Abuja, Nigeria — For many children, the long school holiday is a period to sleep late, play games, visit family and simply enjoy a break from the classroom. But for children with disabilities, particularly those with intellectual disabilities, a prolonged break from structured learning can sometimes mean losing valuable opportunities to practise skills, interact with peers and remain engaged.
It was against this backdrop that The Engraced Ones Prayer Support Group organised a special Summer School programme designed to keep children, predominantly children with disabilities, meaningfully engaged during the long vacation.
The programme was not designed to replace the holiday with another rigid classroom routine. Instead, it offered the children a lighter and more engaging environment where they could learn, play, socialise, meet children from other schools and build their confidence.
The initiative culminated in a memorable outing to Monalisa Amusement Park on Thursday, August 20, 2026, where the children participated in various recreational activities, games and social interactions.
But one activity stood out and captured the spirit of the entire programme—the fashion parade.
‘We Want Them to Rest Constructively’
Speaking to The Qualitative Magazine, the Convener and Executive Director of The Engraced Ones Prayer Support Group, Mrs. Bibora Yinkere, explained that the decision to organise the Summer School was partly driven by concerns about the working memory of many of the children.
According to her, the long vacation provides an opportunity for children to rest, but that rest should also be constructive and should not completely disconnect them from learning and social engagement.
“We decided to have the summer programme because of the long vacation. We know that it is good for children to play and all that, and for them to rest, but we also want them to rest constructively,” Yinkere said.
She explained that the programme was intentionally designed to be light, running from 9 a.m. to noon, so that the children could enjoy their holiday while still benefiting from structured activities.
Rather than focusing solely on academic lessons, the organisers created opportunities for the children to interact with one another, meet children from different schools and participate in activities together.
“It is also an opportunity for them to interact, meet people from different schools, and then also to learn together and play together,” she said.
For Yinkere, however, one element stood above the others.
Socialisation.
Creating Opportunities to Socialise
The organisers recognise that learning does not take place only behind a desk.
For children with intellectual disabilities, opportunities to interact with peers, develop friendships, communicate, play and participate in group activities can be just as important as formal academic instruction.
Yinkere said the social aspect of the programme was therefore one of its major objectives.
The Summer School brought together children from different schools, creating an environment where they could meet new people, share experiences and participate in activities without being restricted to the familiar environment of their individual schools.
The approach also helped create a sense of belonging and encouraged the children to participate actively rather than remain on the sidelines.
Keeping Young Minds Engaged During the Long Holiday
Yinkere further explained that the organisers were conscious of the learning needs of the children and did not want the two-month holiday to become a complete break from constructive engagement.
“We know that the working memory of most of our children is not as good as it should be. So we don’t want them to just go for two months. And so that’s why we decided to engage them a little,” she explained.
The programme therefore sought to strike a balance between rest and continued engagement.
The children were given the opportunity to participate in activities without the pressure associated with a conventional school environment.
The focus was on keeping them active, connected and engaged while allowing them to enjoy the freedom that comes with the holiday season.
A Day of Fun at Monalisa Amusement Park
The programme reached its climax on Thursday, August 20, when the children visited Monalisa Amusement Park.
The outing transformed the Summer School experience into a day of excitement, laughter and exploration.
The children engaged in different games and recreational activities within the amusement park, creating an atmosphere where learning and play came together.
For many of the children, the outing offered an opportunity to experience something outside their usual school environment while spending time with their peers.
It was not simply a recreational trip.
It was also an opportunity to practise social interaction, make memories and experience inclusion in an environment where children could participate alongside one another.
Fashion Parade: Where Confidence Took Centre Stage
While the games and amusement park activities generated excitement, the fashion parade became one of the major highlights of the day.
The runway is more than just an activity for The Engraced Ones.
It has become a signature platform through which the organisation seeks to showcase the abilities and talents of children with intellectual disabilities while building their confidence and self-esteem.
One after another, the children stepped onto the runway, transforming the space into a celebration of confidence, creativity and possibility.
The fashion parade challenged conventional perceptions about children with intellectual disabilities by putting their abilities, personalities and confidence on display.
Rather than being defined by their disabilities, the children were given an opportunity to be seen for what they can do.
The runway became a space where they could express themselves, receive encouragement and enjoy the experience of being celebrated.
More Than a Summer Programme
The Summer School reflects a broader message about inclusion: children with disabilities need opportunities to learn, play, socialise and express themselves just like every other child.
While the programme was designed around the specific needs of children with disabilities, it also created opportunities for interaction with children from different schools, demonstrating that inclusion works best when children are given opportunities to share spaces and experiences.
The initiative also highlights the importance of looking beyond academic achievement when supporting children with intellectual disabilities.
Building confidence, developing social skills, encouraging communication and creating opportunities for participation are all essential components of a child’s development.
For The Engraced Ones, the Summer School was therefore not simply about keeping children occupied during the holiday.
It was about keeping them connected, engaged and confident.
Building a More Inclusive Future
As the children returned from Monalisa Amusement Park with memories of games, laughter, friendships and the excitement of walking the runway, the message behind the programme remained clear.
Children with disabilities deserve opportunities to experience childhood fully.
They deserve classrooms where they can learn, playgrounds where they can play, spaces where they can socialise and platforms where their abilities can be celebrated.
The Engraced Ones is demonstrating that even a simple summer programme can become a powerful tool for inclusion when it is intentionally designed around the needs and abilities of children.
From the classroom to the amusement park and, ultimately, to the runway, the children were given more than activities to fill their holiday.
They were given an opportunity to belong, participate, connect and shine.
And perhaps that is the most important lesson from The Engraced Ones Summer School: sometimes, inclusion begins with simply giving children the opportunity to take part.
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