcoming public event. All of them were visually impaired, yet their voices resonated with both enthusiasm and beauty. Leading them was Mohammed Nabeel Jahlan, who skillfully felt his way across the keys of his keyboard musical instrument to create beautiful melodies and musical arrangements. At first glance, as I entered the room, he didn’t appear to be visually impaired. How could a blind person harmonize so seamlessly with the sounds of music and excel in such complex and intricate compositions?
With a beaming face and unseeing eyes, Mohammed Jahlan walks steadily on the path toward excellence, embodying a model of creativity despite his visual impairment. He began learning to play music three years ago, guided by local musicians from Dhamar over the course of a single week—a brief period during which he became acquainted with the keyboard musical instrument and unraveled its secrets.
Sitr Al-Shawkani states, "Mohammed stands as a living testament to the ability of the visually impaired individual to overcome challenges and realize his dreams, despite the circumstances surrounding him from all sides. Mohammed has not allowed his disability to become a barrier to his passion for music; rather, it has served as a significant motivation for him."
Mohammed began his journey in playing the " keyboard instrument," a musical instrument that requires a high level of artistic sensation, precision, and mastery. Through his determination, he was able to master this instrument and even to participate in public events organized by the Association of the Blind, the Union of Disabled Associations, or the Al-Baradouni School in Dhamar.
Mohammed Jahlan, who was once a student at the Al-Baradouni School, is currently in his second year at Dhamar University. He has managed to make an impact and a difference in the lives of some young blind students by training them in performing anasheed while simultaneously playing music at the same time, becoming a source of inspiration for his peers.
