Community Based Rehabilitation Programme of Hearing Impaired Children : A Case Study

A Report of the Project Conducted in partial fulfilment of the Degree of B. Ed (SE DE – H.I.) 2007 in Netaji Subhas Open University by Mr. Basudeb Bhattacharyay

Enrollment No.07211600258 Study Centre Code : SEHI -01

Under the Supervision & Guidance of

Dr. Samirranjan Adhikari

Certificate

Dr. Samirranjan Adhikari M.Sc., M.Ed., Ph.D. (Applied Psychology) Assistant Professor in Psychology Shimurali Sachinandan College of Education Shimurali, Nadia, Pin-741248 Ali Yavar Jung National Institute of Hearing Handicapped, Regional Training Centre, NIOH Campus, Bon Hooghly, B.T. Road, Calcutta – 700 090

This is to certify that Mr. Basudeb Bhattacharyay, a B.Ed. (Special

Education – H.I.) student of the Netaji Subhas Open University, has been working under my supervision and guidance for the project work in CBR/CBE (Community

Based Rehabilitation/Community Based Education) to be conducted in partial fulfilment of the Degree of B.Ed. (SE DE – H.I.). The results he obtained during the period have been assembled in the form of the dissertation entitled

“Community Based Rehabilitation Programme of Hearing Impaired

Children : A Case Study”.

Certified further that Mr. Bhattacharyay carried out the work most sincerely and that he has fulfilled all the requirements stipulated by the university for submission of the dissertation for the Degree of B.Ed. (SE DE – H.I.).

(Dr. Samirranjan Adhikari)

ACKNOWLEDGEMENT

First and foremost I convey my immense and deep gratitude to „ALMIGHTY

GOD‟ for giving me the necessary knowledge and ability to accomplish the project. I must express my deep sense of obligation and regard to Dr. Samirranjan Adhikari, for his constant supervision and expert guidance which helped me to complete the Project successfully.

It is my great pleasure and proud privilege to express my heartfelt gratitude to

Shrirampur Child Guidance Centre of 16, Raja K.L. Goswami Street, ,

Hooghly, for allowing to be the part of this esteemed institution with profound respect, I wish to express my sincere gratitude and regard to Mrs. Aruna Devi, Director and Ms.

Lakshmi Das, Principal and all other staff of the said Centre for their support, valuable opinion and suggestion throughout the Project.

I also thank the computer personnel who have assisted me by typing my manuscript.

I am also very much thankful to all those community members whose constant co- operation and encouragement helped me to complete this Project.

TABLE OF CONTENT Page No. Perspective of the Study Community Based Rehabilitation (CBR) 1 Concept of CBR 1 Major objectives of community Based Rehabilitation 1 Historical Perspective of the Evolution of Concepts in CBR 1 Disability & Rehabilitation 1-2 Human Rights 2 Poverty 2-3 Inclusive Communities 4 Role of DPOs 4-5 To Initiate CBR 6 Essential Elements of CBR 6 National Level 7 National Policies 7 National Co-ordination of CBR 8 Management Structure for CBR 8 Allocation of Resources 8-9 CBR Programmes without National Support 9 Intermediate/District Level 9 CBR Managers 9 Community Level 10 Recognition of the Need for CBR 10 Community Involvement 10-11 Community Workers 11-12 Multisectoral Support for CBR 12-13 Support from the Social Sector 13 Support from the Health Sector 13-14 Support from the Educational Sector 14-15 Support from the Employment and Labour Sector 15-16 Support from NGOs 16-17 Support from the Media 17 Collaboration for Support to the Community 17 Further Development of CBR 17-18 Expansion and Scaling up of CBR Programmes 18 Gender Equality 18-19 Inclusion of All Age Groups 19 Training for CBR 19 Management Training 19 Training for DPOs 19 Training for Service Delivery 20 Summing up 20-21 A Case Study Historical Perspective of the Institution 22 Objectives of the Institution 22 The Activities of the Institution 22-23 General Curriculum 23-26

Extra Curricular Activities & celebration 27-28 Vocational Training 29 The Achievements of the Institution 29 Present Status 29-30 Future Plan 30 The Promise 30 Financial Control and administration 31-32 Some Constraints 32 The Beneficiaries 32-47 Discussion and conclusion 48 Beneficiaries and Awareness Generation 48-49 Teachers, Trainers and Non-Teaching Staff 49 Fund Collection and financial management 49 References 50--52

[1] PERSPECTIVES

1. Community Based Rehabilitation (CBR) 1.1 Concept of CBR CBR is a strategy within general community development for the rehabilitation, equalization of opportunities and social inclusion of all people with disabilities. CBR is implemented through the combined efforts of people with disabilities themselves, their families, organizations and communities, and the relevant governmental and non- governmental health, education, vocational, social and other services.

1.2 Major Objectives of Community Based Rehabilitation (CBR) The major objectives of CBR are: a) To ensure that people with disabilities are able – (i) to maximise their physical and mental abilities, (ii) to access regular services and opportunities, and (iii) to become active contributors to the community and society at large. b) To activate communities to promote and protect the human rights of people with disabilities through changes within the community, (for example, by removing barriers to participation).

1.3 Historical Perspective of the Evolution of Concepts in CBR Although its definition and major objectives have not changed, there has been an evolution of concepts within CBR and of stakeholder involvement. This evolution is around the concepts of disability and rehabilitation, the emphasis placed on human rights and action to address inequalities and alleviate poverty, and on the expanding role of DPOs.

1.3.1 Disability and Rehabilitation Disability is no longer viewed as merely the result of impairment. The social model of disability has increased awareness that environmental barriers to participation are

[2] major causes of disability. The International Classification of Functioning, Disability and Health (ICF) includes body structure and function, but also focuses on „activities‟ and „participation‟ from both the individual and the societal perspective. The ICF also includes five environmental factors that can limit activities or restrict participation: products and technology, natural environment and human-made changes to it, support and relationships, attitudes, and services, systems and policies. No nation has eliminated all of the environmental barriers that contribute to disability. Rehabilitation services should no longer be imposed without the consent and participation of people who are using the services. Rehabilitation is now viewed as a process in which people with disabilities or their advocates make decisions about what services they need to enhance participation. Professionals who provide rehabilitation services have the responsibility to provide relevant information to people with disabilities so that they can make informed decisions regarding what is appropriate for them.

1.3.2 Human Rights CBR promotes the rights of people with disabilities to live as equal citizens within the community, to enjoy health and well being, to participate fully in educational, social, cultural, religious, economic and political activities. CBR emphasizes that girls and boys with disabilities have equal rights to schooling, and that women and men have equal rights to opportunities to participate in work and social activities. The UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities address the steps needed to ensure these rights. Hence they form a guide for all CBR programmes. To strengthen the UN Standard Rules further, the UN General Assembly has decided to develop a Convention on the Protection and Promotion of the Rights and Dignity of Persons with Disabilities. A CBR strategy can set up an ideal framework to implement the provisions of the Convention.

1.3.3 Poverty There is a strong correlation between disability and poverty. Poverty leads to in- creased disability & disability in turn leads to increased poverty. Thus a majority of people

[3] with disabilities live in poverty Studies show that they have higher rates of unemployment compared to non-disabled people even in industrialised countries. In developing countries, where the majority of people with disabilities live, their rates of unemployment and underemployment are undoubtedly higher. Lack of access to health care and rehabilitation, education, skills training, and employment contributes to the vicious cycle of poverty and disability.

In 2000, the UN Member States adopted the Millennium Declaration and set eight Millennium Development Goals (MDGs) to guide the implementation of the Declaration. All the goals are relevant to disability and three goals are of particular concern to people with disabilities and their families: a) Eradicate severe poverty and hunger. b) Achieve universal primary education. c) Promote gender equality and empowerment to the women.

With regard to poverty reduction, countries were invited to develop strategies relevant to their needs and capabilities and to request assistance from international banks, donors and aid agencies.

It is essential that national strategies to address the MDGs and tackle poverty include measures to ensure the participation of people with disabilities. CBR itself can be viewed as a poverty reduction strategy within community development. Efforts at community level to ensure education for children with disabilities, employment for youth and adults with disabilities, and participation of people with disabilities in community activities can serve as a model for national strategies and policies for development.

Agencies and organizations that work to reduce poverty have recognised the importance of specific programmes for women, who contribute significantly to the health, education and welfare of their children. But these specific programmes do not routinely include women with disabilities. CBR programmes can be effective in promoting the inclusion of women with disabilities in programmes aimed at poverty reduction among women in general.

[4]

1.3.4 Inclusive Communities The term „inclusive‟ is now commonly used with reference to educational provision that welcomes all children, including those with disabilities, to participate fully in regular community schools or centres of learning. The principle of „inclusion‟ is also being applied to policies and services in health, skills training and employment and to community life in general.

The concept of an inclusive community means that communities adapt their structures and procedures to facilitate the inclusion of people with disabilities, rather than expecting them to change to fit in with existing arrangements. It places the focus on all citizens and their entitlement to equal treatment, again reinforcing the fact that the rights of all people, including those with disabilities, must be respected. The community looks at itself and considers how policies, laws, and common practices affect all community members.

The community takes responsibility for tackling barriers to the participation of girls, boys, women and men with disabilities. For example, many people in the community may have beliefs or attitudes that limit the kinds of opportunities that are open to people with disabilities. Policies or laws may contain provisions which work to exclude them. There may be physical barriers such as stairs rather than ramps or inaccessible public transport. Such barriers may also reduce access to work opportunities. CBR benefits all people in the community, not just those with disabilities. For example, when the community makes changes to increase access for people with disabilities, it makes life easier for everyone in the community too.

1.3.5 Role of Organizations of Persons with Disabilities (DPOs) Today DPOs are prepared to take meaningful roles in the initiation, implementation and evaluation of CBR programmes. At the same time, they strive to reach more people with disabilities and to be more active in representing them. DPOs need to be recognized as a resource to strengthen CBR programmes.

[5]

In almost all countries, DPOs and organizations of parents of children with disabilities have been established and strengthened. Women with disabilities have started to form their own branches within existing DPOs, or to form their own organizations. This has led to a significant increase in the participation and influence of both women and men with disabilities at local, national and international levels.

The role of DPOs includes educating all people with disabilities about their rights, advocating for action to ensure these rights, and collaborating with partners to exercise rights to access services and opportunities, often within CBR programmes.

Two major types of DPOs have become active participants in CBR programmes: cross-disability organizations representing people with disabilities without regard to the type of impairment; and single-disability organizations representing only those individuals who have a disability related to a specific impairment, such as seeing or hearing.

Both types of organizations have a role in CBR. The cross-disability organizations have an essential role to play from national to community level and in influencing leaders and policy makers about rights including equal access. The single-disability organizations also make an important contribution at all levels by advising on the needs of people with specific types of impairments.

It is essential that CBR and other disability-related programmes are planned and implemented with disabled people and their representatives. DPOs have the right and the responsibility to identify the needs of all people with disabilities to make their needs known and to promote appropriate measures to address those needs. Where DPOs are weak, CBR programmes can empower them to enhance their capacity to promote individuals‟ rights and access to services and their full participation in the development of their communities.

In order to participate fully in CBR programmes, some people with disabilities require services such as sign language interpretation, Braille equipment, guides or transport. Lack of transport, lack of accessible information and communication difficulties are significant barriers to the development of DPOs and to their participation in CBR.

[6]

1.4 To Initiate CBR Community action for CBR is often initiated by a stimulus from outside the community, most likely ministries or NGOs. Following initial discussions with representatives from outside the community, it is the community which decides whether CBR will become part of its ongoing community development activities. Various partners in the community, such as the community development committee, organizations of people with disabilities and other non-governmental organizations can provide leadership and take responsibility for the programme. Once a community chooses to initiate a CBR programme, the CBR programme management provides the necessary support, including training, access to referral services and the mobilisation of resources.

1.4.1 Essential Elements of CBR CBR requires community and DPO involvement. But communities and DPOs cannot work alone to ensure equal opportunities for people with disabilities. National policies, a management structure, and the support of different government ministries, NGOs and other stakeholders (multisectoral collaboration) are also needed.

Country approaches to implementing CBR vary a great deal, but they have some elements in common that contribute to the sustainability of their CBR programmes. These include: i) National level support through policies, co-ordination and resource allocation. ii) Recognition of the need for CBR programmes to be based on a human rights approach. iii) The willingness of the community to respond to the needs of their members with disabilities. iv) The presence of motivated community workers.

To address these important elements of CBR, action is needed at national, intermediate/district and local levels.

[7]

1.4.2 National Level National policies and support, along with intermediate level management and local government involvement, are essential elements of CBR programmes. The manner in which communities are linked to the national level varies, depending on the administrative structure of the country and the particular ministry that promotes and supports the CBR Programme. In all situations, however, national policies are needed to guide the overall priorities and planning of a CBR programme. National level co-ordination and allocation of adequate resources are other elements identified with successful CBR programmes.

1.4.2.1 National Policies The national government is responsible for the formulation of policies and legislati on for the rehabilitation, equalization of opportunities and the social and economic inclusion of people with disabilities. Such policies may include specific reference to CBR as a strategy.

International instruments and declarations relevant to disability can guide the formulation of national policies: the UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities, the UN Convention on the Rights of the Child (Articles 2 and 23), the ILO Convention No.159 concerning the Vocational Rehabilitation and Employment of Disabled Persons and the associated Recommendation No. 168, the UNESCO Salamanca Statement and Framework for Action „Education for All‟, on Special Needs Education, the WHO Declaration of Alma-Ata establishing rehabilitative care as part of primary health care, and the Beijing Platform for Action for the Advancement of Women (paragraphs 60, 82, 175, 178, 232).

National policies may also take account of regional proclamations concerning disability, such as the Proclamations of the Asian and Pacific Decades of Disabled Persons, the African Decade of Persons with Disabilities, and the Arab Decade of Disabled Persons, as well as the Inter-American Convention on the Elimination of All Forms of Discrimination against Persons with Disabilities.

[8]

1.4.2.2 National Co-ordination of CBR Many countries have found that a national level co-ordinating body is necessary to ensure the multisectoral collaboration needed for an effective CBR programme. The mechanism for co-ordination will vary depending on the approach preferred by government. There may be, for example, a national co-ordinating committee consisting of representatives from the various ministries that collaborate to support CBR; or one ministry may take responsibility for coordinating support for the CBR programme.

1.4.2.3 Management Structure for CBR In national CBR programmes, government takes a leading managerial role. One ministry usually takes the lead and then provides the organizational framework. While it is possible for any ministry to initiate CBR, this is often done by the ministry responsible for health, social affairs, or other ministry such as education or labour.

Although one ministry initiates and may co-ordinate the CBR programme, the involvement of the ministries for labour, social affairs, education, and health is essential to its success. These ministries collaborate not only with each other, but also with all ministries that deal with access issues relevant to the participation of disabled people, e.g. ministries for housing, transport, and rural development. Involvement of the ministry for finance is important to ensure financial support for CBR. Collaboration among all of the sectors that support CBR is essential. This is particularly important at the intermediate/ district level where referral services are provided in support of community efforts.

It is very important for all ministries, as well as non-governmental organizations to work in partnership. Although one ministry provides the organizational structure, all sectors play an important role in ensuring that communities participating in the CBR programme have access to support services and resources.

1.4.2.4 Allocation of Resources National resources can be allocated to CBR in a variety of ways. One is the direct allocation of funds to support aspects of CBR programme, such as training or the strength-

[9] strengthening of support services. Another method is to include a disability component in all developmental programmes initiatives especially in aimed at poverty reduction strategy programmes. Government can also encourage NGOs, businesses and the media to support CBR.

1.4.2.5 CBR Programmes without National Support A CBR programme with strong links to governmental structures usually has a greater impact than a CBR programme working in isolation. In the absence of governmental support, small CBR projects started by local community groups or NGOs can exist, but their impact may remain limited. If small projects can be linked to governmental services, they are more likely to be sustainable.

1.4.3 Intermediate/District Level Each country decides how to manage its CBR programme at different levels. Some countries have co-ordinators, and in some cases committees at each administrative level. Experience has shown that the intermediate/district level is a key point for coordination of support to communities. It is, therefore, particularly important to have CBR managers and perhaps intermediate/ district committees responsible for CBR.

1.4.3.1 CBR Managers CBR programme managers usually work in the ministry that provides the organizational framework for the programme. For example, if the ministry for social affairs is in charge of CBR, social welfare officers will probably have CBR as one component of their work. If the ministry for health is in charge, the primary health care personnel may be responsible for CBR. Ideally, some of the CBR managers will be men and women with disabilities. The duties of a CBR programme manager include implementing and monitoring of the programme, supporting and supervising the training of community workers, linking various community committees and liaising between the communities and other resources.

[10]

1.4.4 Community Level Because CBR belongs to the community, representatives of the community must be involved in the planning, implementation and evaluation of CBR programmes.

1.4.4.1 Recognition of the Need for CBR Community awareness of the need for CBR is essential before a programme starts. When a CBR programme is initiated from outside the community, the community may not believe that it needs such a programme. The programme manager from the intermediate/district level works with each community to raise awareness about the need for and benefits of a CBR programme. The manager will ensure that people with disabilities themselves, and their families, define their needs. During community meetings, needs can be discussed and the community can decide whether it wants to address the needs in a co-ordinated way through a CBR programme.

1.4.4.2 Community Involvement If the community decides to address the needs of people with disabilities, the process of establishing a CBR programme can begin. One approach to implementing CBR is through the leadership of an existing community development committee or other structure headed by the chief of the village or the mayor of the town. This committee guides the development activities of the community. Such a committee is well suited to act as co-ordinator of the many sectors, governmental and non-governmental, that must collaborate to sustain a CBR programme. For example, the community development committee can collaborate with the educational sector to promote inclusive education, with the ministry of transport to develop a system of accessible transport for people with disabilities, and with voluntary organizations to form a group of volunteers willing to take care of children with disabilities so their parents can do errands outside the home.

Community action for equal participation of both children and adults with disabilities varies a great deal between countries and also within a single country. Even with the guidance of a national policy encouraging communities to take responsibility for the inclusion of their citizen with disabilities, some communities may not identify this as a

[11] priority. Or, the members of the community development committee may decide that CBR requires special attention and so may establish a separate CBR committee. Such a committee might comprise representatives of the community development committee, people with disabilities, family members of people with disabilities, teachers, health care workers and other interested members of the community.

The CBR committee takes responsibility for responding to the needs identified by people with disabilities in the community: raising awareness of their needs in the community; obtaining and sharing information about support services for people with disabilities that are available outside the community; working with the sectors that provide support services to create, strengthen and co-ordinate the required services; working within the community to promote the inclusion of people with disabilities in schools, training centres, work places, leisure and social activities. In addition to these tasks, the committee mobilizes funds to support its activities.

The CBR committee members may know how to solve many of the problems in the community, but will sometimes require additional information from experts in the education, labour, health, social and other sectors. For example, family members may seek information about how to improve the activities of daily living of a disabled person in the home; volunteers and community workers may need training on assisting people with disabilities and their families; teachers and vocational instructors may need training on including children and youth with disabilities in their classes; and business people may need advice on how to adapt workplaces for people with disabilities.

Hence, information exchange is a key component of CBR. All sectors should support CBR by sharing information with the community, collaborating with each other, and strengthening the specific services they provide to people with disabilities.

1.4.4.3 Community Workers Community workers form the core of CBR programme. They are usually volunteers who give some time each week to carrying out activities that assist people with disabilities. People with disabilities and their family members can make significant

Contributions as CBR workers. Sometimes teachers, health care workers, or social workers donate their time to this role. Other interested members of the community can also be encouraged to give their time.

CBR workers provide information to people with disabilities and their families, including advice on carrying out simple tasks of daily living or making simple assistive devices to improve independence, such as communicating in sign language or using a white cane to move around outdoors. The community CBR worker also acts as an advocate for people with disabilities by making contacts with schools, training centres, work places and other organizations to promote accessibility and inclusion. In addition, the CBR worker provides information about services available outside the community, and acts as liaison between the families of people with disabilities and such services.

Based on the description of CBR worker responsibilities, it is clear that women and men with disabilities and their family members are excellent candidates for this role. As the participation of DPOs has increased within CBR programmes, the number of CBR workers with disabilities has also increased.

Nonetheless, there is a need for many more people with disabilities to become involved as CBR workers. The recruitment and training of CBR workers, maintaining their motivation and coping with turnover are among the major challenges of community leaders and CBR programme managers. Some incentive, such as regular in-service training, an annual award for the best worker, certificates of appreciation, or the provision of uniforms, may be offered to CBR volunteers. This will depend on the customs of the country and the community.

1.5 Multisectoral Support for CBR In CBR a multisectoral collaboration is essential to support the community, address the individual needs of people with disabilities, and strengthen the role of DPOs. In addition to collaboration between government ministries, collaboration is needed between these ministries, non-governmental organizations and the private sector. It is needed between the community & the referral services at local and intermediate levels and [13]

also between the various referral services at local, intermediate and national levels. Collaboration between national, intermediate and community levels within a sector can ensure that appropriate referral services are developed and delivered.

1.5.1 Support from the Social Sector Although the allocation of responsibility for social affairs varies from country to country, matters commonly addressed include disability pensions, technical aids and adaptations, housing, vocational training and employment, and co-ordination of referrals for individuals who require services from other sectors. If the social affairs ministry initiates CBR, social welfare officers may be managers of the programme.

A ministry for social affairs may not have personnel at local level, but it is common that personnel posted at district/intermediate level are familiar with social and economic conditions and knowledgeable about resources within the district/intermediate level including those in the non-governmental sector. This information is very useful in a CBR programme, particularly for identifying vocational skills training and work opportunities for women and men with disabilities. Personnel from the social affairs ministry can advise individuals with disabilities and family members as well as personnel from other ministries regarding community resources.

1.5.2 Support from the Health Sector The World Health Organization (WHO) defines health as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”. The Declaration of Alma Ata (1978) states that Primary Health Care (PHC) is the key to attaining health for all. It also states that PHC needs to address the main health problems in the community, providing promotive, preventive, curative and rehabilitative services.

The health care system is usually responsible for providing medical care and rehabilitation services, including assistive devices. Most basic rehabilitation activities can be carried out in the disabled person‟s own community using local resources. PHC can play a major role in this context both as a provider & supporter. Many people with disabi - [14]

disabilities need to be referred to specialised rehabilitation services outside their own communities. PHC personnel can facilitate links between people with disabilities and specialised services, such as physical, occupational and speech therapies; prosthetics and orthotics; and corrective surgeries.

PHC also supports CBR activities. At community level, there are usually no specialised personnel in either health or rehabilitation. Therefore, PHC personnel are responsible for carrying out the early identification of impairments and providing basic interventions for people with disabilities. In addition, they can transfer basic knowledge and skills in rehabilitation to the community, especially to CBR workers.

The health sector needs to make serious efforts to ensure that rehabilitation is part of PHC and to provide training to PHC personnel on disability and rehabilitation. The health sector can also strengthen specialised services so that they are a better support to PHC personnel and CBR workers. To be most effective, the rehabilitation services must collaborate with all the other services within the health care system. It is also necessary to collaborate with the sectors for education, labour and social affairs to ensure equal citizenship for people with disabilities.

1.5.3 Support from the Educational Sector Good co-operation between communities and the education sector is imperative if the goals of Education for All are to be met. With more than 90 per cent of children with disabilities in developing countries not attending school, it is evident that steps must be taken to ensure access to education for all of these children. The community school plays a central role in this work. The educational sector can make an important contribution to CBR by assisting community schools within the regular school system to become more inclusive. This involves, for instance, adapting the content of the curriculum and methods of teaching to meet the needs of all children rather than expecting them to adapt to a rigid curriculum. Schools may require assistance to change their methods of teaching in order to provide quality education for all children. Within the school system there are many people with knowledge & skills that could be shared with community schools. For example, there [15]

are schools that teach only children with special needs and the teachers from those schools can serve as resources to teachers in community schools. Schools that are already inclusive can help other schools learn how to respond to the needs of all learners, treat all children with respect, and be model schools.

The regular school system must take responsibility for the education of all school- aged children. This includes focusing on the girl child with disabilities, often overlooked in some communities. To do this, communities are essential partners because that is where inclusive schools - open to all children - have their rightful place.

Children with multiple or severe disabilities who require extensive additional support may be taught within special units, depending on the existing level of external support being provided. Special schools are important partners in the school system and may be used as a resource for regular schools in promoting inclusive education.

To promote Education for All, the educational sector should adapt the initial and in-service training of both regular and specialised teachers in response to the new roles in the inclusive school, as well as ensure that classrooms, facilities and educational materials are accessible. The education sector must take responsibility for the quality of education and for the educational assessment of children with disabilities. In some countries this is viewed as a medical responsibility. It must be emphasised that children with disabilities should not be treated as sick children. Their needs and aspirations are the same as those of all children.

1.5.4 Support from the Employment and Labour Sector Productive and decent work is essential for the social and economic integration of individual women and men with disabilities. A gainful livelihood provides an individual with income, self esteem and a sense of belonging and a chance to contribute to the larger community. Collaboration between a CBR programme and the employment and labour sectors is essential to ensure that both youth and adults with disabilities have access to training and work opportunities at community level. The employment and labour sectors promote vocational training, employment & good working conditions. Ministries

[16] responsible for vocational training, employment, labour as well as social services can facilitate social and economic integration by providing vocational rehabilitation services, vocational guidance and skills training through both mainstream training institutions and through specialised training centres and programmes. The employment and labour sectors encourage equal employment opportunities through national policies and legislation.

Employment services organized by the sector help job seekers with disabilities to find employment opportunities in the open labour market. In addition, the civil service can set a good example by employing workers with disabilities. At community level, informal apprenticeships with master trainers or local businesses can provide individuals with disabilities opportunities to learn employable skills and gain practical experience.

The business community can provide valuable support to CBR by providing on- the-job training, hiring workers with disabilities, mentoring entrepreneurs with disabilities and providing advice on current and emerging skills requirements to vocational training centres. Micro and small enterprise development programmes can provide business skills training and advisory services. They can provide access to credit to assist women and men, including people with disabilities, to start their own businesses and become self-employed. Such programmes are often operated by the ministry responsible for trade and industry or by a separate government agency, as well as by NGOs. Special efforts are often required by a CBR programme to ensure the inclusion of youth and adults with disabilities in such programmes.

1.5.5 Support from NGOs Most communities have a variety of non-governmental organizations (NGOs) and groups that can contribute to a CBR programme. These may include relief and development organizations, faith-based organizations, and service clubs as well as women‟s and youth groups. Some of these may provide services to people with disabilities, while others can make special efforts to include them in their activities. In the framework of governmental policy, national & international NGOs can also make signifi- cant contribution to the development of CBR, by initiating programmes in local communi-

[17] communities and then scaling it up, by training CBR programme managers and other personnel, and by helping to strengthen the services within the various sectors that contribute to CBR.

1.5.6 Support from the Media Newspapers, radio, television and the internet can provide the public with information about disability issues, and also present a positive image of individuals with disabilities at school, work or in social settings. All CBR stakeholders should work closely with the media to identify priorities and to provide relevant information.

1.5.7 Collaboration for Support to the Community CBR will not work if the sectors mentioned above work in isolation. The following example illustrates the types of collaboration that can work well. A CBR worker contacts a social welfare officer with information about an older child who has never been to school and who has difficulty with mobility and with learning. The officer and the CBR worker collaborate to encourage the family to contact the health services and the school. The health services assess the situation to see if something can be done to improve the child‟s mobility. The teachers at the school assess the child‟s learning needs. If the child needs a wheelchair, for example, and there are no resources to pay for one, the social welfare officer requests assistance from other sectors, including NGOs. The support service that considers the holistic needs of the person, and not just the focus of its own service, is more likely to collaborate with other services. Collaboration with other resource groups in the community is necessary because government services alone cannot provide women and men with disabilities with employment or social inclusion.

1.6 Further Development of CBR CBR is now recognised by many governments as an effective strategy for meeting the needs of people with disabilities especially who live in rural areas. Some rural communities in these countries have established CBR programmes. There is a need, however, to encourage existing CBR programmes to expand their activity to other commu-

[18] communities, to pay due attention to gender equality and to include people with disabilities from all age groups. The expansion of programmes requires training for the people who will be involved in the management and delivery of services.

1.6.1 Expansion and Scaling up of CBR Programmes Existing CBR programmes tend to be found in communities that have access to support services or in communities where NGOs have promoted the establishment of programmes. There is a need to expand CBR to rural communities that have very limited access to district/intermediate level support services from the health and social sectors. There is also a need to expand CBR to large cities to reach people with disabilities living in slums.

New settings may also include locations where the community is not well developed, such as refugee camps. Even in these settings, community leaders may be identified and encouraged to make the needs of their groups known. These groups will include people with disabilities, who may be identified for rehabilitation services, but who are not sharing in other programmes provided for refugees, such as skills training and placement programmes.

1.6.1.1 Gender Equality Many CBR programmes recognise that girls and women with disabilities require education, work and social opportunities just as boys and men do. Yet, the distribution of resources for education and training frequently favours males. CBR workers may have to make special efforts to persuade families and local schools that girls with disabilities should have access to education. Women with disabilities may require special training by other women. Programmes that provide loans or financial aid to women for small businesses may ignore women with disabilities.

DPOs and CBR implementers have a special role to play in promoting the full participation of girls and women with disabilities. CBR programmes can also promote the integration of women with disabilities in local women‟s groups and activities. In addition

[19] to providing women with disabilities more contacts and resources within the community, the interaction may result in non-disabled women changing their attitudes and expectations about people with disabilities.

1.6.1.2 Inclusion of All Age Groups CBR programmes often focus on children and young adults who require support to complete their education and to develop work skills, and rarely serve middle-aged and older adults with disabilities, including those with chronic conditions such as heart disease, diabetes or HIV. People with disabilities in middle age may wish to continue working. Older people with disabilities may want to continue socializing with family and friends. Assistive devices, support services or training may be required to enable adults with disabilities to maintain their quality of life. CBR programmes should be expanded to cater to such needs.

1.6.2 Training for CBR The experience of CBR programmes is that formal training is needed in order to ensure effective management of programmes, meaningful participation of DPOs, and satisfactory delivery of services from CBR workers and professionals who provide referral or support services.

1.6.2.1 Management Training CBR management usually has a focal point at the intermediate or district level. The ministry responsible for CBR may train the personnel who manage the CBR programme so that they are able to carry out tasks such as identifying the people who need services, co-ordinating with the community and sectors that provide services, and keeping records.

1.6.2.2 Training for DPOs DPOs may also need training to function as liaisons between the community and the national and intermediate/district levels. They will need skills, for example, in advocacy, co-ordination, planning and evaluating programmes, and fund raising.

[20]

1.6.2.3 Training for Service Delivery Two groups of people are involved in service delivery: the community CBR workers and the professionals who provide specialised services. CBR workers need to learn the skills used in training people with disabilities, and they need to learn how to provide this training in a competent manner. They also require training for their role in facilitating contact between people with disabilities and their families on the one hand, and the community leaders and specialised service providers on the other.

The investment in training of the CBR workers is a significant aspect of CBR programmes, and is a factor that should motivate the managers to do what they can to minimise the turnover of workers.

Professionals who provide specialised services in the health, education, social and vocational sectors also need training to sensitize them to the rights of people with disabilities and their families. Some service providers may not be skilled in providing the information that people need to make decisions about which services they wish or do not wish to have. They may also need training in how to communicate with people who have different types of impairments such as hearing, seeing, mobility, understanding or behaving. These aspects of training should be included in the basic training of professionals, but until that is done, special training programmes should be provided.

1.7 Summing up

CBR is an effective strategy for increasing community level activity for equalization of opportunities for people with disabilities by including them in programmes focused on human rights, poverty reduction and inclusion.

[21]

The WHO, ILO and UNESCO emphasise the importance of the participation of people with disabilities in the planning and implementing of CBR programmes, the necessity of increased collaboration between sectors that provide the services used by people with disabilities, and the need for government support and national policies on

CBR. All countries and sectors are invited to:

a) Adopt Community-Based Rehabilitation as a policy and strategy relevant to human

rights and poverty reduction for people with disabilities;

b) Provide support for nation-wide CBR programmes;

c) Create the conditions for multisectoral collaboration to advance CBR within

community development.

[22] A Case Study

2.1 Historical Perspective of the Institution:

The need of setting up and starting of „SHRIRAMPUR CHILD GUIDANCE

CENTRE‟ of 16, Raja K.L. Goswami Street, Serampore, District – Hooghly, was initiated in January, 1986 with 3 (three) disabled students need to be trained under special guidance, as no such other facilities were available in wide range of the locality. The beginning had not been easy and there had been a significant amount of indifference, unconcern and reluctance faced by them.

2.2 Objectives of the Institution:

A. To bring any or every child who have emotional disturbances, behavioural

problems and the children with disabilities, under the purview of special

guidance brought into their knowledge.

B. To rehabilitate the disabled within the limitations of his/her ability.

C. To enable the disabled in attaining economic and social freedom through

sheltered workshop

2.3 The Activities of the Institution:

A. Regular special school for Mentally Retarded, adopting the guideline of

National Institute for Mentally Handicapped and Rehabilitation

Council of .

[23]

B. Regular Special School for Hearing Impaired, as per guideline of Ali

Yavar Jung National Institute for Hearing Impaired and Rehabilitation

Council of India.

C. Regular Special training programme for Autistic Children.

D. To arrange Psychological Assessment of all children who have emotional

disturbances, behaviour disorder etc.

E. Parent‟s counselling.

F. Parents‟ training programme.

G. To conduct Awareness Camp and Detection Camp in remote villages where

the term „Rehabilitation‟ is alien word.

H. To organize Integrated Science Exhibition and camp with general school

students.

2.3.1 General Curriculum:

i) Follow West board of Secondary Education for hearing impaired

and slow learners.

ii) Follow Primary Education Board for junior students.

iii) Follow F.A.C.P. for the Mentally Retarded students , autistic, cerebral

palsy, down syndrome and multiple disabled students.

[24] Time Tables for Hearing Impaired Students

Hearing Impaired students have been classified from Pre-School to Class – X according to their age and ability and Vocation Unit

PRE-SCHOOL :

DAYS 1.00 -1.30 1.30 – 2.00 2.00-2.30 2.30- 3.00 3.00 – 3.30 3.30 – 4.00

MONDAY Conversation News Reading Physical Training Tiffin Auditory Training

TUESDAY Do Do Counting Reading Do Dance

WEDNESDAY Do Auditory Training Drawing Writing Do Speech

THURSDAY Do Do Writing Mime Do Physical Training

FRIDAY Speech Speech Reading Counting Do Game

SATURDAY Conversation Reading Tiffin Auditory Training

FROM CLASS I TO X

DAYS 11.00 – 11:10 – 11:50 – 12:30- 1:00- 1.30 – 1.50 – 2.20 -3.00 11:10 11:50 12:30 1:00 1.30 1.50 2.20 MONDAY PRAYER Bengali Mathematics Life Science English Tiffin Geography Auditory /Hindi Training

TUESDAY Do Do Do History Do Do Do Dance

WEDNES DAY Do Do English Drawing Physical Do History Speech Science

THURSDAY Do Do Do Geography Do Do Mime Life Science

FRIDAY Do Do History Physical Tiffin Life Physical Speech Science Science Training

The students who are sent for vocational training, they are engaged in vocational units exclusively and used to train from 11.00 am – 3.30 pm, maintaining a Tiffin break from 1.30 pm – 1.50 pm.

[25] Time Tables for Mentally Retarded Students

Mentally retarded, autistic, cerebral palsy, down syndrome and multiple disabled students have been classified in five groups, i.e., Pre-Primary, Primary, Secondary, Pre-Vocation and Vocation and normally the age group is (3-6) yrs., (7-10) yrs., (11-14) yrs. and (15-18) yrs. and 18 + respectively.

The Organisation uses FACP to assess the five areas of those students, i.e., Personal, Social, Academic, Occupational and Recreational Area (Indoor and Outdoor).

Amongst the aforesaid five areas, they assess four areas, i.e., Personal, Social, Academic and Occupational Area maintaining the following format.

FUNCTIONAL ASSESSMENT CHECKLIST FOR PROGRAMMING (FACP)

Name : Date of Birth : Group : Age : First Year Second Year Third Year Sl. Entry I II III Entry I II III Entry I II III No. level Term Term Term level Term Term Term level Term Term Term 01. 02. 03. 04. 05. 06. 07. 08. 09. 10. 11. 12. 13. 14. 15. 16 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Code for scoring : (+) – yes, (-) – No, C – Occasional Cueing, NA – Not Applicable, NE – No Exposure, PP – Physical Prompting, VP – Verbal Prompting, GP – Gesture Prompting, M – Modelling.

[26] To assess the Recreational Area (Indoor and Outdoor) they use the format as follows :

FUNCTIONAL ASSESSMENT CHECKLIST FOR PROGRAMMING(FACP)

Name : Date of Birth : Group : Age : First Year Second Year Third Year Sl. Entry I II III Entry I Term II III Entry I II III No. level Term Term Term level Term Term level Term Term Term Indoor 01. 02. 03. 04. 05. 06. 07. 08. 09. 10. 11. 12. 13. 14. 15. 16 17. 18. 19. 20. Outdoor 01. 02. 03. 04. 05. 06. 07. 08. 09. 10. 11. 12. 13. 14. 15. 16 17. 18. 19. 20. Code for scoring : A – Participate actively with full enthuse. B – Participate when motivate externally, C – Participate but do not know the proper rules/do not co-operate, D – Look with full of energy and enthuse. E – No energy at all, NE – No Exposure.

[27]

2.3.2 Extra Curricular Activities & Celebration : i. Provide Art, Dance, Music, Mime, Craft, Yoga, and Swimming. Some photographs are given hereunder :

ii. Celebrate all the programmes under National Festivals like Children‟s Day, Rabindra Jayanti, Independence Day and Holi with their student- participants. Some photographs are given hereunder :

[28]

iii. They celebrate their Annual sports every year.

iv. They celebrate education tour every year.

[29]

2.3.3 Vocational Training : i. They have given much emphasis on vocational Training mainly screen printing of jute bag, big shoppers and other jute items of household utilities are being made. ii. MR students have started preparing „Mukhosh‟ which are in constant demand with younger children. Also Greeting Cards being printed by, drawn by our MR and HI students. iii. They are running a canteen in their premises with M.R. girl students under the supervision of the trainer. Initially fund was collected from parents for day-to-day expenditure. iv. They have initiated Sari polishing (Tant polish) unit for adult MR (boys) students.

2.4 The Achievements of the Institution : i. Their students are competent enough to participate and compete with general students in Athletic meet, Art competition, trekking and bring laurels. ii. A few students are attending general schools and doing very well and their teachers are happy. iii. Their ten students passed in Madhyamik Examination in 2nd division in last three consecutive years.

2.5 Present Status : i. Special School for disabled persons, with total no. of beneficiaries: 169 (MR–103, HI-66) and medium of teaching followed: Bengali & Hindi. ii. They are non-profitable Registered Organization, vide No. S/64846 of 1990-91. iii. They are exempted from Income Tax u/s 80G of Act, 1961. iv. They are eligible to accept foreign donations, under FCRA vide No.14690053.

[30]

v. They have obtained Certificate of Recognition of Non-Governmental Organization U/s 56(2) of the persons with disabilities (Equal opportu- nities, protection of Rights & Full Participation Act, 1995.)

2.6 Future Plan : i. To establish a sheltered workshop for adult mentally retarded students for rehabilitation and economic independence. ii. Vocational training-cum-residential unit will be initiated for MR & HH students. iii. To establish a workshop for competent disabled persons (MR and HI).

2.7 The Promise : With limited resources available to them, they have made arrangements for special training by trained teachers who dedicate themselves to the cause with sincerity and affection. The programme cannot be successfully accomplished without the full co- operation of the parents, and financial support from the authorities, as the Need of the DAY is much more.

Objectives :

a) To create and foster a spirit of understanding of disabled persons having emotional maladjustments, behavioural anomalies and other problems related to normal personality developments and bring them under special guidance through available specialised knowledge. b) To promote social rehabilitation and assist economic settlement for a respectable livelihood and achieve social freedom. c) To take an active interest in moral boosting effort and assists personality development through effective counselling and on-the- job training. d) To unite all available resources and make Shrirampur Child Guidance Centre a viable centre for self-development of disabled students. e) To promote a forum for research activities enabling establishment of good knowledge base for guidance and development of persons with disabilities.

[31]

2.8 Financial Control and Administration :

a) Donation/Grant Collection – The society collects donations and sponsorship from different source. It also receives donations in kinds. Besides this, the organization receives Grant-in-aid, 85% from Ministry of Social Justice and Empowerment, DD-II NGO Division, New Delhi and rest 15% to be spent by the organization from its own sources.

b) Utilisation – The accounts of the organization are maintained by an accountant under keen supervision of the Director and Treasurer of the society. At the end of the year, Balance Sheet including Receipts and Payments Accounts, Income and Expenditure Account, a list of Assets of the society and Utilisation Statements of grants from Ministry of Social Justice and Empowerment are prepared. The account is audited by the approved Audit Firm at Kolkata. This audited account is checked and inspected by the Sub-Divisional Relief Officer and other concerned Government departments as and when necessary.

c) Banking – The organization maintains three (3) S/B accounts, two(2) with SBI, Serampore Branch, Hooghly and one (1) with UBI, Roy M.C. Lahiri Street Branch, Serampore, Hooghly and these accounts are operated by Hony. President, Hony Secretary and Hony. Treasurer according to the Memorandum of the society. Either two of these three signatories can sign cheques. It is also registered under FCRA from 1991.

d) Monthly Meeting – The organization usually holds Governing Body Meeting every third Saturday of each month. At these meetings future plans and guidelines are determined and put up to the organization for its implementation. An Annual General Meeting is also held every year.

e) Laid Down Procedure – The accounts of the organization are prepared at the end of the year under the care of Treasurer. It keeps General Cash Book with Bank column, a Petty Cash Book, a General Ledger Book, Donation &

[32]

Sponsor Receipts Books and Registrar and Vouchers. The prepared Books of accounts are checked and approved through Governing Body meeting and finally sent for audit.

2.9 Some Constraints: a) Space ; b) More technically qualified persons are to be involved ; c) Ever increasing financial constraints with all round day-to-day development of the organisation ; d) Shortage of proper liaison people for spreading awareness amongst masses, on the universal problem of Disability.

2.10 The Beneficiaries :

Short List of beneficiaries for Hearing Impaired Section

Age Group Age Group Sl.No. Description > 18 Year <18 Year Total Male Female Male Female 1 Pre-School 19 03 22 2 Class – I 01 01 02 3 Class – II 03 03 06 4. Class – III 01 00 01 5. Class – IV 01 02 03 6. Class – V 06 02 08 7. Class – VI 02 02 04 8. Class – VII 02 03 05 9. Class – VIII 05 00 05 10. Class – IX 01 00 01 02 04 11. Class – X 00 01 01 01 03 12. Vocational Unit 01 01 02 13. Special 01 00 01 Total 66

[33]

Short List of beneficiaries for Mentally Retarded Section Pre-primary to Prevocational Unit

Age Group Age Group Sl. No. Description > 18 Year <18 Year Total Male Female Male Female 1 Mentally Challenged 19 10 00 00 29 2 Autistic 21 05 00 00 26 3 Multiple 04 01 00 00 05 4 Cerebral Palsy 05 02 00 00 07 5 Down Syndrome 08 07 00 00 15 Total 82

Vocational Unit

Age Group Age Group Sl.No. Description > 18 Year <18 Year Total Male Female Male Female 1 Mentally Challenged 10 03 13 2 Autistic 02 02 04 3 Down Syndrome 02 01 03 4 Slow learner 01 00 01 Total 21

Number of Mental Challenged student : 103 Number of Hearing Impaired student : 66 Total Number of students : 169

[34]

LIST OF BENEFICIARIES IN DETAIL Hearing Impaired Students

Address

Type and

Disability

Severity of

Sl. Sl. No Name of Beneficiaries Father‟s/Mother‟ s Name Date of Birth Gender Date of in entry Institution No. of completed yrs. withthe institution Remarks about outcome/ results 1 Aitijya Biswas Manas biswas 28.5.2002 M MR 51, 02.5.2010 1 month Pre- Station Road, School 75% Hooghly 2 Amit Shaw Omprakash Shaw 02.6.1996 M MR+H N.S. 02.5.2007 3 Pre- H 90% Mukherjee School Road, , Hooghly 3 Askaran Singh Bhupendra Singh 28.11.2001 M HH, 44/2/11, 02.5.2009 1 Pre- 80% Mukherjee School Para, Serampore, Hgly. 4 Avishek Bhagat Arabindo Bhagat M HH 51, Sitalatala 02.5.10 1 month Pre- Lane, school 80% Hisndmotor, Hooghly 5 Balla Prem B.K.Rao 31.8.2003 M HH, Sibtala Lane, 2.5.2007 3+ Do Kumar 100% Serampore, Hooghly 6 Beauti Dhenki Nabin Dhenki 20.10.2001 F HH, I.C.I. Quarter, 2.5.2009 1 Do 80% Vill+ P.O

.-, Hooghly 7 Gaurav Dey Madhab Dey 29.1.2005 M HH, Vill- Haripur, 29.8.2008 1+ Do 80% Pahalam-pur, , Hooghly 8 Gautam Dey Madhab Dey 29.1.2005 M HH, Vill- Haripur, Do Do Do 70% Pahalam-pur, Singur, Hooghly 9 Himanshu Malik Girish Malik 2.10.2005 M HH, Mollah Simla, 2.5.2008 2 Do 80% Diara, Hooghly 10 Monomay Manas Banerjee 31.12.2005 M Vill-Borai, 31.10.200 4 Month Do Banerjee Singur, 9 Hooghly 11 Monoj Chaudhuri Jaydeb Chaudhuri 27.6.2000 M HH, No.1 Colony, 12.7.2004 5+ Do 80% Sapuipara, Bally, Dt. - Howrah

[35]

12 Md. Sameer Md. Munna 22.4.2001 M HH, , 2.5.2005 5 Pre- 80% Chatuganj, School Sheoraphuli, Hooghly 13 Nabamita Bhunia Naren bhunia 19.7.2004 F HH, 2 no. 2.3.2010 Do 90% Ratanpur, Singur , Hooghly 14 Piali Bogi Balai Bogi 18.3.2002 F HH, Sheoraphuli, 2.5.2009 1 Do 80% Jagadhatri Para, Sheopaphuli, Hooghly 15 Rahul Shaw Janardan Shaw 2.9.2005 M HH 150/96, C.S. 2.5.2009 1 Do Mukher-jee Rd, P.O. Konnagar, , Hooghly 16 Rahul Shaw Rajesh Shaw 3.9.2004 M HH, S/45, 2.3.2010 Do 90% Quater, , Chandan- nagore, Hooghly 17 Ritwik Karmakar Ananda Karmakar 2.1.2005 M HH, 12, 2.5.2009 1 Do 85% Kpasdanga, Chinshrah, Hooghly 18 Rupam Das Amarnath Das 22.10.2003 M HH, 24, Akhrabati 2.5.2009 1 Do 80% Lane, Serampore, Hooghly 19 Sk. Aspak Ali Asmal Ali 3.1.2001 M HH, Vill&P.O.- 2.52009 1 Do 95% Kharsarai, P.S.-Chan- ditala, Hghly 20 Sk. Samadul Sk. Akbar 26.10.1999 M HH, Vill- 13.7.2004 5+ Do 80% Thankurhat, P.O. Bora, Dist-Hooghly 21 Pradip Das Monoranjan Das 16.7.1997 M HH Dharampur, 02.5.2010 1 month Do Adarsh Pally, 70% Chinchura, Hgly. 22 Tania Saha Tarak Saha 11.6.2001 F C.P. Sahapara, 2.5.2008 2 Do speech Morepukur, 100% Hooghly

23 Arindam Kundu Ashok Jundu 6.9.2003 M HH, Satghara, 22.2.2007 3 Class-I 91% Paschimpara, Rahyadharpur, Sermapore, Hooghly

[36]

24 Gulabsa Khatoon Md. Gulab 10.8.2004 F HH, Urdibazar, 7.11.2006 3+ Class-I 80% Khansama para, , Hooghly 25 Anikesh Shaw Biod Shaw 29.5.1999 M HH, A.G. Road, 2.5.2008 2 Class- 80% ChanmpDani, II Baidyabati, Bhadreswar, Hooghly 26 Biswajit Sarkar Dulal Sarkar 11.3.1997 M HH, Bhramar 4.4.2005 5 Do 80% Dighi, M.G. Colony, Mankundu, Hooghly 27 Jhilik Chatterjee Subrata Chatterjee 22.10.1996 F C.P. Dr. Sarat Das 13.12.200 9 Do Speech Street, 1 Konnagar, 100% Hooghly 28 Mousweta Malay 29.07.1992 F H.H. 375/C/1, B.B. 17.7.2006 3+ Do Bhattterjee Bhattacharjee Road, 95% Hondmotor, Hooghly 29 Rakesh Das Late Dilip Kr. Das 11.11.2000 M H.H. 10, Jodhan 01.12.200 6 Do Singh Road, 3 95% P.O. Rishra, Hooghly 30 Saheli Pal Tuhin Pal 23.4.2002 F M.R. 9, Dr. N.L. 11.5.2005 5 Do Bhattacha-rya 50% Lane, Seprampore Dt. Hooghly 31 Dhiraj Tiwari Ramchan Tiwari 09.1.2000 M HH Shantinagar(W 03.3.2005 5 Class- ), P.O. III 80% , Howrah 32 Aditi Nandi Ashim Nandi 17.7.2001 F H.H. Chakraborty 13.4.2009 8 Class- Para, IV 100% Serampore, Hooghly 33 Mainak Banerjee Debabrata 25.6.1996 M H.H. 21, Panpara 01.7.2009 8 Do Banerjee Bye Lane, Months 90% Bhadrakali, Hooghly 34 Solanki Dey Jaidev Dey 04.7.1998 F H.H. 57/24/A, S. P. 02.5.2008 2 Do M.R. Mukher--jee Sarani, 50% Serampore, Hooghly 35 Akash Shaw Dilip Kr. Shaw 05.10.1992 M H.H. 91/1, G.T. 21.3.2003 7 Class- Road, V 100% , Hooghly

[37]

36 Chintu Singh Jitendra Kr. Singh 14.11.1996 M H.H. 2, Govt. 09.2.2005 5 Class- 95% Colony, V Belting Bazar, Serampore, Hooghly 37 Debraj Mondal Dilip Mondal 09.10.1997 M H.H. Zaminder 27.2.2006 4 Do 80% Road, Sheoraphuly, Hooghly 38 Rajiv Saha Ujjal Saha 14.5.1996 M H.H.+S Sarkar Pally, 07.7.2005 4+ Do peech Baidyabati, 85% Hooghly 39 Ravi Das Dilip Kr. Das 03.9.1993 M HH 10, Jodhan 27.7.2002 7+ Do 100% Singh Road, P.O. Rishra, Hooghly 40 Ranjana Singh Sanjay Singh 16.6.1995 F HH Purba 01.12.200 6+ Do 80% Anandanagar, 3 Bally-Howrah 41 Soumyajit Dutta Swapan Kr. Dutta 21.5.1998 M HH 13A, S.C. 06.1.2004 6 Do 95% Mukherjee St., Konnagar, Hghly. 42 Srija Kar Debendra Nath 07.1.1999 F H.H. 3, B.R. Mitra 02.7.2004 5 Do Kar 95% Lane, Konnagar, Hooghly 43 Antara Chwdhury Ashim chawdhury 10.11.1997 F H.H. 38/2, 07.5.2003 7 Class- 95% Mallichpara, VI Serampore, Hooghly 44 Bivas Roy Biswanath roy 04.11.1995 M H.H. Janai 04.11999 11 Do Khannamiro, 95% Rakshakalitata k, Hgly 45 Rajesh Saha Tapan Saha 16.6.1992 M H.H. Bhandarhati, 21.2.2003 7 Do 100% , Hooghly 46 Swapna JoY Gopal 02.01.2005 F H.H Vill- 13.2.2001 9 Do Chakraborti Chakraborty Balodbandh, 100% Panisheola, Hooghly 47 Ankita Singh Amulyacharan 02.1.2005 F H.H. Ananda 02.7.2004 5+ Class- Singh 90% Nagar(E), VII Bally-Howrah 48 Deep Majumdar HariMahan 15.5.1994 M H.H Vill-Michel 02.7.2001 9+ Do Majumdar 100% Pally, Sheoraphuli, Hooghly 49 Mamta Prasad Kamalesh Prasad 23.9.1994 F H.H. K.G.R.S. Path, 09.1.2001 9 Do 80% Sonar- Pally, Bhadreswar, Hooghly

[38]

50 Sameer Das Karu Das 07.9.2003 M H.H. 90, J.N. Lahiri 09.8.2002 7 Class- 100% Road, VII Serampore, Hooghly 51 Soni Khatoon Md. Madan 19.1.1992 F H.H. 21, Gandhi 18.8.1999 10+ Do 80% Sadak P.O.- Rishra, Hoghly 52 Arshed Mallick Sarique Mallick 15.9.1993 M H.H. Bora, 15.9.1998 11+ Class- 100% Nimpukurdhar VIII Bora Bazar, Hooghly 53 Surajit Sandip 11.5.1994 M H.H. Nabagram, 09.5.1997 13 Do Chakraborti Chakraborti 100% Konnagar, Hooghly 54 Sutanu Das Debol Das 13.12.1992 M H.H. 2, Goalapara 10.5.2002 8 Do 50% Lane, Serampore, Hooghly 55 Swaraj Singh Baikuntha Singh 06.5.1994 M H.H. 185/671H.C. 03.8.2001 9+ Do 100% Banerjee Lane, Konnagar, Hooghly 56 Tanmoy Das Deepak Das 23.10.1994 M H.H. Damodar 03.11.200 9+ Do 80% Colony, Baro 0 Bahera, Hogly 57 Akansha Yadav Akshay Yadav 11.1.1995 M H.H. 7/1, R.B.C. 04.4.2000 10 Class- 100% Road Garifa IX , 24 Pgs(N) 58 Kiran Paramanik Kishore 08.8.1995 M H.H. Vill+P.O.- 02.7.2001 9+ Do Paramanik 50% , Konnagar, Hooghly 59 Sarmistha Das Lakshmi Kanta 08.7.1994 F H.H. Vill- 06.5.2000 10 Do Das 100% Govindapur, Hooghly 60 Subhajit Bagui C/o. Mangala Mal 08.11.1990 M H.H. Vill-Tisha, 02.2.1999 11 Do 100% P.O. Kharsarai, Hooghly 61 Indranil Tarun Mkherjee 09.8.1992 M H.H. 2, Rupchand 02.5.1995 15 Do Mukherjee 80% Champrashi Lane, Serampore, Hooghly 62 Sukla Chakraborti Joy Gopal 23.2.1988 F HH Vill- 09.12.199 13+ Class- Cshakraborti 100% Boladandh, 6 X Panisheola, Hooghly 63 Saumen Saha Bakash Ch Saha 20.11.1989 M HH RajRajeswari 13.7.1997 13+ Do 100% Apart. 16, G.C. Goswami St.Serampore, Hooghly

[39]

64 Mithun Barik Shakti Dhar Barik 17.11.1985 M HH 135/E, N.S. 03.3.1990 20 Voc. 100% Avenue, Unit Serampore, Hooghly 65 Sabita Pal Samar Pal 09.9.1981 F H.H. S.C.M. Road, 3.12.1990 19+ Voc. 90% Baidyabati, Unit Hooghly 66 Uditanshu Maitra Uday Sh. Maitra 04.10.1998 M HH 100, Upper 11.5.2005 5 Spl. 90% Haranathpur Group Road, Bhadrakali,

LIST OF BENEFICIARIES IN DETAIL

Mentally Challenged Students

Address

Type and

Disability

Severity of

Sl. Sl. No Name of Beneficiaries Father‟s/Mother‟ s Name Date of Birth Gender Date of in entry Institution No. of completed yrs. withthe institution Remarks about outcome/ results 1. Bishakha Dutta Biswanath Dutta 29.11.2003 F M.R. 21/C, Chandra 14.3.2009 1 Prep-A 50% Mohan Roy Lane, P.O. Seram--pore, Dist. Hooghly 2. Tanay Bhar Pranab Bhar 03.11.2003 M M.R. Anarbati, 02.03.201 Ne Prep-B 90% Autpur, 0 w Hooghly 3. Tiyasha Dey Rabindranath Dey 09.2.2004 F M.R. 62, Patuapara 09.01.201 2 Prep-B 50% Lane, 0 mon Shrirampur, ths Hooghly 4. Priya Majumder Soumen 05.12.1999 F M.R. 58/1, 02..2007 10 Primary-A Majumder 50% Majumder Math, , Barrack-pur, Dist.24Pgs(N). 5. Supriya Modak Susanta Modak 10.10.1999 M M.R. Milky 19.3.2007 3 Primary-A 65% Badamtala, P.O.-Belu Milky, Hooghly 6. Sovan Banerjee Susanta Banerjee 25.3.2001 M M.R. 1, 02.8.2008 1+ Primary-B 75% Bhattacharya Lane, Seram- pore, Hooghly

[40]

7. Amartya Dutta Adhir Kr. Dutta 02.7.2002 M M.R. 1, 14.7.2006 3+ Primary-C 75% Bhattacharya lane, Serampore, Hooghly 8. Rajesh Prasad Ramesh Prasad 21.2.2000 M M.R. 3/197, Mahesh 04.5.2009 10 Primary-C 75% Colony, mon Serampore, ths Hooghly 9. Anamitra Nandi Akhil Bandhu 03.4.1998 M M.R. 283/3, J.C. 19.5.2004 6 Secondary- Nandi 50% Khan Lake, A P.O. Mankundu, Dist. Hooghly 10 Arkajit Chatterjee Shibnath 28.7.1996 M M.R. 29, chatterjee 21.3.2003 7 Secondary- Chatterjee 75% Para, P.O. A Baidyabati, Dist. Hooghly 11 Soubhagya Saha Samir Kr. Saha 19.8.1995 M M.R. , 13.2.2006 4 Secondary- 70% Madhusudan-- A Pur, P.O. Singur, Hooghly 12 Ayan Dhenki Nabin Ch. Dhenki 20.11.1996 M M.R. Kh-IT ICI 30.4.2009 10 Secondary- 75% Quarter, P.O. mon B Konnagar, ths Hooghly 13 Nupur Bangal Paresh Nath 09.9.1997 F M.R. 11, Dr. Bagan 02.7.2002 7+ Secondary- Bangal Lane, P.O. B 75% Serampore, Dist. Hooghly 14 Suvayan Bose Avijit Bose 21.5.1998 M M.R. 32/36, Dr. 02.7.2004 5+ Secondary- 80% Bagan Lane, B P.O. Serampore, Dist. Hooghly 15 Suvajit Dutta Baidyanath dutta 16.3.1996 M M.R. 204/B/1, C.S. 30.4.2009 10 Secondary- 75% Mukher-jee St. mon B P.O. ths Konnagar, Dist. Hooghly 16 Animesh Bag Samir Bag 29.12.1998 M M.R. Baro Belu, 09.8.2008 1+ Secondary- Belu Milky, C 90% Serampore, Hooghly 17 Avijit Mondal Dadal Mondal 20.7.1998 M M.R. 4/A, P.K. Das 14.6.2006 3+ Secondary- 85% Lane, P.O. C Mahesh, Dist. -Hooghly 18 Batashi Sadhan Gopal 17.7.1995 F M.R. 89a/21, 22.10.200 8+ Secondary- Mukherjee Mukherjee 65% Bangur Oark, 1 C P.O. Rishra, Dist. Hoooghly

[41]

19 Himan Ghosh Himadri Ghsoh 25.11.1996 M M.R. Vill+PO. 17.7.1999 10+ Secondary- 70% , P.O. C , Hooghly 20 Niladri Sanyal Biswanath Sanyal 12.5.1996 M M.R. Vill+P.O. 02.12.200 7+ Secondary- 90% bhandarhati, 2 C P.O. , Dist. Hooghly 21 Shrabanti Ghosh Tapan Ghosh 18.7.1995 F M.R. Borai, Singur, 04.8.2008 1+ Secondary- 60% Hooghly C 22 Sharmila Panja Tarapada Panja 29.12.1995 F M.R. Kajipur, 09.7.2004 5+ Secondary 100 Baidyabati, Severe Hooghly

23 Ayanavo Arunavo 07.3.1993 M M.R. 38, A.S.C. 06.02.199 12+ Pre-Voc-I Mukherjee Mukherjee 100% Mukherjee 8 Street, Konnagar, Hooghy 24 Biswajit Roy Baidyanath Roy 22.10.1993 M M.R. C.S. 14.2.2001 9 Do 100% Mukherjee Street, Police quarter(Block B), Konnagar, Hooghly 25 Paromita Shyamal 16.4.1995 F M.R. 34/B/59, B.B. 04.7.2007 2+ Do Mukherjee Mukherjee 50% Ghosh Road, P.O. Serampore, Hooghly 26 Pratyasha Patra Arun Patra 23.1.1995 F M.R. 136, S.C. 08.11.200 4+ Do 75% Chatterjee 5 Street, P.O. Konnagar, Dist. Hooghly 27 Riya Karmakar Asim Karmakar 21.2.1994 F M.R. 16/B/5, 05.1.2002 8+ Do 60% Barabagan Lane, P.O. Serampore, Hooghly 28 Siddhartha Guha Saibal Guha 31.05.1994 F M.R. 11, Bajaj 05.1.2005 5+ Do 80% Mahal, Sadar Bazar, Barrackpur, 24 Pgs(N) Cerebral Palsy

29 Arpan Dasgupta Amitavo Dasgupta 08.9.1992 M M.R. 104/B/3, 17.6.2002 7+ Pre-Voc-II D.P.J.M 65% Sarani,Bhadra- kali, Hooghly 30 Bipasha Das Biswanath Das 06.6.2006 F 269/B(20/K), 02.3.2010 Ne Prep-B Ghosh Para, w Nabagram, Srmp, Hoghly

[42]

31 Indraroop Das Arup Kr. Das 12.8.2003 M C.P. Ganga 06.5.2006 3+ Prep-B 75% Apartment, 13, Chatra Bazar Road, Serampore, Hooghly 32 Suvajit Karmakar Anup Karmakar 21.4.2003 M C.P. Bilkuli, 04.5.2007 2+ Primary-B 90% Khalisani, Chandannagar, Hooghly 33 Subhayan Sudipta Banerjee 24.11.2001 M D.P. 93/B/A, Dey 20.7.2005 4+ Primary-C Banerjee 90% Street, Serampore, Hooghly 34 Srikanta Das Arun Kr. Das 17.11.2001 M C.P. 20, Das Para 12.10.200 3+ Primary-C 90% Lane, Rishra, 6 Hooghly 35 Mimi Jaisowara Kanailal Jaisowara 21.8.1992 M C.P. 32, Bhaduri 15.1.2001 9+ Pre-voc-I 80% Para Lane, Serampore, Hooghly 36 Swastik Banerjee Nirmal Baenerjee 31.5.1992 M C.P. 33, L.M. 31.10.200 9+ Pre-Voc-I 70% Bhattacharya 0 St, Janabhumi Apart, Serampore, Hooghly Down Syndrome

37 Riita Munsi Brajanath Munsi 07.9.2003 F 75% Vill+P.O. 02.5.2008 1+ Prep-A Janai, P.S. Chanditala, Hooghly 38 Barsha Hazra Sandip Hazra 30.7.1999 F 50% Vill+P.O. 09.11.200 4+ Primary-A Gopal Nagar, 5 P.S. Singur, Hooghly 39 Soumik Das Somnath Das 22.7.1999 M 85% 34, L.M. 19.4.2003 6+ Primary-A Bhattacharjee St., Serampore, Hgly. 40 Ipsita Santra Sanat Santra 12.9.1999 F 70% Vill- 09.11.200 4+ Primary-B Khagragachi(E 5 ), P.O.Bajemalia, Singur 41 Sabyasachi Mitra Priyabandhu Mitra 20.4.2001 M 50% 23A, Rai Para 01.3.2005 5 Primary-B Lane, Konnagar, Hooghly 42 Rohit Roy Arun Roy 04.10.2000 M 30/23, Tara 04.7.2009 8 Primary-B Pukur Lane, mon Serampore, ths Hgly

[43]

43 Romita Pal Debashis Pal 04.1.1999 F 75% Vill+P.O. 11.7.2009 8 Primary-B Puinan, P.S. mon Dadpur, Dist. ths Hooghly 44 Subham Sarkar Biswajit Sarkar 13.1.1997 M 60% 75/2, 01.3.2004 6 Secondary- Serampore A Colony, Serampore, Hooghly 45 Nikhilesh Rabin Chowdhury 0908.1995 M 75% 112/2, 02.1.2001 9 Secondary- Chowdhury Vivekananda B Sarani, P.O. Serampore Hooghly 46 Moumita Tapan Chowdhury 24.9.1998 F 65% 29D, Chatra 06.11.200 3+ Secondary- Chowdhury Chodhury Para 6 C Bi Lane, Chatra, Hooghly 47 Suvajit Ghosh Umesh Ghosh 14.12.1996 M 75% 6D, Chatra 04.5.2009 10 Secondary- Ghosh Para 1st mon c Lane, ths Serampore, Hooghly 48 Suvadip Das Subrata Das 02.11.1995 M 100% 29, Chowdhry 02.08.200 8+ Secondary Para Bi Lane, 1 Severe Chatra, Hooghly 49 Purnima Ghosh Sailen Ch Ghosh 08.3.1993 F 80% Nemai Tirtha 18.6.2004 5+ Pre-Voc-I Road, Baidyabati , Hooghly 50 Ranita Dutta Ratna Dutta 03.8.1993 F 100% 322, Railway 03.2.1999 11 Pre-Voc-I Park Morepukur, Rishra, Hooghly 51 Soumen Mondal Ramdulal Mondal 21.2.1994 M 90% 17B, Bhaduri 08.12.200 9+ Pre-Voc Para Lane, 0 P.O. Chatra, Serampore, Hooghly

Autistic

52 Atmadeep Kajal Banerjee 29.10.2004 M Choto Belu, 20.6.2009 8 Prep-A Banerjee Mhiswa-para, mon P.O. Belu ths Milky, Dist- Hooghly 53 Sanu Das Nabaranjan Das 11.9.2003 M 70% Khaser Bheri, 02.5.2008 1+ Prep-A P.O. Beraberi, Singur, Dist- Hooghly

[44]

54 Subhayu Barua Paushali Barua 12.11.2003 M 75% Panchloke 15.11.200 1+ Prep-A Barua Para, 8 Morepukur, Rishra, Hooghly 55 Madhurima Nath Biplab Nath 19.8.2003 F 75% 15, S.P. 03.2.2007 3+ Prep-B Mukherjee St. Konnagar, Dist. Hgly 56 Srijita Poddar Tapas Ch. Poddar 30.10.2004 F 90% 28/1, Lakshmi 02.3.2010 Ne Prep-B Pally, Rishra w Hooghly. 57 Arghya Saha Arun Kr. Saha 04.12.2000 M 16/1 30.4.2009 11 Primary-A Barabagan mon Lane, ths Serampore, Hooghly 58 Atrija Halder Amitavo Halder 29.7.2002 F 50% 10/2, B.P. Dey 04.4.2006 4 Primary-A Street, Serampore, Hooghly 59 Satyaki Suvamoy 23.9.1999 M 75% P-6, Shama 04.4.2006 3+ Primary-A Bhattacharya Bhattacharya Prasad Road, Nabagram Hooghly 60 Sayan Podder Subhas Podder 26.8.2001 M 50% 9/6/A, Sarat 02.5.2008 10 Primary-A Sarani, mon Sahapara, ths Rishra, Hooghly 61 Abhiroop Roy Arup Roy 21.5.1999 M 75% A/1/3, 07.5.2005 4+ Primary-B Housing Estate P.O. Konnagar, Hgly 62 Ritika Sen Ranajit Sen 12.9.2002 F 50% 8, Bijoy 05.1.2008 2+ Primary-B Nagar, Naihati, 24 Pgs(N) 63 Arpan Chatterjee Pinaki Chatterjee 06.4.2002 M 75% 2/A, 02.5.2006 3+ Primary-C Vivekananda Road, Barrackpur, 24 Pgs (N) 64 Debayan Banerjee Debasis Banerjee 23.5.2001 M 50% Vill+P.O. 03.11.200 3+ Primary-C Borai, Singur, 6 Hooghly 65 Suman Biswas Saroj Biswas 09.10.2001 M 90% 9, Dakshinpara 08.7.2006 3+ Primary-C 3rd Lane, Morepukur, Hooghly 66 Suva Dutta Amaranth Dutta 09.1.2002 M 75% Vill. 10.11.200 3+ Primary-C Th- , 6 Hooghly

[45]

67 GourabDasgupta Partha Dasgupta 01.11.1998 M 75% 60, Thakurdas 05.1.2008 2+ Secondary- BabuLane, B Serampore, Dist. Hooghly 68 Bebasmita Roy Prasanta Roy 19.1.1996 F 50% 120, K.C.M. 04.11.200 1+ Secondary- Sarani, P.O. 8 B Bhadrakali, Hgly 69 Krishnakant Ganga Toppo 14.08.1998 M 50% 232/2, G.T. 02.7.2003 6+ Secondary- Toppo Road, B Belurmath, Howrah 70 Rajdip Ghosh Subhas Ch. Ghosh 13.6.1998 M 53 216/18 Gol 09.8.2002 7+ Secondary- Mohar B Avenue, Howrah 71 Raktim Chatterjee Bhaskar Chatterjee 19.9.1996 M 80% 61/R/1, G.T. 28.2.2000 10 Secondary- Road, B Serampore, Hooghly 72 Suvam Madan Mohan 03.10.1998 N 60% 32/D, Dr. 05.1.2005 5+ Secondary- Bhattacharya Bhattacharya Bagan Lane, B P.O. Seramore, Hooghly 73 Swarnendu Laha Susanta Laha 27.8.1998 M 70% 19/1, 21.6.2001 8+ Secondary- Saradamata B Lane, P.O. Rishra, Hooghly 74 Sayan Sarkar Goutam Sarkar 30.3.1999 M 75% Amulya Kanan 4+ Secondary- Govt. Housing C , Serampore, Hooghly 75 Souvik Somesh 31.07.19982 M 50% 21, 5 + Secondary- Bhattacharya Bhattacharya 1, Vivekananda C Rd, Nabagram, Hooghly 76 Somnath Pal Tapan Pal 08.8.1997 M 90% 659, G.T. 8+ Secondary- Road, C Serampore, Hooghly 77 Tanmoy Sarkar Tapan Sarkar 09.8.1995 M 90% 11/B/2, 5 Secondary- Rammohan C Sarani, Baidyabati, Hooghly Multiple 78 Manish Sharma Ram Janam 25.6.1997 M 80% 97/y/3, 17.1.2005 5+ Secondary- Sharma Prabash Nagar, B Serampore, Hooghly 79 Pranoy Bhar Pranab Bhar 03.11.1996 M 90% Anarbati, 24.6.2008 4+ Secondary Autpur, -B Hooghly

[46]

80 Priyanka Das Shishir Das 17.5.1995 F 80% Borai, P.O. 03.11.200 1+ Secondary Singur, Dist. 8 Severe Hooghly 81 Shirshendu Mita Chatterjee 18.11.1995 M 70% 115G, Criper 02.1.2007 3+ Secondary Chatterjee Road, P.O. Severe Konnagar, Dist. -Hooghly 82 Abon Debashis 10.4.1994 M 90% 101, Ganga 04.5.2005 4+ Pre-Voc-II Chakraborty Chakraborty Villa, Raighat Lane, Serampore, Hooghly Vocational Unit

83 Achintry Anil Bhattacharya 08.10.1977 M M.R. 9,Nilmoni 03.07.199 17+ Voc-A Bhattachaya 65% ghosh Lane, 2 Mahesh, Hooghly 84 Barun Pal Lal Mohan Pal 28.7.1989 M M.R. 54/B, 02.07.199 16+ Do 100 Shastitala 3 Street, Rishra, Hooghly 85 Bijay Agarwal Shyam S. Agarwal 30.11.184 M M.R. 9, R.B. Sarani, 26.4.1999 10 Do 50% Serampore, Dist. Hooghly 86 Pradip Ghoshal Kanailal Ghoshal 16.12.1968 M M.R. Vill+P.O.- 05.12.199 16+ Do 60% , Haripal, 0 Dist. Hooghly 87 Ratna Thakur Bhava Ranjan 03.3.1973 F M.R. 84/J/1, Khatir 02.9.1993 16+ Do Thakur 100% Bazar, P.O. Rishra, Hooghly 88 Sonali Manna Kashinath Manna 13.01.1983 F M.R. 25, 02.7.1999 10+ Do 60% Station Rd, Dankuni, Hgly 89 Manas Das Nemai Das 21.02.1989 M M.R. Vill+P.O. 12.5.2003 6+ Do 40% Diarah, Singur, Hooghly 90 Debyendu Dey Utpalendu Dey 15.3.1985 M M.R. 101, Ganga 04.5.2005 4+ Pre-Voc-II . 75% Villa, Raighat Lane, Seramp, Hooghly 91 Pinaki Saha Prananath Saha 19.2.1980 M M.R. 67/14, G.T. 18.6.2001 9+ Do 75% Road(W), P.O.Mallickpa ra, Serampore, Hooghly 92 Satabarto Ghorai Ratikanta Ghorai 21.9.1993 M M.R. 88B, G.T. Rd., 02.03.201 Ne Do 80% Bhadrakali, 0 w Hooghly 93 Somnath Addhya Manaranjan 07.08.1987 M M.R. Vill-Haripal, 22.11.199 10+ Do Addhya 60% P.O.Paha 9 -lampur, Dist. Hgly

[47]

94 Sourav Singha Lal Mohan Singha 07.08.1987 M M..R. Vill-Haripal, 22.11.199 10+ Voc-B 60% PO. - 9 Pahalampur, Hooghly 95 Ranu Mukherjee Dhira Mukherjee 12.03.1969 F M.R. 15/3, Raja 09.03.200 9 Vocational 100% K.L. Goswami 1 Severe St, Serampore, Hooghly 96 Tapas Roy Pramima Roy 07.09.1994 M S. 39, B.B. 31.801998 11= Voc-A Barman Barman Learner Street, 50% Hindmotor, Hooghly 97 Kiriti Sh. Das Kiran Sh. Das 14.05.1976 M D. 120, N.S. 06.7.1992 12+ Voc-A Syndrm Avenue, 50% Serampore, Hooghly 98 Siddhartha Mitra Asit Mitra 31.04.1980 M D. 120, N.S. 08.07.199 12+ Voc-A Syndrm Avenue 7 99 Sushmita Ghosh Subhas Ghosh 21.11.1984 F D. Sadhak 15.7.1995 14+ Voc-B Syndrm Ramprasad 100% Ln., Konnagar, Hgly 100 Triparna Mitra Subir Mitra 08.6.1980 F Autistic 1/4/F, N.L. 29.02.198 22+ Voc-B 60% Goswami St, 8 P.O. Serampore, Dist. Hooghly 101 Ayanangshu Dilip Mukherjee 08.12.1984 M Autistic 23, Chatterjee 26.7.1993 16+ Vocational Mukherjee 100% Para Ln, P.O. Severe Sheoraphuli, Dist. Hooghly 102 Enakshi Sen Esha Sen 14.03.1987 F Autistic 27, Railand 26.07.199 Vocational 100% Road, Rishra, 3 Severe Hooghly 103 Suman Das Prakash Das 06.7.1988 M Autistic 19, K.L. 17.4.1994 15+ Vocational 100% Goswami St. Severe P.O. Serampore, Hooghly

[48] 3.1 Discussion and Conclusion : 3.1.1 Beneficiaries and Awareness Generation The organisation started their work in January, 1986 with only 3 (three) special children. At present this organisation is on the way to complete its 25th anniversary along with 169 (One hundred sixty nine) special children. So it can be said that the organisation has generated a lot of awareness around its surroundings. Although there are two special schools within six kilometres of it, who are running with mentally retarded students, but in spite of that the parents always try it first. Here is a bar diagram showing the enhancement of special students since its inception :

180 160 140 120 100 80

60 40 20 0 ‟86 ‟87 ‟88 ‟89 ‟90 ‟91 ‟92 ‟93 ‟94 ‟95 ‟96 ‟97 ‟98 ‟99 ‟00 ‟01 ‟02 ‟03 ‟04 ‟05 ‟06 ‟07 ‟08 ‟09 ‟10

Fig : Bar diagram showing the rate of year wise beneficiaries ( Horizontal axis denotes the No. of students and vertical axis denotes the years)

Apart form this, total 18 (eighteen) number of students have passed Madhyamik Examination through Open School and through Regular School in the past years. In the year 2009-2010 also one of the hearing impaired student appeared for Madhyamik from this organisation through Regular School and has succeeded and now is reading in Class – XI in Regular School. Those who have passed already in past years, most of them are involved in so many small scale industries as they were trained previously in vocational workshop of this centre by benevolent trainers. To get this opportunity & continue in their jobs, they used to

[49] get a lot of co-operation from this organisation. Some of them, both male and female are also got married and leading their family as responsible father or mother and still this organisation get in touch with their previous students and the students and their parents also vice versa.

3.1.2 Teachers, Trainers and Non-Teaching Staff

The organisation was started with only 2 (two) trained teachers who dedicated their most part of their life in this centre. Gradually awareness generated and as a result the students and besides that the trainers, teaching and non-teaching staff also increased. At present there are 28 (twenty eight) staff including teaching & non-teaching staff as well as sweepers, attendants etc. and trainers. All of them have a lot of patience and empathetic towards those special children and giving dynamic effort for the rehabilitation of them. The teachers and trainers used to arrange weekly meeting with the parents of the children and they exchange, share and interact with one another to make the solution of their special children. They also maintain individual record of each child and also maintain the records of their day to day activities.

3.1.3 Fund Collection and Financial Management

In first 14 (fourteen) years the organisation was only depended upon the donation of the parents and some well wishers and faced so many obstacles. On the completion of its 15th year, i.e., in the year 1999 the Ministry of Social Justice and Empowerment sanctioned their first grant-in-aid towards this organisation and on and from 1999 the organisation is getting the said grant-in-aid on Dindayal Project from the Ministry. The honorarium of the staff are very low graded and also very irregular. So the organisation is trying to manage the crisis through their various vocational activities. The manufactured jute bags and other craft items they used to sell in different shops. They also supply cooked food from their canteen not only to the students, their parents and staff but also in some offices and schools surrounding of them. The organisation also started a Tant Polish Unit where they used to polish the sarees and all the above mentioned works done by the special children under the supervision of trainers. But still the centre is facing financial strain in spite of their heart and soul efforts and they always trying to recover this burning problem with their challenging and innovative thinking.

[50]

References

Andrews, Elaine, J. Heimlich, R. Ponzio, K. Warren. (1995) Educating Young People About Water, A guide to program planning and evaluation. ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Ayres, J., R. Cole, C. Hein, S. Huntington, W. Koeberdahl, W. Leonard, D. Zetocha. 1990. Take Charge, Economic Development in Small Communities. USDA North Central Regional Center for Rural Development, Iowa State University, Ames, Iowa.

A demonstration project of the President‟s Council on Sustainable Development. National Research Council. 1996. Colleges of Agriculture at the Land Grant Universities. National Academy Press, Washington, DC.

Beckenstein, Alan R., F. J. Long, M. B. Arnold, and T. N. Gladwin (1996) Stakeholder Negotiations: Exercises in Sustainable Development. Richard D. Irwin, a Times Mirror Higher Education Group, Inc. company.

CHAVUTA, A. (2002) Coping Strategies for Parents of Children with Disabilities in Three Districts in Uganda. Unpublished MSc dissertation. University College London.

Flora, C. 1997. “Innovations in Community Development.” Rural Development News, Vol. 21, No. 3. USDA North Central Regional Center for Rural Development, Iowa State University, Ames, Iowa.

HARTLEY, S. OJWANG,V.P., BAGAWEMU,A., DDAMIJLIRA, M. CHAVUTA, A. (2005) How do Carers of Disabled Children Cope? The Uganda Perspective. Child: Care, Health and Development. 31 (2): 167-180.

Harker, Donald and E. Natter.1995. Where We Live – A Citizen’s Guide to Conducting a Community Environmental Inventory. Island Press.

KRISTENSEN, K. (1996) "EARS/Special Education in the Light of Inclusive Education. " UNISE Bulletin No. 11.

KRISTENSEN. K (1997) School for All: A Challenge to Special Needs Education in Uganda. African Journal of Special Education, 3,1,25-27. [51]

Murthy, S.P. & Gopalan, Lyn (1992): Work Book on Community Based Rehabilitation Services, Bangalore: Karnataka Welfare Association for the Blind, P.135

Mani, M.N.G. (1991): Ingredients of IED, Yedakad: ovis Publishers,P.79

MILLWARD, H., OJWANG, V.P., CARTER, J.A., HARTLEY, S. (2005) International Guidelines and the Inclusion of Disabled people: The Ugandan Story. Disability and Society. Vol. 20 No. 2.

Maser, C. 1997. Sustainable Community Development - Principles and Concepts. St. Lucie Press, Delray Beach, Florida.

McDowell, S. 1997. Green Communities Assistance Kit. Available through U.S. EPA Region 3 on the Internet at . National Forum on Partnerships Supporting Education about the Environment. 1996. Education for Sustainability: An Agenda for Action, Chapter 4 - “Opportunities for Partnership: Nonformal Education,” Policy Recommendation 6 - Nonformal Education.

PETERS, S.J. (2003) Inclusive Education: Achieving Education for All by Including those with Disabilities and Special Needs. Prepared for the World Bank Disability Group.

STUBBS, S. (2002) Inclusive Education: Where there are Few Resources. The Atlas Alliance, Oslo.

The President‟s Council on Sustainable Development. 1996. Sustainable America, A New Consensus for Prosperity, Opportunity, and a Healthy Environment for the Future.

The President‟s Council on Sustainable Development. 1997. From Classroom to Community and Beyond: Educating for a Sustainable Future. Report of the Public Linkage, Dialogue, and Education Task Force.

UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education. World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7-10 June; UNESCO And Ministry of Education and Science, Spain.

USDA CSREES. 1994. Shaping the Future, A Strategic Plan for Natural Resources and Environmental Management Education. Secretary of Agriculture, US Department of Agriculture. [52]

USDA CSREES. 1998. “About CSREES.” US EPA. 1997. Community-Based Environmental Protection: A Resource Book for Protecting Ecosystems and Communities. EPA 230-B-96-003.

US EPA Region 10 Office of Ecosystems and Communities, Elbert Moore, Director. 1997. Community Based Environmental Protection Strategies. EPA 910-R-97-003.

US EPA Office of Wetlands and Watersheds. 1997. “Surf Your Watershed” web

Wadhwa (Dr.), Sanjay; and Athani (Dr.), B. D. (1989): Draft Action Programme for Inclusion of CBR in Health Care Delivery System for States in India, Delhi, (assistance of) World Health Organization, P. 104 page. Available on the Internet at www.epa.gov United States General Accounting Office. 1995. Agriculture and the Environment, Information on Characteristics of Selected Watershed Projects. A report to the Committee on Agriculture, Nutrition, and Forestry, US Senate.

Walzer, et al. 1995. Community Visioning/Strategic Planning Programs: State of the Art. USDA North Central Regional Center for Rural Development, Iowa State University, Ames, Iowa.

Wolff, T. and G. Kaye, eds. 1995. From the Ground Up – A Workbook on Coalition Building and Community Development. AHEC/Community Partners, Amherst, Mass.