Special Education

NEW DELHI, July 30, 2010

Aarti Dhar

Taking forward the agenda set by actor Aamir Khan in the Bollywood film Taare Zameen Par, a Parliamentary Committee has suggested that dyslexia and any other type of disability, if existing, need to be included in the definition of “child with disability” while amending the Right of Children to Free and Compulsory Education (Amendment) Bill 2010.

Dyslexia does not find mention in the Persons with Disabilities (Equal Opportunities, Protection or Rights and Full Participation) Act 1995, and the National Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act 1999.

The Department-related Parliamentary Standing Committee on Human Resource Development — in its latest report on the Right to Education Bill — has recommended necessary modifications in the definition of “child with disability” to accommodate children with dyslexia.

Inclusion in society

The Bill seeks to amend the Right to Education Act 2009 with a view to include children with disabilities within the ambit of the legislation so that their specific needs are taken care of in the elementary education system, and to enable them, over time, to participate as full and equal members of the community in which they live.

The Bill also seeks to provide that School Management Committees, with respect to minority educational institutions, shall function only in an advisory capacity and would not be required to prepare the school development plan, thereby safeguarding the interests of all minorities, whether based on religion or language, as enshrined in Article 30 of the Constitution. This has been approved by the committee.

Identification surveys

According to the 2001 Census, 2.1 per cent children in the age group of six-14 years are estimated to have disabilities. Under the Sarva Shiksha Abhiyan scheme, 30.42 lakh children with disabilities — representing 1.50 per cent of the population — have been identified through house-to-house surveys, special surveys and assessment camps.

Of these, elementary education is being imparted to 27.80 lakh children through regular schools, schools readiness programmes, and home-based education.


Despite these initiatives, however, children with disabilities continue to experience barriers in the way of enjoyment of basic rights and inclusion in society.

Resource centres

The Parliamentary Committee has also suggested better coverage for disabled children by providing Block Resource Centres and Cluster Resource Centres for a specified number of schools that need to be specially resourced to cater to the needs of children with disabilities.

These special resources would include Braille, sign language, other communication devices, and adapted learning materials in addition to therapy, teacher support and inclusive playgrounds.

Source:
www.thehindu.com

CHENNAI, July 28, 2010

Liffy Thomas

The new academic session has been momentous for Harini’s parents. The LKG student has overcome her disability (she has mild Down’s syndrome) to get admission into Children’s Garden Higher Secondary School. “It was always our wish to see her go to a regular school. Seeing her travel on bus, taking part in activities and lessons with 20-25 children in her class and slowly getting to play with other children makes us happy,” says S. Bharathi, the child’s mother.

Harini’s case is an example of mainstreaming, thanks to the intervention of parents and the Madhuram Narayanan Centre for Exceptional Children where she was groomed.

While many children have been successfully mainstreamed, thanks to the efforts of non-governmental organisations or government body, very little has happened from an educational institution per se, say activists. The School Education Department’s circular to schools issued a few days ago also asks managements to implement the RTE Act.

The Act says free and compulsory education must be provided to all children, including disabled children in the 6-14 age group.

A couple of awareness drives this week aim to address this message – if some schools can go for inclusive education; all can do. Sarva Shiksha Abhiyan (SSA) in association with the Spastic Society of Tamil Nadu carried a drive in north Chennai on Tuesday. A puppet show was part of the awareness programme. On Wednesday, VidyaSagar will conduct an awareness drive in Corporation Primary School, CIT Nagar.

“But, it is not easy to mainstream children with varying levels of disabilities, parents expectations and school’s requirements,” says Jaya Krishnaswamy, Director, Madhuram Narayanan Centre for Exceptional Children. “It takes three years for a child to be mainstreamed. We have cases were teachers cannot cope, they need to have a missionary zeal,” she says. From sending children to Children’s Garden School, Ms. Krishnaswamy says today parents have started identifying more schools and the preparation goes on for a year.

In 2004-2005, Lady Andal Venkatasubbarao Matriculation Higher Secondary School enrolled three children with cerebral palsy. Shalini Pillay, Principal, says the school continues to enrol such children and it is possible because of the restricted number of students in each class (30) and disabled-friendly infrastructure added over the years.

“Photocopies of class notes are provided to them at the time of exam and teachers coach them separately if need be. They are just like normal children, sometimes they get hyperactive. For those who cannot do experiments or manage to study 10 subjects, we send them to the National Institute of Open Schooling,” she says. SSA has been streamlining over 5,000 children every year to various intervention centres such as government schools, home based education and day care centres, but more community awareness needs to be created, add officials.

Source:
www.thehindu.com

CHENNAI, July 22, 2010

Staff Reporter

World chess champion Viswanathan Anand was felicitated by Vidya Sagar, a non-governmental organisation working with children and adults with neurological impairments, here on Wednesday.

Anand, who is also the ambassador of Vidya Sagar, presented certificates to 12 students of the school, who have graduated to different streams of higher education and skill development this year.

The function was organised to commemorate his victory in the World Chess Championship, at Sofia, Bulgaria.

Speaking on the occasion, Rajul Padmanabhan, director, Vidya Sagar said that the implementation of the Right to Education would make higher education a huge area of promise for people with disabilities.

“The community has started recognizing the needs of such people, which shows that disability is no more a deterrent to education,” she said.

This year, many persons with disabilities have gained admission to colleges offering courses in disciplines, including journalism and law, she said, adding that many others are being trained in vocational skills to start their own entrepreneurial ventures.

Addressing the gathering, Anand said that he had always believed in the philosophy of rendering help and understanding to people with disabilities to enable them to overcome their limitations.

“It feels very special to meet the ‘champions' who have proved their worth,” he said, presenting the certificates to the fresh graduates.

Source:
www.thehindu.com

MADURAI, July 19, 2010

Staff Reporter

The National Council for Teacher Education (NCTE) is preparing a model syllabi for various teacher educator programmes in the country, its chairperson Mohammad Akhtar Siddiqui said here on Thursday.

“It will be a suggestive framework for the programmes of D.Ed. (Diploma in Education), B.Ed. (Bachelor of Education) and M.Ed. (Master of Education). We will leave it for the examining bodies and universities to adapt it,” he said.

He inaugurated a two-day orientation course on ‘National curriculum framework for teacher education' and released an international journal of the Centre for Educational Research, Madurai Kamaraj University. He also paid tributes to K. Kamaraj on the occasion of the late Chief Minister's 108th birth anniversary celebration.

Prof. Siddiqui said that the initial exercise had been completed with a framework for early childhood, elementary, and M.Ed. programmes. It had been uploaded on the NCTE website for feedback from stakeholders. Based on it, the framework would be revised after a month.

Reading material

The NCTE would begin work on improving the quality of study and reading material being used in the teacher education programmes. At present, subject knowledge was viewed independent of teaching methodology with little effort to correlate the two.

Evaluation systems in teacher educational institutions were solely quantitative and lacked continuousness and comprehensiveness. With the government focussing on “universalisation” of education, teachers must be equipped to attend to learning requirements of students from diverse backgrounds, said Prof. Siddiqui.


On the new ‘National curriculum framework for teacher education,' he said that the last
framework came out in 1998. “The expectation from teachers has changed from merely teaching. Now, they are expected to play a role in enrolling and retaining students, orientating parents to ensure that they fulfilled their ward's educational needs and also work in social literacy programmes.”

The framework had been worked out keeping in mind all these factors. It was the outcome of a long-drawn consultative and participatory process, he said.


Advisory board

Speaking earlier, R. Karpaga Kumaravel, Vice-Chancellor, said that a curriculum had to take note of the social, economic and technological changes at regional, national and international levels. Speaking about the university's recent initiatives, he said that an advisory planning board had been planned for the Directorate of Distance Education.

Source:
www.thehindu.com
Model syllabi being prepared for teacher educator programmes

MADURAI, July 19, 2010

Staff Reporter

Caption:Mohammad Akhtar Siddiqui, chairperson, NCTE, speaking at Madurai Kamaraj University on Thursday.

The National Council for Teacher Education (NCTE) is preparing a model syllabi for various teacher educator programmes in the country, its chairperson Mohammad Akhtar Siddiqui said here on Thursday.

“It will be a suggestive framework for the programmes of D.Ed. (Diploma in Education), B.Ed. (Bachelor of Education) and M.Ed. (Master of Education). We will leave it for the examining bodies and universities to adapt it,” he said.

He inaugurated a two-day orientation course on ‘National curriculum framework for teacher education' and released an international journal of the Centre for Educational Research, Madurai Kamaraj University. He also paid tributes to K. Kamaraj on the occasion of the late Chief Minister's 108th birth anniversary celebration.

Prof. Siddiqui said that the initial exercise had been completed with a framework for early childhood, elementary, and M.Ed. programmes. It had been uploaded on the NCTE website for feedback from stakeholders. Based on it, the framework would be revised after a month.

Reading material

The NCTE would begin work on improving the quality of study and reading material being used in the teacher education programmes. At present, subject knowledge was viewed independent of teaching methodology with little effort to correlate the two.

Evaluation systems in teacher educational institutions were solely quantitative and lacked continuousness and comprehensiveness. With the government focussing on “universalisation” of education, teachers must be equipped to attend to learning requirements of students from diverse backgrounds, said Prof. Siddiqui.


On the new ‘National curriculum framework for teacher education,' he said that the last
framework came out in 1998. “The expectation from teachers has changed from merely teaching. Now, they are expected to play a role in enrolling and retaining students, orientating parents to ensure that they fulfilled their ward's educational needs and also work in social literacy programmes.”

The framework had been worked out keeping in mind all these factors. It was the outcome of a long-drawn consultative and participatory process, he said.


Advisory board

Speaking earlier, R. Karpaga Kumaravel, Vice-Chancellor, said that a curriculum had to take note of the social, economic and technological changes at regional, national and international levels. Speaking about the university's recent initiatives, he said that an advisory planning board had been planned for the Directorate of Distance Education.

Source:
www.thehindu.com

List of the Institutions for Conducting

Foundation Course on Education of children with Disabilities.

A Collaborative National Programme of Madhya Pradesh Bhoj (Open) University & Rehabilitation Council of India

STATE-WISE CODE NUMBERS, NAMES AND ADDRESSES OF THE STUDY CENTRES

State/Code No. Name of Institution

01 ANDHRA PRADESH

0101 Thakur Hari Prasad Institute of Research & Rehabilitation for the Mentally Handicapped,

Vivekananda Nagar, Dilsukh Nagar, Hyderabad – 500 660 (A.P.)

0102 Rural Project of Thakur Hari Prasad Institute of Research & Rehabilitation for the Mentally

Handicapped, H.NO.4/186, Lala Cheruvu, Rajahmundry – 533 106 (A.P.)

0103 National Institute for Mentally Handicapped, Manovikas Nagar, P.O. Bowenpally,

Secunderabad – 500 090 (A.P.)

0104 Sweekar Rehabilitation Institute for Handicapped, Upkaar Circle, Picket, Secunderabad – 500

003 (A.P.)

0105 Training Centre for Teachers of Visually Handicapped, 1-10-242, Ashok Nagar, Hyderabad –

500020 (A.P.)

0106 College of Teacher Education, Andhra Mahila Sabha, Durgabai Deshmukh, Vidhyapeethem,

Osmania University Campus, Hyderabad – 500 007.(A.P.)

0107 AYJNIHH,SRC,National Institute for the Mentally Handicapped Campus,Manovikas Nagar,

P.O. Bowenpally, Secundrabad (A.P.)

0108 Department of Special Education, Andhra University, Vishakhapatnam, Andhra Pradesh

0109 Helen Keller's Training College for the Hearing Impairment Teachers of the Deaf, 10/72, Near

Sivalingam Beedi Factory, Ballary Road, Cuddapah – 516 001 (A.P.)

0110 Royal Seema Seva Samiti, No. 9, Old Hazur Office Building,Triupati – 517 501. (A.P.)

0114 B.B.S. Devnar School for the Blind, (Managed by Devnar Foundation for the Blind) H.No. 10-

2-231, Road No. 1, West Maredpally, Secunderabad (A.P.)

0116 Navjeevan College of Education,Voluntary Organisation of Rural Development Society, Pedda,

Kottala B.PO. Nandyal – 518 502. Kurnool (A.P.)

0117 Bethlemhem Church Association for the Blind, Roypet, Narsapur – 534 275 (A.P.)

0119 Lebenshilfe, Association for the Mentally Handicapped, Near Lumbani Park,

(Old Appu Ghar), MVP Colony, Visakhapatnam – 17( A.P.)

03 ARUNACHAL PRADESH

0301 Dony Polo Mission School for Hearing Impaired, Chimpu, Itanagar, Arunachal Pradesh.

04 ASSAM

0401 Guwahati Mental Welfare Society, North Eastern Regional Training Institute for Mentally

Handicapped, Vikas Nager, Dakhingaon, Kahilipara Guwahati-781 019

0402 Shishu Sarothi, Spastic Scoiety of Assam, Opp Ramakrishna Mission Road, Birubai, Guwahati-

781 016

0403 Prerna Spastic Society of Jorhat, Cinnamara Jorhat – 8.

0404 ASHADEEP,Islampur Road, Gandhi Basti,Guwahati – 781 003

0405 COMPOSITE REGIONAL CENTRE(CRC)For persons with disabilities, PMRT Building,

Guwahati Medical College Hospital Campus, Guwahati – 781 032.

05 BIHAR

0501 Indian Institute of Health Education, Health Institute Road, Near Central Jail, Beur, Patna

0502 J.M.Institute of Speech & Hearing, Inder Puri, P.O. Keshri Nagar, Patna – 800 023

0505 Deepalaya Institute for Mental Health & Rehabilitation, Kailash Puri, Sri Nagar Hata,

Purnea, Bihar – 864 301.

0507 Bihar Institute of Speech & Hearing & Research Centre, Road No. 6, Rajendranagar, Patna

– 800 016.

0508 Samaj Kalyan Sansthan, Nayanagar, Via-Mangalgarh, Dist. Samastipur, Bihar.

0509 SUBHAM, Reva Road, Near Bhagwanpur Chowk, Muzzaffarpur.

Bihar Viklang Kalyan Parishad, Adarsh Nagar, Lane No. 3, Majhaullia,

0515

P.O. – Khabra, Distt.- Muzaffarpur (Bihar) – 846 143

0516 Bihar Blind People’s Care Society, 339, M.I.G. Kankarbagh Colony,

Patna – 800 020, BIHAR

06 CHANDIGARH

Government Institute for the Mentally Handicapped, Sector-32, Chandigarh

0602

07 CHHATTISGARH

Lions' Charitable Trust, “PRAYAS” Shravan Viklang Sansthan, G.E. Road, Supela, Bhilai

0701

– 490 023, CHHATTISHGARH

Ankur Special School, NF-3, Kosabadi,

0703

Sada Colony, Korba – 495 679

National Association for the Blind, “Prerana” M.P. Housing Board Colony, Slice – III,

0704

Herapur, Raipur Chatisgarh.

08 DELHI

0801 Amar Jyoti Rehabilitation and Research Centre, Karkardooma, Vikas Marg, Delhi – 110

092

0802 Indian Spinal Injury Centre, Sector - C, Vasant Kunj, New Delhi – 110 070.

0803 Blind Relief Association, Lal Bahadur Shastri Marg, New Delhi – 110 003

0804 Chandra Bhushan Singh Memorial, Speech & Hearing Institute, 4, Hasanpur, I.P. Extn.

Near Hasanpur Bus Depot, Delhi – 110 092.

0805 The National Association for the Blind, Sector –V. R.K. Puram, New Delhi – 110 022

0806 Kulachi Hansraj Model School (DAV run school), Ashok Vihar, Phase – III, Delhi

– 110 052

0808 Delhi Society for the Welfare of Mentally Retarded Children, Teachers Training Institute

for Special Education, Okhla Centre, Okhla Marg,New Delhi – 110 025.

AYJNIHH, NRC, Kasturba Niketan, Lajpat Nagar- II, New Delhi – 110 024.

0809

09 GOA

0902 Lokvishwas Pratishthan, School for the Handicapped Kids, Shantadurga Krupa Ashram,

Opp. Matruchaya Dhavalim, Goa

10 GUJARAT

1001 Blind PeoplesAssociation, Dr. Vikram Sarabhai Road, Vastrapur, Ahmedabad – 380 015

1003 Medical Care Centre Trust, Children Hospital, Kareli Baug,Vadodara – 390 018

1004 Shri K.L. Institute for the Deaf, 51, Vidyanagar, Bhavnagar-36442, Gujarat

1005 B.M. Institute of Mental Health, Near Nehru Bridge, Ashram Road, P.O.

Naurangpura,Ahmedabad – 380 009.

1007 Gujarat Kelavni Trust, Mangal Prabhat Building, Opp. St. Xavier High School, Mirzapur,

Ahmedabad – 380 001.

1010 Vadilal S. Gandhi Charitable Trust, Shri Nemnathjini Vadi, Antisar Darwaja, Kapadwanj –

387 620,Gujarat

1011 NAB Jamnagar District Branch,Aerodrome Road, Jamnagar,Gujarat

1012 NAB Sabarkantha District Branch, “Panchal Bhuwan” B/h, Satyam Auto Garrage,

Srinagar Road No.10, Near Govt. Quarters.Idar – 383 430

11 HARYANA

1101 ARPAN, Institute for the Mentally Handicapped, Gandhi Nagar, Rohtak – 124 001

1102 Association for the Welfare of Handicapped, 5 N/12, N.I.T., Faridabad

1103 National Association for the Blind, Central Green, KC Road, N.I.T., Faridabad

12 HIMACHAL PRADESH

1201 HP Primary Education Society, Glen Hogin, Lal Pani , Shimla

1208 School for Blind, Dhali, Shimla.

1211 The Learning Centre, Bishop Cotton School, Shimla – 171 002.

1212 HP Primary Education Society, Glen Hogin, Lal Pani , Shimla (DIET – NAHAN)

1213 HP Primary Education Society, Glen Hogin, Lal Pani , Shimla (DIET – CHAMBA)

1214 HP Primary Education Society, Glen Hogin, Lal Pani , Shimla (DIET – KULLU)

13 JAMMU & KASHMIR

1301 Composite Regional Centre for Persons with Disabilities, Bemina, Bye Pass, (Near

Women’s Polytechnic College), Srinagar – 190 017.

14 JHARKHAND

1401 Deepshikha Institute for Child Development & Mental Health, Arya Samaj Mandir,

Sharadchand Road, Ranchi – 834 001

1403 Jeevan Jyoti, Bekar Bandh, Dist.-Dhanbad, Jharkhand.

1405 Van Uden Badhir KalyanVidyalaya,

Dhobi Jharna, Mircowave Tower, Sahebganj, Santhal Pargana, Jharkhand.

15 KARNATAKA

1502 St.Agnes Special School Bedore,

Mangalore –575 002

1504 Shree Ramana Maharishi Academy, For the Blind, (Regd.),3rd Cross, 3rd Phase, (Near Ragi

Gudda), J.P. Nagar, Bangalore-78.

1505 Karnataka Parents Association for the Mentally Retarded Citizen, AMH Compound,

Officers House Road, Near Kidwai Memorial Hospital, Bangalore – 560 029.

1506 Govt. Teacher Training Centre for the Hearing handicapped, Tilak Nagar, Govt. of

Karnataka, Mysore – 570 021.

1507 The Spastics Society of Karnataka, 31, 5th Cross, Off – 5th main, Indira Nagar, Ist Stage,

Bangalore.

1508 Association for Rehabilitation of the Disabled, PB No. 24,Vivekananda Colony,

Gangavathi – 83 227, Koppal Dist.

1509 Sangam Education Society, EWS 90, Hudco Colony, Bidar – 585 401

1510 Shri Manju Education Society, Balaji Road, Rajput Street, Betgeri – Gadag – 582 102.

1511 Shri. B.D. Tatti(Annavaru) Memorial Charitable Trust, Pethbana, Taluk-Shirahatti, Distt.

Gadag, Laxmeshwara – 582 116

1513 Belgaum Integrated Rural Development Society Naganur, Tq : Gokak, Dist- Belgaum,

Karnataka

1514 CBR Network (South Asia), 134, Ist Block, 6th Main, 3rd Phase, BSK, Bangalore – 85

16 KERALA

1601 AWH Institute for the Mentally Handicapped, Rehmania Special School for the

Handicapped, Calicut Medical College, P.O. Calicut – 673 008

1605 Bala Vikas Teacher's Training Centre, Gandhi Marg, Opp. Hindustan Latex,

Pecoorkada, Trivandrum – 695 005

1606 Nirmala Sadan Teachers Training Centre Ernakulam (Distt.), Muvattapuzha,

Kerala – 686 661

1607 Central Institute on Mental Retardation Murinjapalam, Medical College P.O.

Thiruvananthapuram – 695 011.

1608 Kerala Federation of the Blind Training Centre for the Teachers of V.H., P.O.

Karimpuzha, Palakkad, Kerala – 679 513

1610 Faith India , Faith India Bhawan, Puthencruz P.O. Distt. Ernakulam, Kerala – 682 308

1611 Rahmania Pre-Primary Teachers Training Institute for the Young Deaf (Under AWH

Special College, Calicut) Medical College P.O. Calicut – 673 008

1613 MANOVIKAS,Special School for Mentally Handicapped, Post – Pallisserikkal,

Sasthamcotta,Kollam, Kerala – 690 521

1614 Sneha Sadan, College of Special Education, Ankamaly – 683 572, Ernakulum,

Kerala.

17 MADHYA PRADESH

1701 Digdarshika Institute of Rehabilitation & Research, Red Cross Bhawan, Shivaji Nagar,

Bhopal – 462 016.

1702 M.P. Bhoj (Open) University, Campus I, Red Cross Bhawan, Shivaji Nagar, Bhopal –

462 016.

1705 Mahesh Dristihein Kalyan Sangh, Scheme No. 54, Behind Satya Sai Vidyala Vihar, A.B.

Road, Indore

1707 M.P. Welfare Association for the Blind, 33 B/D, Kila Maidan, Indore – 452 006.

1708 Deaf & Dumb Associatioin Scheme No. 71 B (Behind Ranjit Hanuman Mandir),

Indore – 452 009. M.P.

1709 Nav Jeevan School for Hearing Handicapped, Children for Speech and Langugage

Development, Navjeevan Badhir Samithi, 3/1, Old Palasia, Near Navneet Tower,

Indore – 452 001.

1710 Avsar Punarwarwas avem Anusandhan Sansthan, 286, Choti Payega, Keshav Ganj,

Sagar-470002.

1711 J.T.M.R.I. Rotary Club hall, Pachpedi, Civil line, Jabalpur

1712 Welfare Association for the Disabled, 701/8, Nanda Nagar, Indore – 452 008. (M.P.)

18 MAHARASHTRA

1804 Ayodhya Charitable Trust, 51/2, Vikas Nagar, Wanwadi Village, Pune-411 040

1805 Matoshri Late Jankidevi Atkar Special Teacher’s Training Centre, Geeta Nagar,

Doyelayout, Zingabi Takli, Ward No. 1, Nagpur – 440 030.

1809 National Association for the Blind, Unit Maharashtra, 3rd Floor, Yeshwant Mandal,

Raviwar Karanja, Nashik – 422 001.

1810 Navjeevan School for Mentally Retarded, Plot No. P-65,MIDC Naregaon Fata

Aurangabad

1812 Director, Centre for Job opportunities for the Spastics, Chembur, Mumbai

1813 Apang Jeevan Vikas Sanstha, Amravati, Bhumiputra Colony, Near Congress Nagar,

Amravati (Maharashtra)

1814 SAVALI,“ALAANKAR”, Plot No. 14, S.No. 133, Prabha Co-operative Society Ltd.,

Kothrud, Pune – 411 038.

1815 Nandanwan School & Sheltered Workshop for Mentally Handicapped, Near Janaki

Talkies, Sitabuldi, Nagpur – 12, Maharashtra

1816 Mr. V.R. Rula Hearing Handicapped Institute, S.P. College Campus, Pune 411 030.

1817 Central Institute of Teacher of the Deaf, 3rd Floor, Next to Muncipal School, Agripada,

Mumbai

1818 The Puna School & Home for the Blind Trust, Dr. M.R. Mavache Road, 14/17,

Koregaun Park, Pune – 411 001.

1819 The National Association for the Welfare of the Physically Handicapped, Near Amravati

University, Gate No. 3, Mardi Road, Amravati Camp, Amaravati – 444 602.

Maharashtra

1820 The National Institute of the Mentally Handicapped, C/o Aliyavar Jung National

Institute, N.I.H.H. Bandra Reclamation, Bandra (West), Mumbai

1821 Spastics Society of India, K.C. Marg, Bandra Reclamation, Bandra (West) Mumbai

1822 Prabodhini Vidya Mandir Matimand Vidyalaya Shikshan Prashikshan Kendra Nashik.

1823 Akshar Sanstha’s Matimand Prashikshan Kendra, Ganapati Peth, Wai, Distrcit Satara,

Mumbai

19 MANIPUR

1901 All Manipur Mentally Handicapped Persons Welfare Organisation, Keshamthong Top

Leirak, Imphal-795008

20 MEGHALAYA

2003 BETHANY SOCEITY, Lady Veronica Lane, Laitumkhrah, Shillong, Megaalaya – 793

003

2004 Bethany Society, C/o Jyoti Sroat School for the Blind, St. Edmund’s Campus, Shillong –

793 003

2005 Ferrando Speech and Hearing Centre, MAWROH – MAWLAI, Shillong – 793 008

21 MIZORAM

2101 SCERT, Chaltang, Aizol, Mizoram – 796 012.

23 ORISSA

2301 Chetna Institute for the Mentally Handicapped, Teachers Training Centre, A/3,

Institutional Area, Near Hotel Swosti Plaza, P.O. – RRL Campus, Bhuabneshwar – 751

013.

2302 TYAGA, At. Chhatratota, P.O. Mahanga, Dist. Cuttack-754 206, Orissa

2303 Open Learning System, Plot No. M-75, Samanta Vihar, P.O. Mancheswar Railway

Colony, Near Nalco Chhak, Bhubaneshwar – 751 017.

2305 Centre for Rehabilitation Services and Research,At- Netajinagar, PO – Madhupatana,

Distt – Cuttack – 753 010.

2310 School for M.R.., Bhairabi Club, At/P.O. Narangarh, Dist.- Khurda, Orissa.

2311 National Rehabilitation & Artificial Limb Centre, Near R.G.H. Panposh Road,

Rourkela – 4, Dist – Sundargah, ORISSA

2312 Pingalakhi Public Welfare Organisation, At/PO – Ganesh Bazar, Nimapra,

Dist – Puri – 752106 , ORISSA

24 PUNJAB

2401 Dr. Satya Paul Khosla Charitable Memorial Trust Shaheed Uddam Singh Nagar,

Opp. T.V. Studio, Jalandhar – 144 001

2403 Navjivini School of Special Education,

Sular, Patiala-147 001

2404 Vocational Rehabilitation Training Centre, Haibowal road, Opp Kitchlu Nagar,

Ludhiana Punjab- 141 001

2405 Department of Education, Punjab University, Chandigarh -–160 014.

25 RAJASTHAN

2501 P& NM Rehabilitation Centre for the Blind, East View, Delwara Road, Mount Abu,

Rajasthan–307 501.

2502 Jay Bharat Sarva Kalyan Nyas, 108, Nehru Park, Jodhpur, Rajasthan

2503 L.K.C. Jagdamba Andh Vidyalaya Samiti, Hanumangarh Road, Sriganga Nagar, 335

001.

2504 Research Education and Audiological Development Society (READS), Dundlod

House, Civil Lines, Jaipur – 302 019.

2506 PRAYAS SANSTHAN, “Prachya Shodh Peeth Samiti”,30-A, C-1

Road,Bhupalpura,Udaipur (Raj)

2507 Marudhar Deaf & Dumb School,Laxmi Vihar Colony, Sagar Road, Bikaner – 334 001.

2509 Rajasthan Mahila Kalyan Mandal, Ajmer, “Viswamitra Ashram”, Anandpura

(Topdara), Ajmer – 305 001.

2510 Human Development Institute “ADHARSHILA”, Village – Dabla (Mew)

Post – Machadi, Vai – Rajgarh, Dist – Alwar, Rajasthan.– 301 408.

26 GANGTOK

2601 DDRC-Gangtok, C/o STNM Hospital, Gangtok – 737 101

27 TAMILNADU

2701 Sri Ramakrishna Mission Vidyalaya College of Education,Sri Ramakrishna Vidayalaya

Post, Coimbatore – 641 020

2703 Spastic Society of Tamil Nadu, Opp. T.T.T.I.,

Taramani Road, Chennai – 600113

2704 S.B.T. College of Spl. Education, Dr. M.A. Thangaraj Compound, DRO Colony,

Madurai – 625 007

2705 Deptt. of Rehabilitation Science, Holy Cross College, Tiruchirapalli – 620 002

2707 Vijay Human Services, 4, Lakshmipuram, 3rd Street, Royapettah, Chennai-6000 014

2712 Spastic Society of India No. 1. Ranjit Raod, Kothurpuram, Chennai – 600 085

2714 Rangammal Memorial Higher Secondary School for the Hearing Impaired,

Sambanthanur Village, Somasipadi Post, Tiruvannamalai Tk., Tiruvannamalai Dt.: 606

611

2715 Vidya Vikasini Opportunity School,

66-D, Mettupalayam Road, Thudialur, Coimbatore – 641 034

2716 Oral School for the Hearing Impaired,Trowel Street, College Road,

Nagercoil – 629 001.

2717 Holly Cross Service Society,96-B, Ettupattai Bungalow, Putchur, Trichy – 620 017.

2718 M.S. Chellamuthu Trust & Research Foundation, 643, K.K. Nagar,

Madurai – 625 020

2719 Ajay Memorial Foundation, 6, Officers Colony, Anna Nagar West Extension,

Chennai – 600 050.

2721 IELC School for the Blind, Barugur, Dharamapuri – 635 104

2722 TELC School for the Blind, S.M. School Hospital Post, Tiruppattur – 623 209,

Tamil Nadu

2723 Amar Seva Sangam, Post Box No. 01, Sulochana Garden, 7-4-104 B, Tenkasi

Road, AYIKUDY – 627 852

Tirunelveli Distt. Tamil Nadu.

28 TRIPURA

2801 All Tripura Scheduled Castes Tribes and Minority Upliftment Council Amnagar Road

No.-1 (2nd Lane) Agartala, Tripura-799 002

2802 Deaf & Dumb Institute under SW & SE, Dept. Abhoynagar, Agartala, Tripura.

2803 Mano Visash Kendra at Krishnagar, Agartala fir CP & Allied Disorder

29 UTTARANCHAL

2901 Sharp Memorial School for the Blind, P.O. Rajpur, Distt. Dehradun - 248009

2902 RAPHAEL, Ryder Chesire International Centre, P.P. Box No.157, Dehradun–248 001.

2903 Indira Rashtriya Chetna Evam Samajotthan Sansthan, Hoshiyari Mandir,

Raiwala, Dehradun - 249 205.

30 UTTAR PRADESH

3002 Chetna

(A Society of the Welfare of Handicapped), Sector – C, Aliganj, Lucknow – 226 020

3003 Training College for Teachers of the Deaf, Aishbagh (Tilak Nagar),

Lucknow – 226 004

3004 Institute of Advance Studies in Education, MJP Rohilakhand University Bareilly– 243

006 (UP)

3005 Banaras Hindu University,Faculty of Education,Kamachha, Varanasi 221010

3007 Integrated Institute for the Disabled, Karaundi, B.H.U. Varanasi - 221 005

3010 Jeevan Jyoti School and Community Based Rehabilitation for the Blind, Aktha, P.O.

Sarnath,Varanashi – 221 007.

3013 Nav Vani School for the Deaf, Village Koirajpur, Harhua P.O. Varanasi – 221 105

3014 Shikshit Yuva Sewa Samiti, Pandey Bazar, Basti – 272 002(U.P.)

3015 Drishti Samajik Sanstha, C-1/480,Sector –G, Jankipuram, Lucknow (U.P.)

3016. Bhartiya Chauhan Samiti, Balrampur, Dist.- Azamgarh, (U.P.)

31 WEST BENGAL

3101 Society for Mental Health Care, P.O. & Village-Khjurdihi, Via-Katwa, Burdwan.

3102 Eastern Regional Centre,AYJNIHH,

C/o NIOH Campus, Bon-Hooghly, B.T.Road,Calcutta-700090

3104 Rama Krishna Mission Blind Boys Academy, Narendrapur, Kolkata.-700 103

3108 North Calcutta Pratibandhi Seva Kendra, 2/8/1, Ramkrishna Ghosh Road,

Kolkatta – 700 050

3109 Manovikas Kendra Rehabilitation & Research Institute for the handicapped, 482,

Madudah, Plot No.I-24, Sec – I, Eastern Metropolitian By pass. Kolkatta (W.B.)

3110 Midnapore Rehabilitation Centre for Children, “Gitanjali”, Vidyasagar Road,

Midnapore – 721 101

3111 SHELTER, Society for Help, Education, Love,Training & Employment for the

Retarded, 3, Kalbati Lane, Bhadreswar, Hooghly,

3114 Louis Braille Memorial School for the Sightless, Birla Road, P.O. Makhla (Uttarpara),

Dist. Hooghly – 712 245

3115 DDRC, Jalpaiguri, C/o The District Magistrate (Social Welfare Section), P.O. &

District – Jalpaiguri , Pin Code – 735 101, West Bengal.

35 PONDICHERRY

3501 Government College of Education, Karaikkal, Pondicherry State

If for any reason, any of the above Study Centres become non-functional then the

Note :

candidates will be shifted to a suitable Study Centre.
;
List of the Institutions for Conducting

Foundation Course on Education of children with Disabilities.

A Collaborative National Programme of Madhya Pradesh Bhoj (Open) University & Rehabilitation Council of India

STATE-WISE CODE NUMBERS, NAMES AND ADDRESSES OF THE STUDY CENTRES

State/Code No. Name of Institution

01 ANDHRA PRADESH

0101 Thakur Hari Prasad Institute of Research & Rehabilitation for the Mentally Handicapped,

Vivekananda Nagar, Dilsukh Nagar, Hyderabad – 500 660 (A.P.)

0102 Rural Project of Thakur Hari Prasad Institute of Research & Rehabilitation for the Mentally

Handicapped, H.NO.4/186, Lala Cheruvu, Rajahmundry – 533 106 (A.P.)

0103 National Institute for Mentally Handicapped, Manovikas Nagar, P.O. Bowenpally,

Secunderabad – 500 090 (A.P.)

0104 Sweekar Rehabilitation Institute for Handicapped, Upkaar Circle, Picket, Secunderabad – 500

003 (A.P.)

0105 Training Centre for Teachers of Visually Handicapped, 1-10-242, Ashok Nagar, Hyderabad –

500020 (A.P.)

0106 College of Teacher Education, Andhra Mahila Sabha, Durgabai Deshmukh, Vidhyapeethem,

Osmania University Campus, Hyderabad – 500 007.(A.P.)

0107 AYJNIHH,SRC,National Institute for the Mentally Handicapped Campus,Manovikas Nagar,

P.O. Bowenpally, Secundrabad (A.P.)

0108 Department of Special Education, Andhra University, Vishakhapatnam, Andhra Pradesh

0109 Helen Keller's Training College for the Hearing Impairment Teachers of the Deaf, 10/72, Near

Sivalingam Beedi Factory, Ballary Road, Cuddapah – 516 001 (A.P.)

0110 Royal Seema Seva Samiti, No. 9, Old Hazur Office Building,Triupati – 517 501. (A.P.)

0114 B.B.S. Devnar School for the Blind, (Managed by Devnar Foundation for the Blind) H.No. 10-

2-231, Road No. 1, West Maredpally, Secunderabad (A.P.)

0116 Navjeevan College of Education,Voluntary Organisation of Rural Development Society, Pedda,

Kottala B.PO. Nandyal – 518 502. Kurnool (A.P.)

0117 Bethlemhem Church Association for the Blind, Roypet, Narsapur – 534 275 (A.P.)

0119 Lebenshilfe, Association for the Mentally Handicapped, Near Lumbani Park,

(Old Appu Ghar), MVP Colony, Visakhapatnam – 17( A.P.)

03 ARUNACHAL PRADESH

0301 Dony Polo Mission School for Hearing Impaired, Chimpu, Itanagar, Arunachal Pradesh.

04 ASSAM

0401 Guwahati Mental Welfare Society, North Eastern Regional Training Institute for Mentally

Handicapped, Vikas Nager, Dakhingaon, Kahilipara Guwahati-781 019

0402 Shishu Sarothi, Spastic Scoiety of Assam, Opp Ramakrishna Mission Road, Birubai, Guwahati-

781 016

0403 Prerna Spastic Society of Jorhat, Cinnamara Jorhat – 8.

0404 ASHADEEP,Islampur Road, Gandhi Basti,Guwahati – 781 003

0405 COMPOSITE REGIONAL CENTRE(CRC)For persons with disabilities, PMRT Building,

Guwahati Medical College Hospital Campus, Guwahati – 781 032.

05 BIHAR

0501 Indian Institute of Health Education, Health Institute Road, Near Central Jail, Beur, Patna

0502 J.M.Institute of Speech & Hearing, Inder Puri, P.O. Keshri Nagar, Patna – 800 023

0505 Deepalaya Institute for Mental Health & Rehabilitation, Kailash Puri, Sri Nagar Hata,

Purnea, Bihar – 864 301.

0507 Bihar Institute of Speech & Hearing & Research Centre, Road No. 6, Rajendranagar, Patna

– 800 016.

0508 Samaj Kalyan Sansthan, Nayanagar, Via-Mangalgarh, Dist. Samastipur, Bihar.

0509 SUBHAM, Reva Road, Near Bhagwanpur Chowk, Muzzaffarpur.

Bihar Viklang Kalyan Parishad, Adarsh Nagar, Lane No. 3, Majhaullia,

0515

P.O. – Khabra, Distt.- Muzaffarpur (Bihar) – 846 143

0516 Bihar Blind People’s Care Society, 339, M.I.G. Kankarbagh Colony,

Patna – 800 020, BIHAR

06 CHANDIGARH

Government Institute for the Mentally Handicapped, Sector-32, Chandigarh

0602

07 CHHATTISGARH

Lions' Charitable Trust, “PRAYAS” Shravan Viklang Sansthan, G.E. Road, Supela, Bhilai

0701

– 490 023, CHHATTISHGARH

Ankur Special School, NF-3, Kosabadi,

0703

Sada Colony, Korba – 495 679

National Association for the Blind, “Prerana” M.P. Housing Board Colony, Slice – III,

0704

Herapur, Raipur Chatisgarh.

08 DELHI

0801 Amar Jyoti Rehabilitation and Research Centre, Karkardooma, Vikas Marg, Delhi – 110

092

0802 Indian Spinal Injury Centre, Sector - C, Vasant Kunj, New Delhi – 110 070.

0803 Blind Relief Association, Lal Bahadur Shastri Marg, New Delhi – 110 003

0804 Chandra Bhushan Singh Memorial, Speech & Hearing Institute, 4, Hasanpur, I.P. Extn.

Near Hasanpur Bus Depot, Delhi – 110 092.

0805 The National Association for the Blind, Sector –V. R.K. Puram, New Delhi – 110 022

0806 Kulachi Hansraj Model School (DAV run school), Ashok Vihar, Phase – III, Delhi

– 110 052

0808 Delhi Society for the Welfare of Mentally Retarded Children, Teachers Training Institute

for Special Education, Okhla Centre, Okhla Marg,New Delhi – 110 025.

AYJNIHH, NRC, Kasturba Niketan, Lajpat Nagar- II, New Delhi – 110 024.

0809

09 GOA

0902 Lokvishwas Pratishthan, School for the Handicapped Kids, Shantadurga Krupa Ashram,

Opp. Matruchaya Dhavalim, Goa

10 GUJARAT

1001 Blind PeoplesAssociation, Dr. Vikram Sarabhai Road, Vastrapur, Ahmedabad – 380 015

1003 Medical Care Centre Trust, Children Hospital, Kareli Baug,Vadodara – 390 018

1004 Shri K.L. Institute for the Deaf, 51, Vidyanagar, Bhavnagar-36442, Gujarat

1005 B.M. Institute of Mental Health, Near Nehru Bridge, Ashram Road, P.O.

Naurangpura,Ahmedabad – 380 009.

1007 Gujarat Kelavni Trust, Mangal Prabhat Building, Opp. St. Xavier High School, Mirzapur,

Ahmedabad – 380 001.

1010 Vadilal S. Gandhi Charitable Trust, Shri Nemnathjini Vadi, Antisar Darwaja, Kapadwanj –

387 620,Gujarat

1011 NAB Jamnagar District Branch,Aerodrome Road, Jamnagar,Gujarat

1012 NAB Sabarkantha District Branch, “Panchal Bhuwan” B/h, Satyam Auto Garrage,

Srinagar Road No.10, Near Govt. Quarters.Idar – 383 430

11 HARYANA

1101 ARPAN, Institute for the Mentally Handicapped, Gandhi Nagar, Rohtak – 124 001

1102 Association for the Welfare of Handicapped, 5 N/12, N.I.T., Faridabad

1103 National Association for the Blind, Central Green, KC Road, N.I.T., Faridabad

12 HIMACHAL PRADESH

1201 HP Primary Education Society, Glen Hogin, Lal Pani , Shimla

1208 School for Blind, Dhali, Shimla.

1211 The Learning Centre, Bishop Cotton School, Shimla – 171 002.

1212 HP Primary Education Society, Glen Hogin, Lal Pani , Shimla (DIET – NAHAN)

1213 HP Primary Education Society, Glen Hogin, Lal Pani , Shimla (DIET – CHAMBA)

1214 HP Primary Education Society, Glen Hogin, Lal Pani , Shimla (DIET – KULLU)

13 JAMMU & KASHMIR

1301 Composite Regional Centre for Persons with Disabilities, Bemina, Bye Pass, (Near

Women’s Polytechnic College), Srinagar – 190 017.

14 JHARKHAND

1401 Deepshikha Institute for Child Development & Mental Health, Arya Samaj Mandir,

Sharadchand Road, Ranchi – 834 001

1403 Jeevan Jyoti, Bekar Bandh, Dist.-Dhanbad, Jharkhand.

1405 Van Uden Badhir KalyanVidyalaya,

Dhobi Jharna, Mircowave Tower, Sahebganj, Santhal Pargana, Jharkhand.

15 KARNATAKA

1502 St.Agnes Special School Bedore,

Mangalore –575 002

1504 Shree Ramana Maharishi Academy, For the Blind, (Regd.),3rd Cross, 3rd Phase, (Near Ragi

Gudda), J.P. Nagar, Bangalore-78.

1505 Karnataka Parents Association for the Mentally Retarded Citizen, AMH Compound,

Officers House Road, Near Kidwai Memorial Hospital, Bangalore – 560 029.

1506 Govt. Teacher Training Centre for the Hearing handicapped, Tilak Nagar, Govt. of

Karnataka, Mysore – 570 021.

1507 The Spastics Society of Karnataka, 31, 5th Cross, Off – 5th main, Indira Nagar, Ist Stage,

Bangalore.

1508 Association for Rehabilitation of the Disabled, PB No. 24,Vivekananda Colony,

Gangavathi – 83 227, Koppal Dist.

1509 Sangam Education Society, EWS 90, Hudco Colony, Bidar – 585 401

1510 Shri Manju Education Society, Balaji Road, Rajput Street, Betgeri – Gadag – 582 102.

1511 Shri. B.D. Tatti(Annavaru) Memorial Charitable Trust, Pethbana, Taluk-Shirahatti, Distt.

Gadag, Laxmeshwara – 582 116

1513 Belgaum Integrated Rural Development Society Naganur, Tq : Gokak, Dist- Belgaum,

Karnataka

1514 CBR Network (South Asia), 134, Ist Block, 6th Main, 3rd Phase, BSK, Bangalore – 85

16 KERALA

1601 AWH Institute for the Mentally Handicapped, Rehmania Special School for the

Handicapped, Calicut Medical College, P.O. Calicut – 673 008

1605 Bala Vikas Teacher's Training Centre, Gandhi Marg, Opp. Hindustan Latex,

Pecoorkada, Trivandrum – 695 005

1606 Nirmala Sadan Teachers Training Centre Ernakulam (Distt.), Muvattapuzha,

Kerala – 686 661

1607 Central Institute on Mental Retardation Murinjapalam, Medical College P.O.

Thiruvananthapuram – 695 011.

1608 Kerala Federation of the Blind Training Centre for the Teachers of V.H., P.O.

Karimpuzha, Palakkad, Kerala – 679 513

1610 Faith India , Faith India Bhawan, Puthencruz P.O. Distt. Ernakulam, Kerala – 682 308

1611 Rahmania Pre-Primary Teachers Training Institute for the Young Deaf (Under AWH

Special College, Calicut) Medical College P.O. Calicut – 673 008

1613 MANOVIKAS,Special School for Mentally Handicapped, Post – Pallisserikkal,

Sasthamcotta,Kollam, Kerala – 690 521

1614 Sneha Sadan, College of Special Education, Ankamaly – 683 572, Ernakulum,

Kerala.

17 MADHYA PRADESH

1701 Digdarshika Institute of Rehabilitation & Research, Red Cross Bhawan, Shivaji Nagar,

Bhopal – 462 016.

1702 M.P. Bhoj (Open) University, Campus I, Red Cross Bhawan, Shivaji Nagar, Bhopal –

462 016.

1705 Mahesh Dristihein Kalyan Sangh, Scheme No. 54, Behind Satya Sai Vidyala Vihar, A.B.

Road, Indore

1707 M.P. Welfare Association for the Blind, 33 B/D, Kila Maidan, Indore – 452 006.

1708 Deaf & Dumb Associatioin Scheme No. 71 B (Behind Ranjit Hanuman Mandir),

Indore – 452 009. M.P.

1709 Nav Jeevan School for Hearing Handicapped, Children for Speech and Langugage

Development, Navjeevan Badhir Samithi, 3/1, Old Palasia, Near Navneet Tower,

Indore – 452 001.

1710 Avsar Punarwarwas avem Anusandhan Sansthan, 286, Choti Payega, Keshav Ganj,

Sagar-470002.

1711 J.T.M.R.I. Rotary Club hall, Pachpedi, Civil line, Jabalpur

1712 Welfare Association for the Disabled, 701/8, Nanda Nagar, Indore – 452 008. (M.P.)

18 MAHARASHTRA

1804 Ayodhya Charitable Trust, 51/2, Vikas Nagar, Wanwadi Village, Pune-411 040

1805 Matoshri Late Jankidevi Atkar Special Teacher’s Training Centre, Geeta Nagar,

Doyelayout, Zingabi Takli, Ward No. 1, Nagpur – 440 030.

1809 National Association for the Blind, Unit Maharashtra, 3rd Floor, Yeshwant Mandal,

Raviwar Karanja, Nashik – 422 001.

1810 Navjeevan School for Mentally Retarded, Plot No. P-65,MIDC Naregaon Fata

Aurangabad

1812 Director, Centre for Job opportunities for the Spastics, Chembur, Mumbai

1813 Apang Jeevan Vikas Sanstha, Amravati, Bhumiputra Colony, Near Congress Nagar,

Amravati (Maharashtra)

1814 SAVALI,“ALAANKAR”, Plot No. 14, S.No. 133, Prabha Co-operative Society Ltd.,

Kothrud, Pune – 411 038.

1815 Nandanwan School & Sheltered Workshop for Mentally Handicapped, Near Janaki

Talkies, Sitabuldi, Nagpur – 12, Maharashtra

1816 Mr. V.R. Rula Hearing Handicapped Institute, S.P. College Campus, Pune 411 030.

1817 Central Institute of Teacher of the Deaf, 3rd Floor, Next to Muncipal School, Agripada,

Mumbai

1818 The Puna School & Home for the Blind Trust, Dr. M.R. Mavache Road, 14/17,

Koregaun Park, Pune – 411 001.

1819 The National Association for the Welfare of the Physically Handicapped, Near Amravati

University, Gate No. 3, Mardi Road, Amravati Camp, Amaravati – 444 602.

Maharashtra

1820 The National Institute of the Mentally Handicapped, C/o Aliyavar Jung National

Institute, N.I.H.H. Bandra Reclamation, Bandra (West), Mumbai

1821 Spastics Society of India, K.C. Marg, Bandra Reclamation, Bandra (West) Mumbai

1822 Prabodhini Vidya Mandir Matimand Vidyalaya Shikshan Prashikshan Kendra Nashik.

1823 Akshar Sanstha’s Matimand Prashikshan Kendra, Ganapati Peth, Wai, Distrcit Satara,

Mumbai

19 MANIPUR

1901 All Manipur Mentally Handicapped Persons Welfare Organisation, Keshamthong Top

Leirak, Imphal-795008

20 MEGHALAYA

2003 BETHANY SOCEITY, Lady Veronica Lane, Laitumkhrah, Shillong, Megaalaya – 793

003

2004 Bethany Society, C/o Jyoti Sroat School for the Blind, St. Edmund’s Campus, Shillong –

793 003

2005 Ferrando Speech and Hearing Centre, MAWROH – MAWLAI, Shillong – 793 008

21 MIZORAM

2101 SCERT, Chaltang, Aizol, Mizoram – 796 012.

23 ORISSA

2301 Chetna Institute for the Mentally Handicapped, Teachers Training Centre, A/3,

Institutional Area, Near Hotel Swosti Plaza, P.O. – RRL Campus, Bhuabneshwar – 751

013.

2302 TYAGA, At. Chhatratota, P.O. Mahanga, Dist. Cuttack-754 206, Orissa

2303 Open Learning System, Plot No. M-75, Samanta Vihar, P.O. Mancheswar Railway

Colony, Near Nalco Chhak, Bhubaneshwar – 751 017.

2305 Centre for Rehabilitation Services and Research,At- Netajinagar, PO – Madhupatana,

Distt – Cuttack – 753 010.

2310 School for M.R.., Bhairabi Club, At/P.O. Narangarh, Dist.- Khurda, Orissa.

2311 National Rehabilitation & Artificial Limb Centre, Near R.G.H. Panposh Road,

Rourkela – 4, Dist – Sundargah, ORISSA

2312 Pingalakhi Public Welfare Organisation, At/PO – Ganesh Bazar, Nimapra,

Dist – Puri – 752106 , ORISSA

24 PUNJAB

2401 Dr. Satya Paul Khosla Charitable Memorial Trust Shaheed Uddam Singh Nagar,

Opp. T.V. Studio, Jalandhar – 144 001

2403 Navjivini School of Special Education,

Sular, Patiala-147 001

2404 Vocational Rehabilitation Training Centre, Haibowal road, Opp Kitchlu Nagar,

Ludhiana Punjab- 141 001

2405 Department of Education, Punjab University, Chandigarh -–160 014.

25 RAJASTHAN

2501 P& NM Rehabilitation Centre for the Blind, East View, Delwara Road, Mount Abu,

Rajasthan–307 501.

2502 Jay Bharat Sarva Kalyan Nyas, 108, Nehru Park, Jodhpur, Rajasthan

2503 L.K.C. Jagdamba Andh Vidyalaya Samiti, Hanumangarh Road, Sriganga Nagar, 335

001.

2504 Research Education and Audiological Development Society (READS), Dundlod

House, Civil Lines, Jaipur – 302 019.

2506 PRAYAS SANSTHAN, “Prachya Shodh Peeth Samiti”,30-A, C-1

Road,Bhupalpura,Udaipur (Raj)

2507 Marudhar Deaf & Dumb School,Laxmi Vihar Colony, Sagar Road, Bikaner – 334 001.

2509 Rajasthan Mahila Kalyan Mandal, Ajmer, “Viswamitra Ashram”, Anandpura

(Topdara), Ajmer – 305 001.

2510 Human Development Institute “ADHARSHILA”, Village – Dabla (Mew)

Post – Machadi, Vai – Rajgarh, Dist – Alwar, Rajasthan.– 301 408.

26 GANGTOK

2601 DDRC-Gangtok, C/o STNM Hospital, Gangtok – 737 101

27 TAMILNADU

2701 Sri Ramakrishna Mission Vidyalaya College of Education,Sri Ramakrishna Vidayalaya

Post, Coimbatore – 641 020

2703 Spastic Society of Tamil Nadu, Opp. T.T.T.I.,

Taramani Road, Chennai – 600113

2704 S.B.T. College of Spl. Education, Dr. M.A. Thangaraj Compound, DRO Colony,

Madurai – 625 007

2705 Deptt. of Rehabilitation Science, Holy Cross College, Tiruchirapalli – 620 002

2707 Vijay Human Services, 4, Lakshmipuram, 3rd Street, Royapettah, Chennai-6000 014

2712 Spastic Society of India No. 1. Ranjit Raod, Kothurpuram, Chennai – 600 085

2714 Rangammal Memorial Higher Secondary School for the Hearing Impaired,

Sambanthanur Village, Somasipadi Post, Tiruvannamalai Tk., Tiruvannamalai Dt.: 606

611

2715 Vidya Vikasini Opportunity School,

66-D, Mettupalayam Road, Thudialur, Coimbatore – 641 034

2716 Oral School for the Hearing Impaired,Trowel Street, College Road,

Nagercoil – 629 001.

2717 Holly Cross Service Society,96-B, Ettupattai Bungalow, Putchur, Trichy – 620 017.

2718 M.S. Chellamuthu Trust & Research Foundation, 643, K.K. Nagar,

Madurai – 625 020

2719 Ajay Memorial Foundation, 6, Officers Colony, Anna Nagar West Extension,

Chennai – 600 050.

2721 IELC School for the Blind, Barugur, Dharamapuri – 635 104

2722 TELC School for the Blind, S.M. School Hospital Post, Tiruppattur – 623 209,

Tamil Nadu

2723 Amar Seva Sangam, Post Box No. 01, Sulochana Garden, 7-4-104 B, Tenkasi

Road, AYIKUDY – 627 852

Tirunelveli Distt. Tamil Nadu.

28 TRIPURA

2801 All Tripura Scheduled Castes Tribes and Minority Upliftment Council Amnagar Road

No.-1 (2nd Lane) Agartala, Tripura-799 002

2802 Deaf & Dumb Institute under SW & SE, Dept. Abhoynagar, Agartala, Tripura.

2803 Mano Visash Kendra at Krishnagar, Agartala fir CP & Allied Disorder

29 UTTARANCHAL

2901 Sharp Memorial School for the Blind, P.O. Rajpur, Distt. Dehradun - 248009

2902 RAPHAEL, Ryder Chesire International Centre, P.P. Box No.157, Dehradun–248 001.

2903 Indira Rashtriya Chetna Evam Samajotthan Sansthan, Hoshiyari Mandir,

Raiwala, Dehradun - 249 205.

30 UTTAR PRADESH

3002 Chetna

(A Society of the Welfare of Handicapped), Sector – C, Aliganj, Lucknow – 226 020

3003 Training College for Teachers of the Deaf, Aishbagh (Tilak Nagar),

Lucknow – 226 004

3004 Institute of Advance Studies in Education, MJP Rohilakhand University Bareilly– 243

006 (UP)

3005 Banaras Hindu University,Faculty of Education,Kamachha, Varanasi 221010

3007 Integrated Institute for the Disabled, Karaundi, B.H.U. Varanasi - 221 005

3010 Jeevan Jyoti School and Community Based Rehabilitation for the Blind, Aktha, P.O.

Sarnath,Varanashi – 221 007.

3013 Nav Vani School for the Deaf, Village Koirajpur, Harhua P.O. Varanasi – 221 105

3014 Shikshit Yuva Sewa Samiti, Pandey Bazar, Basti – 272 002(U.P.)

3015 Drishti Samajik Sanstha, C-1/480,Sector –G, Jankipuram, Lucknow (U.P.)

3016. Bhartiya Chauhan Samiti, Balrampur, Dist.- Azamgarh, (U.P.)

31 WEST BENGAL

3101 Society for Mental Health Care, P.O. & Village-Khjurdihi, Via-Katwa, Burdwan.

3102 Eastern Regional Centre,AYJNIHH,

C/o NIOH Campus, Bon-Hooghly, B.T.Road,Calcutta-700090

3104 Rama Krishna Mission Blind Boys Academy, Narendrapur, Kolkata.-700 103

3108 North Calcutta Pratibandhi Seva Kendra, 2/8/1, Ramkrishna Ghosh Road,

Kolkatta – 700 050

3109 Manovikas Kendra Rehabilitation & Research Institute for the handicapped, 482,

Madudah, Plot No.I-24, Sec – I, Eastern Metropolitian By pass. Kolkatta (W.B.)

3110 Midnapore Rehabilitation Centre for Children, “Gitanjali”, Vidyasagar Road,

Midnapore – 721 101

3111 SHELTER, Society for Help, Education, Love,Training & Employment for the

Retarded, 3, Kalbati Lane, Bhadreswar, Hooghly,

3114 Louis Braille Memorial School for the Sightless, Birla Road, P.O. Makhla (Uttarpara),

Dist. Hooghly – 712 245

3115 DDRC, Jalpaiguri, C/o The District Magistrate (Social Welfare Section), P.O. &

District – Jalpaiguri , Pin Code – 735 101, West Bengal.

35 PONDICHERRY

3501 Government College of Education, Karaikkal, Pondicherry State

If for any reason, any of the above Study Centres become non-functional then the

Note :

candidates will be shifted to a suitable Study Centre.

I wanted to know the indian govt. schemes,concessions and guidlines for admission of low vision and blind student.esp CBSE.I have heard a school get around Rs.1800 per month per visually impaired student ! is it true?
thanks in advance.

State governments can send in written comments within four weeks

Union Human Resource Development Minister Kapil Sibal addressing a meeting of the Central Advisory Board of Education, in New Delhi on Saturday.

NEW DELHI: The Central Advisory Board of Education (CABE) on Saturday broadly endorsed the setting up of the proposed National Commission for Higher Education and Research (NCHER) as an apex/regulatory body, entrusted with framing policy, and to bring within its ambit, medical education and other disciplines of higher education and research.

Though there was general consensus at the 57th meeting of the CABE – the highest advisory body to Centre and States on education – it was decided that the State governments and other members could send in written comments and suggestions within four weeks to enable the task force on NCHER to finalise the draft of the Bill, which would then be presented to the Ministry of Human Resource Development (HRD) for consideration. This was done in response to some States expressing apprehension that the move would “infringe'' upon their autonomy.

“The task force members will include the minutes of the meeting in their final draft and appropriately place it before the authorities. I hope the task force members who were present at the meeting would have taken note of it,'' Union Human Resource Development Minister Kapil Sibal said.

There is a turf war going on between the HRD Ministry and other Ministries over bringing all disciplines of higher education within the purview of NCHER. While the Union Health and Family Welfare Ministry is reluctant to part with medical education, the Law Ministry and the Bar Council of India is opposed to the idea of giving away legal education. Agriculture being a State subject will need Constitutional amendment to be brought under the NCHER.

The proposal for the National Academic Depository Bill 2010, for the creation and maintenance of a national electronic database of academic records and awards, also received a nod at the meeting. It will now be sent to the Cabinet for approval and placed before Parliament in the monsoon session, Mr. Sibal said.

On implementation of the Right to Education, the States expressed some practical problems and demanded that the Centre share at least 90 per cent of the cost. “I told the States that while the sharing pattern was yet to finalised, it would not be possible for the Centre to bear 90 per cent of the cost. However, the concerns have been taken note of,'' the Minister added.

Common curriculum coming

PTI reports:

Come 2011, all States will have a common curriculum at senior secondary level in science and mathematics, a step that would pave the way for a possible common entrance test for admission into universities.

State Education Ministers on Saturday endorsed the Centre's move to have a core curriculum in science and mathematics at class XI and XII.

The Council of School Board of Education has already prepared the core curriculum.

The State boards can frame their syllabus on the basis of the curriculum.

“The ministers endorsed the core curriculum prepared by the Council. They also endorsed the idea of having a core curriculum in Commerce,” HRD Minister Kapil Sibal said.

The core curriculum will bring uniformity in the course content in the school boards. This will give a level playing field to students from urban and rural areas, Mr. Sibal said.

It will be helpful in holding a common entrance test for admission into the universities.

Date: 20/06/2010

URL: http://www.thehindu.com/2010/06/20/stories/2010062063911800.htm

may 25, 2010



A committee set up by the State government has recommended the creation of two centres of excellence in disability studies in the State. G. MAHADEVAN describes the courses that are likely to be offered by these centres from 2011.







New initiative: The proposed programmes will be designed to equip the learner to change the mindset of society towards disability.

Come 2011 and postgraduate programmes in disability studies could well be part of the bouquet of courses on offer in the higher education sector in Kerala.

The final draft report [prepared last week] of a committee set by the State government has recommended the creation of two centres of excellence in disability studies — an inter-university centre attached to the Mahatma Gandhi University offering postgraduate, M.Phil. and doctoral programmes, and the second attached to the LBS, offering postgraduate diploma programmes. The committee headed by noted historian Dr. K. N. Panikkar is expected to submit its report to the government shortly.

Mr. Panikkar told the The Hindu-EducationPlus that the inter-university centre could be set up in a couple of months. “Realistically we can expect the first of the courses to be offered in 2011,” he said.

The postgraduate programmes would be interdisciplinary in nature. Those opting for disability studies after graduating from the science stream would receive an M.Sc. degree. On the other hand those coming from the social sciences or humanities branches would be given an MA degree. “This is a first of its kind course, a programme where the MA and the M.Sc. programme are offered in an integrated manner,” committee member and member of the National Human Rights Commission Core Group on disability, Dr. G. N. Karna told The Hindu-EducationPlus.

Though there are a couple of institutions that offer courses in disability studies, they tend to approach the subject from the angle of special education. “None of them get to the core of disability studies. In that respect the Kerala programmes will be unique,” he explained. The second centre of excellence would concentrate on postgraduate diplomas in disability studies. The thrust of these programmes would be on innovations rehabilitation technology. The situation now is that disability is studied in a piecemeal fashion, as part of other disciplines such as medical science, social work, special education and so on. The programmes recommended by the committee however, are a judicious blend of theory and practice. They are designed to change the mindset of society towards disability and persons with disabilities. As such these courses would contain course work, lectures, field work and an internship. There would be compulsory course work even for the doctoral programme, he said.

According to Mr. Karna the committee took pains to ensure that the draft syllabi for these courses were not carbon copies of similar programmes offered in developed nations. “We wanted includes aspects of Indian culture and civilization vis-à-vis disability in these courses. Unlike in the west, the family support system is very good in India. What we have come up with is an Indianised syllabus for disability studies, something that is based on Indian realities,” Mr. Karna said.

The focus of these courses would not be the study of disability but would be the socio-economic sides of the subject. The situation in the country is such that there is no academic paradigm which can help policymakers understand various aspects of disability and put in place meaningful programmes for persons with disability. The expertise of leading scholars in disability studies would be made available to the two centres of excellence. “We have provided for a visiting scholar programme wherein a noted academic in this field can stay at a centre for six months to one year,” he said. The final report of the committee is expected to contain recommendations for instituting scholarship programmes for those who sign up for the programmes on disability studies. Though the Central government has earmarked funds for scholarships for the disabled, the State government too would be asked to do its bit for furthering the cause of this discipline.

The syllabi for various programmes suggested by the committee would of course have to be approved by the boards of study of universities. According to Mr. Karna the government should also put in place a mechanism to ensure that the implementation of the committee's recommendations is not derailed by a change in government. Sometime down the line, distance learning programmes in disability studies too can be thought of.

source: the hindu

CHENNAI: One of the most widely used curriculum in the country – Madras Development Programming System (MDPS) – for teaching persons with mental retardation is undergoing a revision.

Vijay Human Services, an organisation working with persons with mental retardation, which brought out the first Individualised Education Programme in 1975, will be ready with its latest version this December.

It would be a support-based model, based on the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), said P. Jeyachandran, a special educator and honorary director of Vijay Human Services who developed the special education programme for the State government.

According to Mr.Jeyachandran, the revision is essential as the whole concept of mental retardation has changed. From a medical issue to an education model to rights based model, today disability is considered as a social and human rights issue.

“Also, the central government has ratified UNCRPD and we are answerable as to how it is being implemented,” he said.

There are around 3,400 institutions in the country working with persons with mental retardation, with 310 schools in Tamil Nadu.

The support system would orient special educators, teachers, parents and society to provide support in terms of communication, movement, social interaction, recreation and leisure activity.

Everyone speaks of support measures, but the child is invariably blamed for poor performance, he said.

According to special educators working in the field, it is the simplicity, brevity and preciseness in MDPS that has made the curriculum popular.

“In the U.S., when they develop any definition for MR they go through the process for 10 years to see how best it is suited to the current needs. Today, when we are trying to substitute terms such as moderate/mild/severely retarded with persons with limited support, persons with pervasive support, a revision talks about progress,” said Jaya Krishnaswamy, director, Madhuram Narayanan Centre for Exceptional Children.

Helping in the revision are parents and special educators who have been in the field for years. “Most of the special educators are our students. So, it is a continuous process where we interact to give the best functional curriculum,” said V. Vimala, principal of Bala Vihar Training School, who is helping Mr.Jeyachandran.

Date:25/05/2010

URL:
http://www.thehindu.com/2010/05/25/stories/2010052559480200.htm

KVs restore old quota policy for admission

To ensure smooth admission for children of Central government employees, the Kendriya Vidyalaya Sangthan has restored its earlier quota policy under which the class strength would not be affected while accommodating students in reserved category.

As per the restored system, reservation will be given to students over and above the existing strength of a class in a central school.

According to this system, each class will have 40 seats. But another five students can be given admission under reserved category.

The students given admission under reserved category will be above the normal strength, the Board of Governors of KVS has decided.

"The reserved students will not eat away the seats for general category students. The reservation will be above the existing class strength," a ministry official said.

The KVS was following this quota system previously. But it was amended few months back bringing the quota seats within the class strength.

However, it created problems for the kids of Central government employees who very often are transferred and have to look for fresh admission for their kids in new schools.

The KVS has also put in place a new transfer policy under which those teachers will be given most priority to get transfer if their spouses are working in the school of their choice.

The KVS has also decided to set up one disabled friendly school in each of its 18 regions.

These schools will have all facilities to help physically challenged students get education.

Besides, teachers of Sanskrit can now switch over to Hindi by appearing certain examination. This will open up their promotional avenues, the official said.


Source:
CENTRAL GOVERNMENT EMPLOYEES NEWS

While mainstream schools celebrated their success in the Class XII examinations, the schools run for children with special needs remained quiet.

At the Government Higher Secondary School for the Blind in Poonamallee, of the 35 students who took the examination, 24 cleared it.

At the St. Louis Institute for Deaf and Blind, all 22 visually impaired boys passed with the topper scoring 1068. Eighteen of the 22 hearing impaired boys
have succeeded. The toppers in both sections were hostellers. Asked why none of the students had come to the Institute, an official said they would learn
about their results from the Internet.

All 14 visually challenged girls studying at the Little Flower Convent for Blind and Deaf and 23 of the 27 speech- and hearing-impaired girls have passed
the examination.

They hail from middle-class families and in some cases, have siblings with similar disability. But they are determined to succeed despite the odds, the
school authorities said.

Va. Nargees Begum, who is visually impaired, scored 1079. She has an elder brother who is visually challenged. “I want to study English literature and then
do Law,” she says.

Visually challenged B. Chithra hails from Tiruvallur. She has scored 1072 and wants to pursue English literature. She wants to become a school teacher and
then study for IAS. Her father runs a welding shop.

Tamil medium student P. Parameswari (score 1034) wants to study Economics. Her brother is also visually challenged.

Hearing impaired Fathima Banu has scored 953/1000 and wants to become a chartered accountant. To start with, she wants to pursue a degree in B.Com. Her
father, Pa. Mohamed Abdullah, is a driver in the Malaysian Embassy. Her classmate, S. Lavanya, scored 952/1000.

While Fathima stood second in the class X examinations, Lavanya came first. Lavanya lost her faculty of speech and hearing following an ailment at the age
of five. Her father is a watchman in a private soap company. She would rather pursue a degree in medicine but given her impairment she would settle for
computer science, she says.

As the hearing impaired students are from Tamil medium, they will study English as a subject for a year in school before applying for undergraduate courses.


Principal of Little Flower Convent Sister G. Vasanthi said “Usually, hearing impaired children are not recognised for their performance though they score
well since they are exempted from taking the English language subject. But, this year we are going to claim recognition for them too.”

Giving direction to the future of deafblind

There are nearly 2.5 million deafblind people in the world, according to data from World Bank, with 4.25 lakh children from India alone – a rough estimate. Inspired by the work of four mothers in the U.K. for persons with multiple disabilities, Akhil Paul started Sense International (India) with 23 deafblind people in Ahmedabad. Today, it works with 38 partner organisations in 19 states and has reached out to 32,000 people.

Brahada Shanker , Regional Coordinator (South), Sense International (India), monitors the four southern states by helping produce resource material, conducing training and promoting networking activities. She spoke to Liffy Thomas on the organisation's journey so far.

“Identifying people who are deafblind and those with multi-sensory impairment is a big challenge in India. They are a minority within a minority and parents practically do not know how to identify, while most NGOs work with one disability,” says Brahada Shanker, Regional Coordinator (South), who was in the city to participate in a workshop organised by the National Institute for Empowerment of Persons with Multiple Disabilities.

That's when Sense International (India) entered in 1997. From disseminating information, sensitising, conducting training and providing support to advocacy, it is an ongoing process. The 15-member core team is building a network of partners, which carries out the activities.

It offers home-based programmes, vocational training, community based rehabilitation and teacher training sessions. They adopt communication methods such as tactile signs, writing on the palm, tadoma (holding the jaws) and using pictures.

“The functional level of every person is different, so it is an evolving process,” says Ms. Shanker, who has been with the social sector for 13 years and specialises with children with vision and additional disabilities.

Starting four Regional Learning Centers in the country was one major step that Sense International (India) took to reach out to small network organisations. In south India, for instance, the Holy Cross Service Society, Tiruchi, has identified 13 partners. “We even network with neo-natal and paediatric clinics such that they refer to our Regional Learning Centers if new cases have been identified,” she says, adding that 2,000 teachers have been trained by them.

“Getting deafblind a certificate is the most difficult; unless otherwise there is a unique category it creates a lot of problems for which we are fighting,” she says. Until then, reducing social exclusion and improving the quality of deafblind people is their motto. The deafblind helpline is 1800 233 7913.

Date:18/04/2010

URL:
http://www.thehindu.com/2010/04/18/stories/2010041860510200.htm

Graduation day with a difference

Special Correspondent

CHENNAI: Unmindful of the audience, 14 students danced along with their mothers, narrated the story of the thirsty crow in their own style and rendered a nursery rhyme at the graduation day programme on Wednesday.

What could have been easily passed off as a yet another school day function took everyone by surprise; the students were in the age group of three to eight years and had completed early intervention programme successfully at the Madhuram Narayanan Centre for Exceptional Children, Chennai (MNC). It was a graduation day with a difference.

MNC's ‘Moving Ahead' programme enables children with developmental delays or mental retardation to continue school education in special and mainstream schools after completing the early intervention programme.

For the past few months, these children were guided and directed by the special educators, therapists, combined with music, yoga and play therapies on how to use their individual strengths through individualised programme plans.

“Over the past four years, 19 students have been successfully enrolled in the mainstream schools. This year, 10 students will move into the mainstream schools and four into special schools from the next academic session starting in June 2010,” said Vimala Kannan, principal of MNC.

On Wednesday, three year-old Shriyaditha and eight year-old Nandini, along with their friends, showcased their acquired skills. Naresh Krishnan was given a 32-month pre-school training programme while Madumitha underwent a 16-month programme.

On completion of the intervention programme, the children were able to follow instructions in English and Tamil, eat independently, play with friends, give direction to teachers and fellow students about their needs and spell three-letter words.

S.P. Sarguna Pandian, chairperson, Tamil Nadu State Commission for Women, presented gifts to the children and distributed certificates to parent trainees.

In her special address, she lauded the parents for playing the role of teacher-cum-guide and said that the Commission was ready to help them in all possible ways.

Date:01/04/2010
URL:
http://www.thehindu.com/2010/04/01/stories/2010040162510900.htm

Sign language to interpret world of hearing impaired


Vijaya Baskaran.

Vijaya Baskaran's talent as a professional interpreter for the hearing impaired has inadvertently made her an advocate for the rights of persons with hearing impairment. In a chat with R. Sujatha, she recalls several facets of her interesting sojourn into a world dominated by silence.

Vijaya Baskaran has been using a form of sign language for the last 45 years. Now a trainer at Ability Foundation, she says it was the need to communicate with her two brothers and a sister who were born with profound hearing loss. “It is a matter of communication. There was no other way I could talk to them,” she recalls her childhood days.

When she was ten, she was invited to interpret at a school programme.

“There is little difference between the various languages. Sign language has no grammar. It only deals with feelings and emotions,” she explains. While lip reading requires undivided attention, sign language allows the hearing impaired persons to use their imagination, she says.

She trains hearing impaired candidates recruited by companies. The candidates were educated in special schools. “They tell me that they learnt English on their own by reading and not by understanding what was taught in the school,” she says. “Sign language helps them understand concepts better. I interpret prayer songs also during meetings,” she says.

Ms.Baskaran has conducted a training programme for police personnel at the Tamil Nadu Police Academy. There should be such programmes for doctors and lawyers also, she says. For the last 20 years, she has been an interpreter for hearing impaired women in family court proceedings.

As an interpreter, she has had to face the ire of persons she represents. A group of hearing impaired persons was upset when she could not ensure their passage by train from Kolkata to Chennai.

“They wrote out their appeal on a piece of paper and immediately the officials arranged for their journey. They asked me why I could not convey their request. Their assertiveness achieved what I could not with my skill,” she says, advocating for interpreters in public functions. The government should have interpreters in public functions addressed by the Prime Minister or Chief Minister.

“In schools, we must have some classes in basic sign language. It could be taught as a playtime activity. Children enjoy games such as dumb charades, and sign language could be one of them,” says Ms.Baskaran.

Her skill brought acclaim to film actor Jyothika in the film Mozhi. She also tutored Hindi film actor Kareena Kapoor for seven days for the film Chup Chupke.

Date:04/04/2010
URL:
http://www.thehindu.com/2010/04/04/stories/2010040461430200.htm

Misuse of scholarship for differently abled: study

Karthik Madhavan

COIMBATORE: The majority of differently abled persons who receive scholarships do not get to enjoy the same, a study has found.

“Fifty-three per cent of the 600 girls and women interviewed have complained that scholarship in money and kind was taken away by family members and care takers,” says the Avinashilingam University of Women, Coimbatore, study on ‘Prevalence of Violence Among Disabled Girls/Women.'

Fifty per cent visually impaired, 76.7 per cent hearing impaired, 38.7 physically challenged and 66 per cent mentally challenged have complained of the scholarship money being used by others.

The UGC-sponsored study interviewed 150 persons each belonging to the aforementioned four disabilities from Chennai, Coimbatore and Madurai. And each of the cities accounted for equal number of subjects in all the special categories. The period of study: 2007-09.

It has also found that girls with disabilities from residential schools suffered more compared to their counterparts at integrated and special schools. Likewise, differently abled girls in Coimbatore and Madurai underwent more physical violence compared to those in Chennai.

The same is true of psychological violence and financial exploitation as well.
On the question of sexual violence, the study, carried out by the Department of Special Education, has reveals that only five per cent were abused and the abusers were mostly strangers.

The study's Principal Investigator Premavathy Vijayan, Co-Principal Investigator G. Victoria Naomi and Project Fellow S. Suganya say the purpose was to “Identify the dynamics of abuse, which includes comprehensive assessment of emotional, physical and sexual in the lives of women with disabilities; develop training packages for defence; and, identify abusers/perpetrators and their relationship to the victim.”

There is a list of recommendations as well. It suggests the need for legal protection against abuse, providing information to the victim about intervention centres and services available in the community and level of accessibility, providing enough shelter homes for badly treated women and sensitisation to police personnel to register complaints from persons `with disabilities.

Date:18/04/2010

URL:
http://www.thehindu.com/2010/04/18/stories/2010041857990100.htm

A ”Feeling” for the Education of the Blind: A Brief History of the Education of the Blind Illustrated with Colour Slides of Postage Stamps.

By
Ken Stuckey
Research Librarian, Stockholm, Sweden

Inclusive education to become reality in Tirupur

R. Vimal Kumar

Move to improve infrastructure in 124 schools

Special rams and disabled

child-friendly toilets

to be built

Tirupur: To ensure inclusive education, the Department of Education plans to improve infrastructure in 124 government, municipality/Corporation and government-aided schools in the district in a phased manner so as to provide a conducive learning environment for differently-abled children.

Official sources told ‘The Hindu' that under the preliminary phase, architectural corrections of buildings would be taken up and educational materials as well as assistive devices supplied to differently-abled students in select 50 schools at an estimated outlay of Rs. 20 lakh.

The project cost was earmarked under the Centre-sponsored Inclusive Education of the Disabled at the Secondary Stage (IEDSS).

Sources said that special rams and disabled child-friendly toilets would be constructed at the schools covered under the scheme.

“The scheme will ensure that differently-abled students are given education along with the other students, instead of them being sent to special schools,” sources added. To attain the objectives, differently-abled students would be first classified on the basis of deformities like total blindness, low vision, hearing impairment, orthopedically challenged, cerebral palsy, autism and learning disabled.

Support

“This is to ensure that need-specific support devices, aids like crutches and hearing equipments can be distributed to the students and specialized tutors provided as per the requirement of the child,” education department officials said.

Awareness

For generating awareness about the scheme and train the teachers/special educators to deal with differently-abled children, special camps would be conducted in various parts of the districts.

“Even the parents of beneficiary children will be trained,” sources said.

Date:22/03/2010
URL:
http://www.thehindu.com/2010/03/22/stories/2010032261020200.htm

this is an article one of my friends has sent to me long back, and i think it's worth reading for the interested people.

---
"Teaching Blind" on the Internet: Distance Education

from a Different Perspective 

by Sandy Ruconich 

For the past three years I've taught a course via the Internet for the National Center for Low Incidence Disabilities at the University of Northern Colorado
(UNC). Although I teach the course from Salt Lake City, Utah (where I now live) instead of from Greeley, Colorado (site of UNC and my former home), some
things about the course haven't changed: basic course content, a diverse student population representing the whole country, the need to generate and later
grade assignments and finals, the importance of class discussion, etc. What has changed is the method of delivery, and in most ways that altered delivery
method has resulted in greater freedom for me as an instructor who happens to be blind. 

When I taught on the UNC campus, I received most students' work in print. This meant I had to scan the papers into the computer to make them accessible
for correcting. As I read through each paper, I'd identify on a separate sheet every page and paragraph to be addressed and then correct or comment on
it. The Internet now makes everything instantly accessible! Students email their work, and I can correct or comment right at the appropriate point in the
assignment simply by typing in a different font (underline, bold, etc.) from the one the student has used! Nor do I need to find a way to organize and
label student work, as I used to have to do! I just create electronic folders for each student and save a copy of each corrected assignment in the appropriate
folder when I email the work back to the student. 

The very best part of total accessibility is being able to read student finals independently! During my on-campus days students had to type all their assignments,
but their in-class finals were all hand-written. Therefore, someone else had to correct the objective portions of the test, using the answer key I generated,
and then read each essay to me--a tedious, time-consuming process! Now I email the final to the course site designer, he puts it on the website, and each
student downloads it and emails me the answers--typing an X before the selected answer choice and typing the essay at the end. What a thrill it is to grade
and comment on each student's test without having to find a reader; be available when it's mutually convenient; and hope that the reader has fully, accurately,
and legibly spelled and punctuated my comments!  

Is the Internet problem-free for instructors who are blind? No. One big problem we had initially was conducting online chats, during which instructor(s)
and students go online at the same time and can talk with each other in real time instead of waiting for an email response. At first no chat software seemed
accessible, and we had to do all our chats via conference call--a solution the students liked because it was easier and more natural but which strained
the project budget! Nate Lowell, our never-say-die course site designer, kept looking for a fix until he finally found MIRC-32, software which can be downloaded
for FREE (available at www.mirc.exe) and which made the chatroom fully accessible! I do have to monitor the Braille display carefully because I'm not signaled
when participants comment, and I can miss a comment while waiting for someone to type or while reading someone else's comment. But these are mere inconveniences
which haven't stopped me from conducting several successful chats. 

A second problem has been access to the threaded discussion boards typical of online courses. These threaded discussions--which allow class participants
to read and move easily between discussion topics at the left margin, responses to those topics at an indented level, and responses to the responses at
a level of further indentation--have until recently been virtually impossible to follow using Braille or speech software. That's because such software
hasn't informed users of spaces at the beginnings of lines; these spaces have been considered unimportant, and their elimination has generally made for
quicker and easier reading. So until now my classes have conducted discussions via email; threads haven't been there, but excellent discussions have! And
since ways of going directly to specific heading levels are now available via Braille and speech, this should be a problem we can mark "SOLVED!" (I haven't
tried it yet, but I have great hope)! 

A third and final problem has been the course delivery vehicle. UNC began using software called Blackboard to deliver its courses during fall 2002. Since
all indications were that Blackboard would be inaccessible using speech and/or Braille, Nate simply copied the previous year's version of the course to
the website and we made the necessary scheduling and content modifications to keep the course temporally and educationally current. Accessibility progress
has been made, but Nate continues to work on Blackboard accessibility issues. 

All in all, my experience as a blind instructor of an Internet course has been exhilarating and liberating! Because distance education faculty need not
live near the university for which they teach, I see Internet teaching as a means of expanding employment opportunities for qualified instructors who are
visually impaired! And I thank Dr. Kay Ferrell, Director of the National Center for Low Incidence Disabilities, for giving me the chance to be part of
this new, evolving avenue for delivering courses in the area of visual impairment!

Parents of differently-abled children now have another incentive to send their kids to a mainstream school.
In a bid to further alleviate problems faced by such students in coping with their peers, the Central Board of Secondary Education (CBSE) has asked schools to allow parents to provide an “aid” (an adult) to accompany the differently-abled student in the classroom.
The advisory, sent to all affiliated schools recently, is the latest initiative by the Board to encourage inclusive education.
Inclusive education is an approach that seeks to address the learning needs of all children, especially those who are vulnerable to exclusion.
This also implies to children suffering from Learning Disability in which a student may face problems in perception, communication, memory, attention or motor control.
The advisory to schools states: “Children with special needs face challenges in learning as they may not be able to focus on the teacher… Schools are advised to allow parents when they make a request to provide an aid so that individual attention is possible…”
“There had been instances where differently-abled children did not join school because parents were not permitted to send someone to accompany them,” said CBSE Chairman Vineet Joshi. “From now on, we expect schools to not turn down such requests.”
Many institutions in the Capital have already been offering individual attention to students with special needs through special educators.
The Shri Ram School, Vasant Vihar, for instance, has a team of seven special educators, who assist differently-abled students individually while a teacher is taking a lesson in the classroom. St Mary's School in Safdarjung, too, follows such practices.
The new advisory, however, may not go down well with all as it could amount to unwanted intrusion by parents.
“The idea is good. However, I think an aid should be permitted when both the parent and the school agree on it based on the child's Individualised Education Plan and not only when the former wants,” said Annie Koshy, principal, St. Mary’s School, Safdarjung.

Source:
Hindustan Times; date: 19-01-2010

A list of addresses of National institutes and other
organisations working in the field of disability - under the Ministry of Social Justice and Empowerment (MSJE) is available. This list is very useful for the planeteers. Go through the file and make use of it!

Déjà vu as Vidya Sagar turns 25
Ramya Kannan

CHENNAI: The 25th year celebrations began much the way the institution itself did — a multi-faith prayer and the lighting of the lamp by the key movers and shakers. At Vidya Sagar, on Monday, it was déjà vu — as the oldest students, helpers, teachers and volunteers lit the lamp to start the institution's silver jubilee celebrations.

A while later, with everyone singing ‘Happy Birthday' gustily, the cake was cut. The cake itself was the perfect motif for all that Vidya Sagar stands for — it comprised little pieces of cake, every student bringing in one piece. If one were to sit back and evaluate how Vidya Sagar had come the distance it had, a clever person would put his finger on the nub — the involvement of the entire school (teachers, volunteers, parents, and students) in every activity.

Perhaps, 25 years ago, it was easier to do so with just three children. Poonam Natarajan had just started a centre for three children, including her son Ishu, in her garage. “It was always about students, parents and staff together. To us, it was and will be more like a community rather than a school — something that is very organic. The direction it takes depends on the team,” she says, in a telephonic conversation with The Hindu from Delhi where she is now based.

“When I first started, I certainly didn't think of 25 years, or even five! I didn't have the guts to think of what we will be in the future. But we believed in planning — for every term, 12 weeks at a time. We were so busy planning for each child and setting goals. Actually, each child led the way,” she explains. Right through the years, the child has continued to be the focus of Vidya Sagar, says its chairperson Usha Ramakrishnan. Her association with the institution goes back to 1986, only a year after it was started, and then it was known as the Chennai branch of the Spastics Society of India. “It's a fact that Vidya Sagar is a bridge between professionalism and personal care, even as our programmes have changed through the years.”

Vidya Sagar believes that disability is a human rights issue and that belief underlines all projects. Its current director Rajul Padmanabhan says the goal is integrated development of the child and this necessarily means that there is more than just the Centre for Special Education for special kids. “Now we have the Vision Centre, Employment Education Centre for adults, Family-based Rehabilitation, Inclusion Cell for mainstreaming students, Early Intervention Unit, Training (in Special Education), and Community-based Rehabilitation.”

The Disability Legislation Unit (DLU) works on raising awareness about the rights of disabled people at all levels, says its representative B. Meenakshi. Access, awareness, employment, education and legislation are their focus areas.

The Augmentative and Alternative Communication (AAC) centre was built as the school realised the constraints faced by children with multiple disabilities who are non-verbal. AAC, in association with IIT and Anna University, designs a set of devices that help these children communicate with tools that are indigenous and cost-effective.

Funding for these activities has largely come from the government and fundraising efforts by volunteers and the children themselves (greeting cards, art and a range of gift and stationery items are sold), Ms. Padmanabhan says.

There is now time and opportunity to focus and plan for the future. Employment opportunities, early intervention and advocacy will have to be the big drivers even as the school continues to help each and every child that knocks on its doors, she adds.

Date:16/03/2010
URL:
http://www.thehindu.com/2010/03/16/stories/2010031659730200.htm

small 12 page paperback booklet

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“Getting teachers to consider scientific practices in special education a challenge”


Ramya Kannan


The best interventions are those provided early, says expert


— Photo. R. Ragu

Exchange of ideas:Jill Dardig and William Heward, international experts in special education, in Chennai on Monday.

CHENNAI: The effort to get teachers from all areas into special education to consider and turn to science-based and evidence-based practices is very much a challenge, William Heward and Jill Dardig, international experts in special education, say.

Special education has always been a field that has attracted a lot of miracle cures/fads and promises primarily because parents are desperate for help for their child, Dr. Heward, Professor Emeritus of Education at Ohio State University, Ohio, U.S. adds.

“The challenge is to get teachers to consider scientific practices – we have not figured how to do that.” In a country like India, with a great deal of traditional knowledge and reliance on alternative systems, it does seem a greater challenge, he explains.

Best practices

In Chennai to participate in Learn 2010, Dr. Heward and Dr. Hardig, who is Professor Emerita at the Ohio Dominican University in Columbus, Ohio, also visited two schools – The Open School and The Learning Centre – run by Sankalp, an NGO working with children with learning disabilities and Autism Spectrum Disorders (ASD).

“We were amazed by the incredible use of limited space and resources for the number of children they are serving; they have staff who are unquestionably devoted to the children. What you see is a complete range of efforts to intervene, some of which we would instantly consider as best practices that we would recommend,” he says.

Both of them set store by the value of Applied Behaviour Analysis as an intervention that helps optimal development of children with ASD. There is evidence that this method works for a vast majority of children, especially in terms of language/social skills.

As people who have been in the special education sector for many decades, they have noticed a big increase in awareness about ASD globally. In the U.S., it was in the mid 1990s that officially autism came to exist as a disability category under which a child could receive special education services.

Before that, many of those children were picked up under other disabilities – mental retardation, behavioural disorders. Initially Autism was looked at as being a situation caused by mothers – children feel rejected by the mother, so they go internal and withdraw. “We don't know why autism exists still, only that it could be a combination of biological and environmental factors,” Dr. Dardig adds.

Irrespective of the cause, it has been established that the best interventions are when they are provided early and are multi-sectoral. “In an ideal world, we want to talk about a team where the school and family are equally responsible and equally contributing to the child's training and well being,” says Dr. Heward.

One of the biggest challenges in special education in America has been the transition of secondary students with all kinds of special needs from high school to adult life. For a number of years, parents felt the child was well taken care of by school until he/she turned 21. “After that they are distraught as they have to figure out the next step by themselves,” Dr. Hardig says.

To address this issue, the country thought up a “transitional plan” for every student as a real effort at self-determination, getting the students to decide for themselves. This programme begins when the child turns 14 and is evolved by the school, family and other agencies that help with employment, living arrangements and guidance for issues at work.

Dr. Heward also explains that in the U.S., special education means providing as much relevant teaching/training to the student so that he/she may be able to feel comfortable in a regular education classroom, or the mainstream. The Individualised Education Plan team starts with this assumption. Special educator function as consultants to help regular school teachers support the children with special needs. In the U.S., just over 50 per cent of all children with disabilities spend time in regular classrooms and a further 16 per cent are in separate classrooms in regular schools, he adds.

However, they both hasten to caution that unless the intervention is appropriate, the process may even set a child back further. Unless the child becomes a part of the meaningful academic fabric of the classroom, it will not work.

with regards,
prakash

Hello friends, this is arpit here again. I heard about the abacus and UCmass. I know abacus and I have passed 2 abacus courses, but please tell me about UCmass if anybody know about this very nice mathematical technique.

Braille History by: Paula Kimbrough Sources from: www.brailler.com/braillehx.htm

The course simulates a Corporate Environment at the center for the trainees and includes following areas of learning –
Soft skills
Skill-sets required at the BPO sector (with a specific focus on competency building
Building IT infrastructure and service management for larger organizations
System Testing in terms of its accessibility for people with special needs
With such an extensive training model that the trainees go through, various roles where the Visually Impaired persons are working in TCS are –
Infrastructure Services (Internal I.T) and Service Management
BPO processes
Learning & Development coordinator
Human Resource Manager
Global Helpdesk
Accessibility testing
Other details for applicants:
1.Training will be given to visually impaired persons with minimum qualification of University Graduation and above, conversant with written / spoken English and basic computer knowledge.
2.Application form duly filled in should be submitted in the office along with copies of education certificates, certificate of blindness and three passport size photographs.
3.Eligible candidates will be called for a personal interview and basic computer test.
4.Training schedule will be for One month duration.

If you are interested, write to contact@inclusiveplanet.com we shall get you in touch with the concerned persons at TCS.

Check out an article which describes what happens as part of the programme http://www.tata.com/media/articles/inside.aspx?artid=yhfbFqV3DIc=

This is the textbook of Bhoj Open university. You will find some interesting and knowledgeable information in it.

Dear friends, before some days,I raised a very important issue on the inclusion and value of special school. The research conducted by the all India Confederation Of the Blind with the financial support of asian blind union clearly declared that the inclusion is failed in our country. this research was conducted in 39 districts of 10 states. 149 normal schools were selected for the study where blind students are studying with normal students. The results are surprisingly dangerous. 23.16 per cent students of class 4th and 5th level can read braille. 21.52 per cent can write in braille. 32 per cent can read large print. writing skill in large print is developed only in 22.48 per cent students.10.36 percent students can use abacus and 31.92 percent can do calculation with taylor frame. 23.96 per cent can do math with large print. What a wonderful stastics. Such type of information is not good for the health of our future. Why people forget that the socioeconomical and other situation can not be same in the all around the world? In western countries, there are too much resources and the population of visually impaired students are very less. In mainstream school, there are 1 or 2 teachers and normal students are so much that they can not sit comfortably. How can we copy the system of western world with out developing the resources.
We the special educators and other intellectuals must pay the attention on the matter. This matter is very serious. What do you think?

In Sarva Shiksha Abhiyan, there are a trend to bring everyone in the mainstream education, but this very essential expedition unable to fulfill the needs of special children inspite of spending too much money. I am a teacher in a normal school, I wrote a lot for issuing me the braille textbooks. Our state government had embossed a huge number of books, but unfortunately, I didn't received the required textbooks in braille.

Please raise the issue before the government officers.

The Rehabilitation Council of India (RCI) was set up as a registered society in 1986. On September, 1992 the RCI Act was encacted by Parliament and it became a Statutory on 22 June 1993. The Act was amended by Parliament in 2000 to make it more broadbased. The mandate given to RCI is to regulate and monitor services given to persons with disability, to standardise syllabi and to maintain a Central Rehabilitation Register of all qualified professionals and personnel working in the field of Rehabilitation and Special Education. The Act also prescribes punitive action against unqualified persons delivering services to persons with disability. For more information, log on to:
http://www.rehabcouncil.nic.in

Education - a Fundamental Right of a child published by the Legal Service India.com Comparative Study of the provisions of The Persons with Disability Act 1995 [PWD Act] and The Constitution of India having a bearing on Education.

Alphabetic Braille and Contracted (ABC) Braille Study Submitted by Robert Wall, Ph.D.

Hello friends,
I think that many of you have read a very nice book, "Shikshak Prashikshan Lekh mala." This book is a very nice collection of articles on vision impairment. The publisher is All India Confederation of the blind. i read this book from cover to cover and i find it very interesting. It is available in both braille and print. I read it's braille edition in Hindi. The first chapter is about the history of special education and first special special educational institutes in india. After that there are chapters on all aspects of vision impairment and teaching of blind students.The authors are, Mr. R.S. Chauhan, Ms. Sushma Sharma, Mr. Rambhajan Soni, A.k. Mittal, and others. This book is really a nice collection and if you are interested in special education, you must read it. The price of the book is around Rs.650. It is in 8 volumes. Hope to hear from you, please share your experiences of special education..

Hello friends, I want to start a discussion on inclusive and special education. In our country, people are in favor of inclusive education and many special educational institution are becoming shelter home for the blind students and adults. I think that we are not in position to do so or it is earlier to do so. I am not against of inclusion of our brothers and sisters, but in normal schools there are so much crowd of normal students and mainstream teacher can not pay attention to the sighted students. I saw that many blind students feel nervous, avoided, and feeling of guilty to becoming blind. If a student is talented enough, he or she can be able to receive help from his sighted peer, but if a student is average nobody heed on him. In the books of special education there are provisions for resource teachers, and in reality! there are not resource teacher even in big cities. Some mainstream teachers are trained in braille and other essential skills for the blind students, but they don't have enough knowledge to teach a special child. i think that the special schools have there feasibility and this is not a right time to close special school in the name of inclusion. I hope to hear from you friends. yours truly,
Arpit jain..

History of Louis Braille

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Dear Friends,

I welcome you all with great happiness to add your posts, views, notes, etc., to this newly-created channel and make use of it .