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Changing India, to
an India that is
inclusive and caresDr. Mithu Alur
Founder Chairperson
ADAPT formerly The Spastics Society of India
Mother of 23 with baby Malini
The Spastics Society of India Mumbai (to fill the gap where there was no school)
A Holistic Service Combining Special Education, Treatment and Training Manpower Services
Resource Support to the Parents
In Dharavi with parents
The Skills Development Centre After school what?
Skilling of Beneficiaries
Dr. Vipasha MehtaPh.d. In Philosophy
Ruma KirtikarAssistant Librarian, ADAPT
Utpal ShahSenior Accountant, ADAPT
Toshaan ChatterjeeDocumentation Officer, Reliance
Vijay BishtAccounts Executive TATA Motors, Lucknow
Lucas BarettoIT Officer, ADAPT
Senior Events Manager, Oxford Bookstore
Malini ChibAuthor, Writer, Librarian.
My recommendations are:• Hiring and supporting employees with disabilities isn’t just a matter of
corporate social responsibility or public relations; it’s just good business.
Employ
• Organizations must ensure that persons with disabilities are represented intheir workplace and in their talent pipeline. Beyond hiring, employers shouldimplement practices that encourage and progress persons with disabilities.
Enable
• Leaders must provide employees with disabilities with accessible tools andtechnology and/or a formal accommodations programme. To improveawareness and integration across teams, companies should considerintroducing formal training programmes for employees without disabilities tolearn about the tools and accommodations available to their colleagues.
Engage
• To foster an inclusive culture throughout the organization, companies mustinvest in awareness-building through recruitment efforts, disability educationprogrammes and grassroots-led efforts and events.
Empower
• Companies must offer mentoring and coaching initiatives, as well asskilling/reskilling programmes, to ensure that persons with disabilitiescontinue to grow and succeed. Persons with disabilities should occupy rolesat all levels, including top leadership positions.
National Resource Centre for Inclusion
National Resource Centre for Inclusion
The macro level looked at policy,legislation, at the local, state, national,international level which we called theWhole Policy Approach which examinedexisting policies, their impact on practiceand the changes needed. The WholeRights Approach: describes the RightsGroup that focused on moving away fromservice delivery to the matter of rightsand entitlements.
Macro
Mezzo
The mezzo level was the level of thecommunity. Based on an action research,we developed inclusive services within thecommunity which we called the WholeCommunity Approach.
The micro level was the level ofclassroom and school values, culture. Itexamined two key areas of: SchoolDevelopment and Training. This has beencalled the Whole School Approach.
Micro
Results and outcomesEducation:• More than 50,000, babies, children and young people have come for assessment
and remedial programmes over the last 45 years.
• Over 10,000 preschool children with and without disabilities admitted intoinclusive nurseries from the poorest areas of the city.
• Government programmes and policies such as SSA, ICDS, RTE have been changedto include disabled children an inclusive discrimination.
• Among the most important and unique achievements was moving a chronicdisability like CP away from dreary hospitals to a special school model andproviding a social setting where the children received social, emotional,therapeutic and academic support.
• We were able to humanize a group of people who were earlier neglected or
patronized or sometimes treated as morons and idiots. Certainly, they were
grossly misunderstood.
• CP, which had previously not been recognized amongst the government’s
classifications is now recognized as one of the 11 official classifications accepted
by the Government of India’s ministry of social justice and empowerment.
Andhra Pradesh AssamDelhiGoaGujaratHaryanaJharkhandKarnatakaKerala Madhya PradeshMaharashtraMeghalaya Orissa PunjabRajasthanTamil NaduUttar PradeshWest Bengal
There are now education and therapy services for children with cerebral palsy in 24 out of the 29 states.
Educational
Change
Legislative
Change
Children with Disabilities included in
the ICDS
Children with Disabilities included
Sarva Shiksha Abhiyan
National Curricular
Framework (NCF), 2005
An Inclusive definition
A part of Ministry of
HRD
Structural
Change
New Ministry of Women
and Child Development
formed
Right to Education Act
Nomination to the
CABE & SSA committee
Allocation forInclusive
Education in the 11th
Five Year Plan
Nomination to theWorking Group
Advising the Planning
Commission
Nomination to the Round Table
on School Education
Persons with Disability Act
in 199586th
Amendment
Political
Change
Free & Compulsory Bill
Policy
National Level Teacher Training Course (Diploma in the Education of Physically Handicapped) affiliated to
Mumbai University
National Level Therapists Training Course: Management
in Cerebral Palsy [MCP]
Orientation for Parents,
Volunteers and Staff.
Community Initiatives in Inclusion Early Childhood Care and Education
Training for ICDS Personnel
Skilling Manpower
Training for mainstream school teachers
National Level: Over 400 teachers trained • Andhra Pradesh• Assam
• Delhi• Goa
• Gujarat
• Haryana• Jharkhand
• Karnataka
• Kerala• Madhya Pradesh
• Maharashtra
• Meghalaya• Orissa
• Rajasthan• Punjab
• Tamil Nadu
• Uttar Pradesh• West Bengal
All India Presence
India Bangladesh Cambodia
Tonga
Indonesia
Sri Lanka
PakistanChina
Vietnam
Papua New Guinea
CambodiaNepal Tajikistan
Tibet
Mongolia
Community Initiatives in Inclusion
Asia Presence
Community Initiatives in Inclusion
A small body of determined spirits fired by an unquenchablefaith in their mission can alter the course of history…
- Mahatma Gandhi