Magnifying Harun’s dreams through tailored education support

Above: Harun studying at home with his father, using the tools he received in the BEKAS BOX. Photo: Al Imran/CDD/Save the Children

“When I got the magnifying device and the new learning materials from the BEKAS BOX, it was like a whole new world opened up for me. I can read on my own now, which makes me feel more confident and excited about my studies. It’s made a big difference in how I learn and understand my lessons,” says Harun*, an 11-year-old boy living in a Rohingya refugee camp in Cox’s Bazar, Bangladesh.

Harun has faced visual impairment since birth. Growing up in a family of eight, including his parents, four brothers, and two sisters, he and his siblings have all struggled with low vision. Despite the family’s challenges, Harun remained dedicated to his education.

However, his initial experience at Young Power in Social Action’s (YPSA) Accelerated Learning Programme was marked by significant struggles. His visual impairment made reading difficult, and he often lagged behind his peers. The mockery from his community only deepened his reluctance to attend school, leaving him feeling isolated and disheartened.

Recognizing Harun’s potential and the barriers he faced, Save the Children and the Center for Disability in Development (CDD) intervened with a tailored support plan, supported through the Australian Humanitarian Partnership response in Bangladesh. They developed an Individualized Education Plan to address his specific needs and introduced the Basic Education Kit to Access School (BEKAS) BOX—an innovative toolkit containing 25 educational items like puzzles, maps, coloured pencils, an abacus, pictures of various shapes and animals, and other materials that help make learning more accessible for children facing barriers. This was coupled with training for facilitators to create an inclusive learning environment.

“The support Harun has received has been truly transformative. We used to worry about his future, but now he is motivated and actively engaged in his studies. This change has given our family a renewed sense of hope,” shared Harun’s father.

His mother added: “I remember how hesitant Harun was about going to school because of his impairment. But with [this help], he has become much more confident. Seeing him excited about learning and thriving in his education has been incredibly rewarding for us as parents.”

Harun’s progress since receiving the magnifying device and educational materials has been profound.

“I used to feel shy and wasn’t very involved in class. But now, I’m much more confident. I participate in discussions and enjoy learning new things. I’m happy that I can keep up with my classmates and even help them sometimes,” Harun reflected.

Teachers have observed Harun’s remarkable transformation.

“Harun’s journey has been inspiring. He has evolved from being a hesitant student to one of the top performers in our class. His enthusiasm for learning is now palpable, and his improvement has positively impacted the entire classroom atmosphere,” said one of his teachers.

Another teacher remarked: “When I first met Harun, I was uncertain about how effective teaching him would be. However, after attending the training provided by CDD and using the BEKAS BOX, my views changed dramatically. Seeing Harun’s progress has shown me that with the right tools and support, every child has the potential to succeed.”

“Before, I was struggling and felt discouraged, but now I feel hopeful and capable,” Harun said. “The support from Save the Children and CDD has changed my life. I feel like I can accomplish anything with the right help and tools.”

The project’s success extends beyond Harun’s personal achievements. YPSA runs 57 learning centers in Rohingya camps and three learning centres in the host community where Harun has been living through the Australian Humanitarian Partnership response, supporting 4,800 learners, including 249 children with disabilities.

Since the introduction of the inclusive education program, there has been a notable increase in attendance and enthusiasm, particularly among learners with disabilities.

As Harun looks to the future, he remains optimistic and determined.

“I used to worry about my future because of my impairment, but now I’m excited about what’s ahead. I want to keep studying hard and do well in school. My dream is to achieve great things and show everyone that having a disability doesn’t stop me from succeeding.”

*Name changed