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, Serampore,

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 India.

[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 Bengal board of Secondary Education for hearing impaired

and slow learners.

ii) Follow West Bengal 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

11:10 –

11:50

11:50 –

12:30

12:30-

1:00

1:00-

1.30

1.30 –

1.50

1.50 –

2.20

2.20 -3.00

MONDAY PRAYER Bengali

/Hindi

Mathematics Life Science English Tiffin Geography Auditory

Training

TUESDAY Do Do Do History Do Do Do Dance

WEDNES DAY

Do Do English Drawing Physical

Science

Do History

Speech

THURSDAY Do Do Do Geography Do Do Mime

Life Science

FRIDAY Do Do History Physical

Science

Tiffin Life

Science

Physical

Training

Speech

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.

No.

Entry

level

I

Term

II

Term

III

Term

Entry

level

I

Term

II

Term

III

Term

Entry

level

I

Term

II

Term

III

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.

No.

Entry

level

I

Term

II

Term

III

Term

Entry

level

I Term II

Term

III

Term

Entry

level

I

Term

II

Term

III

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

Sl.No.

Description

Age Group

> 18 Year

Age Group

<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

Sl. No.

Description

Age Group

> 18 Year

Age Group

<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

Sl.No.

Description

Age Group

> 18 Year

Age Group

<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

Sl.

No

Na

me

of

Ben

efic

iari

es

Fa

ther

‟s/M

oth

er‟

s

Na

me

Da

te o

f

Bir

th

Gen

der

Ty

pe

an

d

Sev

erit

y o

f

Dis

ab

ilit

y

Ad

dre

ss

Da

te o

f en

try

in

Inst

itu

tio

n

No

. o

f co

mp

lete

d

yrs

. w

ith

th

e

inst

itu

tio

n

Rem

ark

s

ab

ou

t o

utc

om

e/

resu

lts

1 Aitijya Biswas Manas biswas 28.5.2002 M MR

75%

51, Mankundu

Station Road,

Hooghly

02.5.2010 1 month Pre-

School

2 Amit Shaw Omprakash Shaw 02.6.1996 M MR+H

H 90%

N.S.

Mukherjee

Road, Rishra,

Hooghly

02.5.2007 3 Pre-

School

3 Askaran Singh Bhupendra Singh 28.11.2001 M HH,

80%

44/2/11,

Mukherjee

Para,

Serampore,

Hgly.

02.5.2009 1 Pre-

School

4 Avishek Bhagat Arabindo Bhagat

M HH

80%

51, Sitalatala

Lane,

Hisndmotor,

Hooghly

02.5.10 1 month Pre-

school

5 Balla Prem

Kumar

B.K.Rao 31.8.2003 M HH,

100%

Sibtala Lane,

Serampore,

Hooghly

2.5.2007 3+ Do

6 Beauti Dhenki Nabin Dhenki 20.10.2001 F HH,

80%

I.C.I. Quarter,

Vill+ P.O

.-Konnagar,

Hooghly

2.5.2009 1 Do

7 Gaurav Dey Madhab Dey 29.1.2005 M HH,

80%

Vill- Haripur,

Pahalam-pur,

Singur,

Hooghly

29.8.2008 1+ Do

8 Gautam Dey Madhab Dey 29.1.2005 M HH,

70%

Vill- Haripur,

Pahalam-pur,

Singur,

Hooghly

Do Do Do

9 Himanshu Malik Girish Malik 2.10.2005 M HH,

80%

Mollah Simla,

Diara,

Hooghly

2.5.2008 2 Do

10 Monomay

Banerjee

Manas Banerjee 31.12.2005 M Vill-Borai,

Singur,

Hooghly

31.10.200

9

4 Month Do

11 Monoj Chaudhuri Jaydeb Chaudhuri 27.6.2000 M HH,

80%

No.1 Colony,

Sapuipara,

Bally, Dt. -

Howrah

12.7.2004 5+ Do

[35]

12 Md. Sameer Md. Munna 22.4.2001 M HH,

80%

Sheoraphuli,

Chatuganj,

Sheoraphuli,

Hooghly

2.5.2005 5 Pre-

School

13 Nabamita Bhunia Naren bhunia 19.7.2004 F HH,

90%

2 no.

Ratanpur,

Singur ,

Hooghly

2.3.2010 Do

14 Piali Bogi Balai Bogi 18.3.2002 F HH,

80%

Sheoraphuli,

Jagadhatri

Para,

Sheopaphuli,

Hooghly

2.5.2009 1 Do

15 Rahul Shaw Janardan Shaw 2.9.2005 M HH 150/96, C.S.

Mukher-jee

Rd, P.O.

Konnagar,

Uttarpara,

Hooghly

2.5.2009 1 Do

16 Rahul Shaw Rajesh Shaw 3.9.2004 M HH,

90%

S/45, Gourhati

Quater,

Baidyabati,

Chandan-

nagore,

Hooghly

2.3.2010 Do

17 Ritwik Karmakar Ananda Karmakar 2.1.2005 M HH,

85%

12,

Kpasdanga,

Chinshrah,

Hooghly

2.5.2009 1 Do

18 Rupam Das Amarnath Das 22.10.2003 M HH,

80%

24, Akhrabati

Lane,

Serampore,

Hooghly

2.5.2009 1 Do

19 Sk. Aspak Ali Asmal Ali 3.1.2001 M HH,

95%

Vill&P.O.-

Kharsarai,

P.S.-Chan-

ditala, Hghly

2.52009 1 Do

20 Sk. Samadul Sk. Akbar 26.10.1999 M HH,

80%

Vill-

Thankurhat,

P.O. Bora,

Dist-Hooghly

13.7.2004 5+ Do

21 Pradip Das Monoranjan Das 16.7.1997 M HH

70%

Dharampur,

Adarsh Pally,

Chinchura,

Hgly.

02.5.2010 1 month Do

22 Tania Saha Tarak Saha 11.6.2001 F C.P.

speech

100%

Sahapara,

Morepukur,

Hooghly

2.5.2008 2 Do

23 Arindam Kundu Ashok Jundu 6.9.2003 M HH,

91%

Satghara,

Paschimpara,

Rahyadharpur,

Sermapore,

Hooghly

22.2.2007 3 Class-I

[36]

24 Gulabsa Khatoon Md. Gulab 10.8.2004 F HH,

80%

Urdibazar,

Khansama

para,

Chandannagar,

Hooghly

7.11.2006 3+ Class-I

25 Anikesh Shaw Biod Shaw 29.5.1999 M HH,

80%

A.G. Road,

ChanmpDani,

Baidyabati,

Bhadreswar,

Hooghly

2.5.2008 2 Class-

II

26 Biswajit Sarkar Dulal Sarkar 11.3.1997 M HH,

80%

Bhramar

Dighi, M.G.

Colony,

Mankundu,

Hooghly

4.4.2005 5 Do

27 Jhilik Chatterjee Subrata Chatterjee 22.10.1996 F C.P.

Speech

100%

Dr. Sarat Das

Street,

Konnagar,

Hooghly

13.12.200

1

9 Do

28 Mousweta

Bhattterjee

Malay

Bhattacharjee

29.07.1992 F H.H.

95%

375/C/1, B.B.

Road,

Hondmotor,

Hooghly

17.7.2006 3+ Do

29 Rakesh Das Late Dilip Kr. Das 11.11.2000 M H.H.

95%

10, Jodhan

Singh Road,

P.O. Rishra,

Hooghly

01.12.200

3

6 Do

30 Saheli Pal Tuhin Pal 23.4.2002 F M.R.

50%

9, Dr. N.L.

Bhattacha-rya

Lane,

Seprampore

Dt. Hooghly

11.5.2005 5 Do

31 Dhiraj Tiwari Ramchan Tiwari 09.1.2000 M HH

80%

Shantinagar(W

), P.O.

Anandanagar,

Howrah

03.3.2005 5 Class-

III

32 Aditi Nandi Ashim Nandi 17.7.2001 F H.H.

100%

Chakraborty

Para,

Serampore,

Hooghly

13.4.2009 8 Class-

IV

33 Mainak Banerjee Debabrata

Banerjee

25.6.1996 M H.H.

90%

21, Panpara

Bye Lane,

Bhadrakali,

Hooghly

01.7.2009 8

Months

Do

34 Solanki Dey Jaidev Dey 04.7.1998 F H.H.

M.R.

50%

57/24/A, S. P.

Mukher--jee

Sarani,

Serampore,

Hooghly

02.5.2008 2 Do

35 Akash Shaw Dilip Kr. Shaw 05.10.1992 M H.H.

100%

91/1, G.T.

Road,

Champdani,

Hooghly

21.3.2003 7 Class-

V

[37]

36 Chintu Singh Jitendra Kr. Singh 14.11.1996 M H.H.

95%

2, Govt.

Colony,

Belting Bazar,

Serampore,

Hooghly

09.2.2005 5 Class-

V

37 Debraj Mondal Dilip Mondal 09.10.1997 M H.H.

80%

Zaminder

Road,

Sheoraphuly,

Hooghly

27.2.2006 4 Do

38 Rajiv Saha Ujjal Saha 14.5.1996 M

H.H.+S

peech

85%

Sarkar Pally,

Baidyabati,

Hooghly

07.7.2005 4+ Do

39 Ravi Das Dilip Kr. Das 03.9.1993 M HH

100%

10, Jodhan

Singh Road,

P.O. Rishra,

Hooghly

27.7.2002 7+ Do

40 Ranjana Singh Sanjay Singh 16.6.1995 F HH

80%

Purba

Anandanagar,

Bally-Howrah

01.12.200

3

6+ Do

41 Soumyajit Dutta Swapan Kr. Dutta 21.5.1998 M HH

95%

13A, S.C.

Mukherjee St.,

Konnagar,

Hghly.

06.1.2004 6 Do

42 Srija Kar Debendra Nath

Kar

07.1.1999 F H.H.

95%

3, B.R. Mitra

Lane,

Konnagar,

Hooghly

02.7.2004 5 Do

43 Antara Chwdhury Ashim chawdhury 10.11.1997 F H.H.

95%

38/2,

Mallichpara,

Serampore,

Hooghly

07.5.2003 7 Class-

VI

44 Bivas Roy Biswanath roy 04.11.1995 M H.H.

95%

Janai

Khannamiro,

Rakshakalitata

k, Hgly

04.11999 11 Do

45 Rajesh Saha Tapan Saha 16.6.1992 M H.H.

100%

Bhandarhati,

Dhaniakhali,

Hooghly

21.2.2003 7 Do

46 Swapna

Chakraborti

JoY Gopal

Chakraborty

02.01.2005 F H.H

100%

Vill-

Balodbandh,

Panisheola,

Hooghly

13.2.2001 9 Do

47 Ankita Singh Amulyacharan

Singh

02.1.2005 F H.H.

90%

Ananda

Nagar(E),

Bally-Howrah

02.7.2004 5+ Class-

VII

48 Deep Majumdar HariMahan

Majumdar

15.5.1994 M H.H

100%

Vill-Michel

Pally,

Sheoraphuli,

Hooghly

02.7.2001 9+ Do

49 Mamta Prasad Kamalesh Prasad 23.9.1994 F H.H.

80%

K.G.R.S. Path,

Sonar-

Pally,

Bhadreswar,

Hooghly

09.1.2001 9 Do

[38]

50 Sameer Das Karu Das 07.9.2003 M H.H.

100%

90, J.N. Lahiri

Road,

Serampore,

Hooghly

09.8.2002 7 Class-

VII

51 Soni Khatoon Md. Madan 19.1.1992 F H.H.

80%

21, Gandhi

Sadak P.O.-

Rishra, Hoghly

18.8.1999 10+ Do

52 Arshed Mallick Sarique Mallick 15.9.1993 M H.H.

100%

Bora,

Nimpukurdhar

Bora Bazar,

Hooghly

15.9.1998 11+ Class-

VIII

53 Surajit

Chakraborti

Sandip

Chakraborti

11.5.1994 M H.H.

100%

Nabagram,

Konnagar,

Hooghly

09.5.1997 13 Do

54 Sutanu Das Debol Das 13.12.1992 M H.H.

50%

2, Goalapara

Lane,

Serampore,

Hooghly

10.5.2002 8 Do

55 Swaraj Singh Baikuntha Singh 06.5.1994 M H.H.

100%

185/671H.C.

Banerjee Lane,

Konnagar,

Hooghly

03.8.2001 9+ Do

56 Tanmoy Das Deepak Das 23.10.1994 M H.H.

80%

Damodar

Colony, Baro

Bahera, Hogly

03.11.200

0

9+ Do

57 Akansha Yadav Akshay Yadav 11.1.1995 M H.H.

100%

7/1, R.B.C.

Road Garifa

Municipality,

24 Pgs(N)

04.4.2000 10 Class-

IX

58 Kiran Paramanik Kishore

Paramanik

08.8.1995 M H.H.

50%

Vill+P.O.-

Kanaipur,

Konnagar,

Hooghly

02.7.2001 9+ Do

59 Sarmistha Das Lakshmi Kanta

Das

08.7.1994 F H.H.

100%

Vill-

Govindapur,

Hooghly

06.5.2000 10 Do

60 Subhajit Bagui C/o. Mangala Mal 08.11.1990 M H.H.

100%

Vill-Tisha,

P.O.

Kharsarai,

Hooghly

02.2.1999 11 Do

61 Indranil

Mukherjee

Tarun Mkherjee 09.8.1992 M H.H.

80%

2, Rupchand

Champrashi

Lane,

Serampore,

Hooghly

02.5.1995 15 Do

62 Sukla Chakraborti Joy Gopal

Cshakraborti

23.2.1988 F HH

100%

Vill-

Boladandh,

Panisheola,

Hooghly

09.12.199

6

13+ Class-

X

63 Saumen Saha Bakash Ch Saha 20.11.1989 M HH

100%

RajRajeswari

Apart. 16,

G.C. Goswami

St.Serampore,

Hooghly

13.7.1997 13+ Do

[39]

64 Mithun Barik Shakti Dhar Barik 17.11.1985 M HH

100%

135/E, N.S.

Avenue,

Serampore,

Hooghly

03.3.1990 20 Voc.

Unit

65 Sabita Pal Samar Pal 09.9.1981 F H.H.

90%

S.C.M. Road,

Baidyabati,

Hooghly

3.12.1990 19+ Voc.

Unit

66 Uditanshu Maitra Uday Sh. Maitra 04.10.1998 M HH

90%

100, Upper

Haranathpur

Road,

Bhadrakali,

11.5.2005 5 Spl.

Group

LIST OF BENEFICIARIES

IN DETAIL

Mentally Challenged Students

Sl.

No

Na

me

of

Ben

efic

iari

es

Fa

ther

‟s/M

oth

er‟

s

Na

me

Da

te o

f

Bir

th

Gen

der

Ty

pe

an

d

Sev

erit

y o

f

Dis

ab

ilit

y

Ad

dre

ss

Da

te o

f en

try

in

Inst

itu

tio

n

No

. o

f co

mp

lete

d

yrs

. w

ith

th

e

inst

itu

tio

n

Rem

ark

s

ab

ou

t o

utc

om

e/

resu

lts

1. Bishakha Dutta Biswanath Dutta 29.11.2003 F M.R.

50%

21/C, Chandra

Mohan Roy

Lane, P.O.

Seram--pore,

Dist. Hooghly

14.3.2009 1 Prep-A

2. Tanay Bhar Pranab Bhar 03.11.2003 M M.R.

90%

Anarbati,

Autpur,

Hooghly

02.03.201

0

Ne

w

Prep-B

3. Tiyasha Dey Rabindranath Dey 09.2.2004 F M.R.

50%

62, Patuapara

Lane,

Shrirampur,

Hooghly

09.01.201

0

2

mon

ths

Prep-B

4. Priya Majumder Soumen

Majumder

05.12.1999 F M.R.

50%

58/1,

Majumder

Math,

Manirampur,

Barrack-pur,

Dist.24Pgs(N).

02..2007 10 Primary-A

5. Supriya Modak Susanta Modak 10.10.1999 M M.R.

65%

Milky

Badamtala,

P.O.-Belu

Milky,

Hooghly

19.3.2007 3 Primary-A

6. Sovan Banerjee Susanta Banerjee 25.3.2001 M M.R.

75%

1,

Bhattacharya

Lane, Seram-

pore, Hooghly

02.8.2008 1+ Primary-B

[40]

7. Amartya Dutta Adhir Kr. Dutta 02.7.2002 M M.R.

75%

1,

Bhattacharya

lane,

Serampore,

Hooghly

14.7.2006 3+ Primary-C

8. Rajesh Prasad Ramesh Prasad 21.2.2000 M M.R.

75%

3/197, Mahesh

Colony,

Serampore,

Hooghly

04.5.2009 10

mon

ths

Primary-C

9. Anamitra Nandi Akhil Bandhu

Nandi

03.4.1998 M M.R.

50%

283/3, J.C.

Khan Lake,

P.O.

Mankundu,

Dist. Hooghly

19.5.2004 6 Secondary-

A

10 Arkajit Chatterjee Shibnath

Chatterjee

28.7.1996 M M.R.

75%

29, chatterjee

Para, P.O.

Baidyabati,

Dist. Hooghly

21.3.2003 7 Secondary-

A

11 Soubhagya Saha Samir Kr. Saha 19.8.1995 M M.R.

70%

Beraberi,

Madhusudan--

Pur, P.O.

Singur,

Hooghly

13.2.2006 4 Secondary-

A

12 Ayan Dhenki Nabin Ch. Dhenki 20.11.1996 M M.R.

75%

Kh-IT ICI

Quarter, P.O.

Konnagar,

Hooghly

30.4.2009 10

mon

ths

Secondary-

B

13 Nupur Bangal Paresh Nath

Bangal

09.9.1997 F M.R.

75%

11, Dr. Bagan

Lane, P.O.

Serampore,

Dist. Hooghly

02.7.2002 7+ Secondary-

B

14 Suvayan Bose Avijit Bose 21.5.1998 M M.R.

80%

32/36, Dr.

Bagan Lane,

P.O.

Serampore,

Dist. Hooghly

02.7.2004 5+ Secondary-

B

15 Suvajit Dutta Baidyanath dutta 16.3.1996 M M.R.

75%

204/B/1, C.S.

Mukher-jee St.

P.O.

Konnagar,

Dist. Hooghly

30.4.2009 10

mon

ths

Secondary-

B

16 Animesh Bag Samir Bag 29.12.1998 M M.R.

90%

Baro Belu,

Belu Milky,

Serampore,

Hooghly

09.8.2008 1+ Secondary-

C

17 Avijit Mondal Dadal Mondal 20.7.1998 M M.R.

85%

4/A, P.K. Das

Lane, P.O.

Mahesh, Dist.

-Hooghly

14.6.2006 3+ Secondary-

C

18 Batashi

Mukherjee

Sadhan Gopal

Mukherjee

17.7.1995 F M.R.

65%

89a/21,

Bangur Oark,

P.O. Rishra,

Dist.

Hoooghly

22.10.200

1

8+ Secondary-

C

[41]

19 Himan Ghosh Himadri Ghsoh 25.11.1996 M M.R.

70%

Vill+PO.

Naiti, P.O.

Chanditala,

Hooghly

17.7.1999 10+ Secondary-

C

20 Niladri Sanyal Biswanath Sanyal 12.5.1996 M M.R.

90%

Vill+P.O.

bhandarhati,

P.O. Haripal,

Dist. Hooghly

02.12.200

2

7+ Secondary-

C

21 Shrabanti Ghosh Tapan Ghosh 18.7.1995 F M.R.

60%

Borai, Singur,

Hooghly

04.8.2008 1+ Secondary-

C

22

Sharmila Panja Tarapada Panja 29.12.1995 F M.R.

100

Kajipur,

Baidyabati,

Hooghly

09.7.2004 5+ Secondary

Severe

23 Ayanavo

Mukherjee

Arunavo

Mukherjee

07.3.1993 M M.R.

100%

38, A.S.C.

Mukherjee

Street,

Konnagar,

Hooghy

06.02.199

8

12+ Pre-Voc-I

24 Biswajit Roy Baidyanath Roy 22.10.1993 M M.R.

100%

C.S.

Mukherjee

Street, Police

quarter(Block

B), Konnagar,

Hooghly

14.2.2001 9 Do

25 Paromita

Mukherjee

Shyamal

Mukherjee

16.4.1995 F M.R.

50%

34/B/59, B.B.

Ghosh Road,

P.O.

Serampore,

Hooghly

04.7.2007 2+ Do

26 Pratyasha Patra Arun Patra 23.1.1995 F M.R.

75%

136, S.C.

Chatterjee

Street, P.O.

Konnagar,

Dist. Hooghly

08.11.200

5

4+ Do

27 Riya Karmakar Asim Karmakar 21.2.1994 F M.R.

60%

16/B/5,

Barabagan

Lane, P.O.

Serampore,

Hooghly

05.1.2002 8+ Do

28 Siddhartha Guha Saibal Guha 31.05.1994 F M.R.

80%

11, Bajaj

Mahal, Sadar

Bazar,

Barrackpur, 24

Pgs(N)

05.1.2005 5+ Do

Cerebral Palsy

29 Arpan Dasgupta Amitavo Dasgupta 08.9.1992 M M.R.

65%

104/B/3,

D.P.J.M

Sarani,Bhadra-

kali, Hooghly

17.6.2002 7+ Pre-Voc-II

30 Bipasha Das Biswanath Das 06.6.2006 F

269/B(20/K),

Ghosh Para,

Nabagram,

Srmp, Hoghly

02.3.2010 Ne

w

Prep-B

[42]

31 Indraroop Das Arup Kr. Das 12.8.2003 M C.P.

75%

Ganga

Apartment,

13, Chatra

Bazar Road,

Serampore,

Hooghly

06.5.2006 3+ Prep-B

32 Suvajit Karmakar Anup Karmakar 21.4.2003 M C.P.

90%

Bilkuli,

Khalisani,

Chandannagar,

Hooghly

04.5.2007 2+ Primary-B

33 Subhayan

Banerjee

Sudipta Banerjee 24.11.2001 M D.P.

90%

93/B/A, Dey

Street,

Serampore,

Hooghly

20.7.2005 4+ Primary-C

34 Srikanta Das Arun Kr. Das 17.11.2001 M C.P.

90%

20, Das Para

Lane, Rishra,

Hooghly

12.10.200

6

3+ Primary-C

35 Mimi Jaisowara Kanailal Jaisowara 21.8.1992 M C.P.

80%

32, Bhaduri

Para Lane,

Serampore,

Hooghly

15.1.2001 9+ Pre-voc-I

36 Swastik Banerjee Nirmal Baenerjee 31.5.1992 M C.P.

70%

33, L.M.

Bhattacharya

St, Janabhumi

Apart,

Serampore,

Hooghly

31.10.200

0

9+ Pre-Voc-I

Down Syndrome

37 Riita Munsi Brajanath Munsi 07.9.2003 F 75% Vill+P.O.

Janai, P.S.

Chanditala,

Hooghly

02.5.2008 1+ Prep-A

38 Barsha Hazra Sandip Hazra 30.7.1999 F 50% Vill+P.O.

Gopal Nagar,

P.S. Singur,

Hooghly

09.11.200

5

4+ Primary-A

39 Soumik Das Somnath Das 22.7.1999 M 85% 34, L.M.

Bhattacharjee

St.,

Serampore,

Hgly.

19.4.2003 6+ Primary-A

40 Ipsita Santra Sanat Santra 12.9.1999 F 70% Vill-

Khagragachi(E

),

P.O.Bajemalia,

Singur

09.11.200

5

4+ Primary-B

41 Sabyasachi Mitra Priyabandhu Mitra 20.4.2001 M 50% 23A, Rai Para

Lane,

Konnagar,

Hooghly

01.3.2005 5 Primary-B

42 Rohit Roy Arun Roy 04.10.2000 M 30/23, Tara

Pukur Lane,

Serampore,

Hgly

04.7.2009 8

mon

ths

Primary-B

[43]

43 Romita Pal Debashis Pal 04.1.1999 F 75% Vill+P.O.

Puinan, P.S.

Dadpur, Dist.

Hooghly

11.7.2009 8

mon

ths

Primary-B

44 Subham Sarkar Biswajit Sarkar 13.1.1997 M 60% 75/2,

Serampore

Colony,

Serampore,

Hooghly

01.3.2004 6 Secondary-

A

45 Nikhilesh

Chowdhury

Rabin Chowdhury 0908.1995 M 75% 112/2,

Vivekananda

Sarani, P.O.

Serampore

Hooghly

02.1.2001 9 Secondary-

B

46 Moumita

Chowdhury

Tapan Chowdhury 24.9.1998 F 65% 29D, Chatra

Chodhury Para

Bi Lane,

Chatra,

Hooghly

06.11.200

6

3+ Secondary-

C

47 Suvajit Ghosh Umesh Ghosh 14.12.1996 M 75% 6D, Chatra

Ghosh Para 1st

Lane,

Serampore,

Hooghly

04.5.2009 10

mon

ths

Secondary-

c

48 Suvadip Das Subrata Das 02.11.1995 M 100% 29, Chowdhry

Para Bi Lane,

Chatra,

Hooghly

02.08.200

1

8+ Secondary

Severe

49 Purnima Ghosh Sailen Ch Ghosh 08.3.1993 F 80% Nemai Tirtha

Road,

Baidyabati ,

Hooghly

18.6.2004 5+ Pre-Voc-I

50 Ranita Dutta Ratna Dutta 03.8.1993 F 100% 322, Railway

Park

Morepukur,

Rishra,

Hooghly

03.2.1999 11 Pre-Voc-I

51 Soumen Mondal Ramdulal Mondal 21.2.1994 M 90% 17B, Bhaduri

Para Lane,

P.O. Chatra,

Serampore,

Hooghly

08.12.200

0

9+ Pre-Voc

Autistic

52 Atmadeep

Banerjee

Kajal Banerjee 29.10.2004 M Choto Belu,

Mhiswa-para,

P.O. Belu

Milky, Dist-

Hooghly

20.6.2009 8

mon

ths

Prep-A

53 Sanu Das Nabaranjan Das 11.9.2003 M 70% Khaser Bheri,

P.O. Beraberi,

Singur, Dist-

Hooghly

02.5.2008 1+ Prep-A

[44]

54 Subhayu Barua Paushali Barua 12.11.2003 M 75% Panchloke

Barua Para,

Morepukur,

Rishra,

Hooghly

15.11.200

8

1+ Prep-A

55 Madhurima Nath Biplab Nath 19.8.2003 F 75% 15, S.P.

Mukherjee St.

Konnagar,

Dist. Hgly

03.2.2007 3+ Prep-B

56 Srijita Poddar Tapas Ch. Poddar 30.10.2004 F 90% 28/1, Lakshmi

Pally, Rishra

Hooghly.

02.3.2010 Ne

w

Prep-B

57 Arghya Saha Arun Kr. Saha 04.12.2000 M 16/1

Barabagan

Lane,

Serampore,

Hooghly

30.4.2009 11

mon

ths

Primary-A

58 Atrija Halder Amitavo Halder 29.7.2002 F 50% 10/2, B.P. Dey

Street,

Serampore,

Hooghly

04.4.2006 4 Primary-A

59 Satyaki

Bhattacharya

Suvamoy

Bhattacharya

23.9.1999 M 75% P-6, Shama

Prasad Road,

Nabagram

Hooghly

04.4.2006 3+ Primary-A

60 Sayan Podder Subhas Podder 26.8.2001 M 50% 9/6/A, Sarat

Sarani,

Sahapara,

Rishra,

Hooghly

02.5.2008 10

mon

ths

Primary-A

61 Abhiroop Roy Arup Roy 21.5.1999 M 75% A/1/3,

Housing Estate

P.O.

Konnagar,

Hgly

07.5.2005 4+ Primary-B

62 Ritika Sen Ranajit Sen 12.9.2002 F 50% 8, Bijoy

Nagar,

Naihati, 24

Pgs(N)

05.1.2008 2+ Primary-B

63 Arpan Chatterjee Pinaki Chatterjee 06.4.2002 M 75% 2/A,

Vivekananda

Road,

Barrackpur, 24

Pgs (N)

02.5.2006 3+ Primary-C

64 Debayan Banerjee Debasis Banerjee 23.5.2001 M 50% Vill+P.O.

Borai, Singur,

Hooghly

03.11.200

6

3+ Primary-C

65 Suman Biswas Saroj Biswas 09.10.2001 M 90% 9, Dakshinpara

3rd

Lane,

Morepukur,

Hooghly

08.7.2006 3+ Primary-C

66 Suva Dutta Amaranth Dutta 09.1.2002 M 75% Vill. Rajbalhat

Th- Jangipara,

Hooghly

10.11.200

6

3+ Primary-C

[45]

67 GourabDasgupta Partha Dasgupta 01.11.1998 M 75% 60, Thakurdas

BabuLane,

Serampore,

Dist. Hooghly

05.1.2008 2+ Secondary-

B

68 Bebasmita Roy Prasanta Roy 19.1.1996 F 50% 120, K.C.M.

Sarani, P.O.

Bhadrakali,

Hgly

04.11.200

8

1+ Secondary-

B

69 Krishnakant

Toppo

Ganga Toppo 14.08.1998 M 50% 232/2, G.T.

Road,

Belurmath,

Howrah

02.7.2003 6+ Secondary-

B

70 Rajdip Ghosh Subhas Ch. Ghosh 13.6.1998 M 53 216/18 Gol

Mohar

Avenue,

Howrah

09.8.2002 7+ Secondary-

B

71 Raktim Chatterjee Bhaskar Chatterjee 19.9.1996 M 80% 61/R/1, G.T.

Road,

Serampore,

Hooghly

28.2.2000 10 Secondary-

B

72 Suvam

Bhattacharya

Madan Mohan

Bhattacharya

03.10.1998 N 60% 32/D, Dr.

Bagan Lane,

P.O. Seramore,

Hooghly

05.1.2005 5+ Secondary-

B

73 Swarnendu Laha Susanta Laha 27.8.1998 M 70% 19/1,

Saradamata

Lane, P.O.

Rishra,

Hooghly

21.6.2001 8+ Secondary-

B

74 Sayan Sarkar Goutam Sarkar 30.3.1999 M 75% Amulya Kanan

Govt. Housing

, Serampore,

Hooghly

4+ Secondary-

C

75 Souvik

Bhattacharya

Somesh

Bhattacharya

31.07.19982

1,

M 50% 21,

Vivekananda

Rd, Nabagram,

Hooghly

5 + Secondary-

C

76 Somnath Pal Tapan Pal 08.8.1997 M 90% 659, G.T.

Road,

Serampore,

Hooghly

8+ Secondary-

C

77 Tanmoy Sarkar Tapan Sarkar 09.8.1995 M 90% 11/B/2,

Rammohan

Sarani,

Baidyabati,

Hooghly

5 Secondary-

C

Multiple

78 Manish Sharma Ram Janam

Sharma

25.6.1997 M 80% 97/y/3,

Prabash Nagar,

Serampore,

Hooghly

17.1.2005 5+ Secondary-

B

79 Pranoy Bhar Pranab Bhar 03.11.1996 M 90% Anarbati,

Autpur,

Hooghly

24.6.2008 4+ Secondary

-B

[46]

80 Priyanka Das Shishir Das 17.5.1995 F 80% Borai, P.O.

Singur, Dist.

Hooghly

03.11.200

8

1+ Secondary

Severe

81 Shirshendu

Chatterjee

Mita Chatterjee 18.11.1995 M 70% 115G, Criper

Road, P.O.

Konnagar,

Dist. -Hooghly

02.1.2007 3+ Secondary

Severe

82 Abon

Chakraborty

Debashis

Chakraborty

10.4.1994 M 90% 101, Ganga

Villa, Raighat

Lane,

Serampore,

Hooghly

04.5.2005 4+ Pre-Voc-II

Vocational Unit

83 Achintry

Bhattachaya

Anil Bhattacharya 08.10.1977 M M.R.

65%

9,Nilmoni

ghosh Lane,

Mahesh,

Hooghly

03.07.199

2

17+ Voc-A

84 Barun Pal Lal Mohan Pal 28.7.1989 M M.R.

100

54/B,

Shastitala

Street, Rishra,

Hooghly

02.07.199

3

16+ Do

85 Bijay Agarwal Shyam S. Agarwal 30.11.184 M M.R.

50%

9, R.B. Sarani,

Serampore,

Dist. Hooghly

26.4.1999 10 Do

86 Pradip Ghoshal Kanailal Ghoshal 16.12.1968 M M.R.

60%

Vill+P.O.-

Jejur, Haripal,

Dist. Hooghly

05.12.199

0

16+ Do

87 Ratna Thakur Bhava Ranjan

Thakur

03.3.1973 F M.R.

100%

84/J/1, Khatir

Bazar, P.O.

Rishra,

Hooghly

02.9.1993 16+ Do

88 Sonali Manna Kashinath Manna 13.01.1983 F M.R.

60%

25, Dankuni

Station Rd,

Dankuni, Hgly

02.7.1999 10+ Do

89 Manas Das Nemai Das 21.02.1989 M M.R.

40%

Vill+P.O.

Diarah,

Singur,

Hooghly

12.5.2003 6+ Do

90 Debyendu Dey Utpalendu Dey 15.3.1985 M

.

M.R.

75%

101, Ganga

Villa, Raighat

Lane, Seramp,

Hooghly

04.5.2005 4+ Pre-Voc-II

91 Pinaki Saha Prananath Saha 19.2.1980 M M.R.

75%

67/14, G.T.

Road(W),

P.O.Mallickpa

ra, Serampore,

Hooghly

18.6.2001 9+ Do

92 Satabarto Ghorai Ratikanta Ghorai 21.9.1993 M M.R.

80%

88B, G.T. Rd.,

Bhadrakali,

Hooghly

02.03.201

0

Ne

w

Do

93 Somnath Addhya Manaranjan

Addhya

07.08.1987 M M.R.

60%

Vill-Haripal,

P.O.Paha

-lampur, Dist.

Hgly

22.11.199

9

10+ Do

[47]

94 Sourav Singha Lal Mohan Singha 07.08.1987 M M..R.

60%

Vill-Haripal,

PO. -

Pahalampur,

Hooghly

22.11.199

9

10+ Voc-B

95 Ranu Mukherjee Dhira Mukherjee 12.03.1969 F M.R.

100%

15/3, Raja

K.L. Goswami

St, Serampore,

Hooghly

09.03.200

1

9 Vocational

Severe

96 Tapas Roy

Barman

Pramima Roy

Barman

07.09.1994 M S.

Learner

50%

39, B.B.

Street,

Hindmotor,

Hooghly

31.801998 11= Voc-A

97 Kiriti Sh. Das Kiran Sh. Das 14.05.1976 M D.

Syndrm

50%

120, N.S.

Avenue,

Serampore,

Hooghly

06.7.1992 12+ Voc-A

98 Siddhartha Mitra Asit Mitra 31.04.1980 M D.

Syndrm

120, N.S.

Avenue

08.07.199

7

12+ Voc-A

99 Sushmita Ghosh Subhas Ghosh 21.11.1984 F D.

Syndrm

100%

Sadhak

Ramprasad

Ln., Konnagar,

Hgly

15.7.1995 14+ Voc-B

100 Triparna Mitra Subir Mitra 08.6.1980 F Autistic

60%

1/4/F, N.L.

Goswami St,

P.O.

Serampore,

Dist. Hooghly

29.02.198

8

22+ Voc-B

101 Ayanangshu

Mukherjee

Dilip Mukherjee 08.12.1984 M Autistic

100%

23, Chatterjee

Para Ln, P.O.

Sheoraphuli,

Dist. Hooghly

26.7.1993 16+ Vocational

Severe

102 Enakshi Sen Esha Sen 14.03.1987 F Autistic

100%

27, Railand

Road, Rishra,

Hooghly

26.07.199

3

Vocational

Severe

103 Suman Das Prakash Das 06.7.1988 M Autistic

100%

19, K.L.

Goswami St.

P.O.

Serampore,

Hooghly

17.4.1994 15+ Vocational

Severe

[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 :

‟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

180

160

140

120

100

80

60

40

20

0

[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 <www.epa.gov/region03/greenkit/index.html>.

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.” <http:// www.reeusda.gov/> 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.