«مقرن».. أول طالب يتحدى التوحد ويلتحق بجامعة الطائف

After an educational journey that extended from inclusive classes in schools in Taif to university seats, student Muqrin Abdulaziz Al-Rubaie - son of the director of the Taif and Makkah offices at the newspaper "Okaz," colleague Abdulaziz Al-Rubaie - has begun a new phase in his educational path after joining the Arabic Language Department at the College of Arts at Taif University.

His father, Abdulaziz Al-Rubaie, explained the details of his son's journey, during which he faced educational and developmental challenges, before family support, teachers, and coordination with relevant authorities led him to complete his university studies. Al-Rubaie said: "The dream has come true; a long journey crowned, thank God, with success as the first 'autistic' student to enroll in classes at Taif University. Thank you to everyone who stood by and contributed and supported until the dream was realized, including the Deputy Emir of the Medina Region, Prince Saud bin Nahar, and the head of the Autism Families Association, Prince Saud bin Abdulaziz.

A Turning Point for the Family

Al-Rubaie pointed out that coordination took place between the Taif Association for People with Disabilities and Taif University, which included submitting Muqrin's file and a report on his condition, along with files for other cases of disabilities.

He mentioned that the instructions regarding exempting students with disabilities from the aptitude and achievement tests contributed to providing an opportunity for acceptance, while the President of Taif University, Dr. Yusuf bin Abduh Asiri, directed that the procedures for Muqrin's enrollment in the Arabic Language Department at the College of Arts be completed.

His father stated that entering the university represents a turning point for the family. He added: "It represents the achievement of a significant part of our therapeutic and educational journey; Muqrin has made great strides in his path, and we will share in achieving this dream, God willing."

Challenges Began at School

Muqrin's journey was not without challenges, as his father mentioned that one of the main difficulties he faced was the inability of some teachers to deal with the nature of his condition and educational needs. He recalled his early days at King Faisal Primary School, highlighting the role played by special education teachers Adel Al-Harithi and Mansour Al-Bardi in establishing and assisting him during the primary stage, before moving on to middle and high school within the inclusive education system.

The Journey of Education and Inclusion

Based on his experience, Al-Rubaie called for enhancing the presence of specialists in special education within schools, including speech therapists, behavior modification specialists, and shadow teachers, to assist students with autism in continuing their education. Muqrin's father emphasized that the journey of education and inclusion begins at home, stating: "The family is the first building block for the autistic student."

He explained that the family was keen to involve Muqrin in the details of daily life, accompanying him and encouraging him to go out and interact with the community, noting that this support continues after he entered university, through accompanying him to college and supporting him during his new experience.

Collaboration and Desire to Study

According to his father, Muqrin received a warm welcome and cooperation from the university administration, the College of Arts, and faculty members since his early days at the university, which reflected positively on his desire to study and continue his university experience. Al-Rubaie expressed his gratitude to the university president, Dr. Yusuf Asiri, the dean of the College of Arts, Dr. Ruba Al-Ajlan, and the faculty members for their cooperation and readiness to support the student during his university phase.

Al-Rubaie urged families of individuals with autism to provide their children with more opportunities for inclusion and participation in daily life, emphasizing the importance of dialogue with them, accompanying them to public places, and encouraging them to build relationships and interact with the community.