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A research project report on Community Based Rehabilitation. This work is done by Basudeb Bhattacharyay under the Supervision & Guidance of Dr. Samirranjan Adhikari
Citation preview
Community Based Rehabilitation
Programme of Hearing Impaired
Children : A Case Study
A Report of the Project
Conducted in partial fulfilment of the Degree of
B. Ed (SE DE – H.I.) 2007
in
Netaji Subhas Open University by
Mr. Basudeb Bhattacharyay
Enrollment No.07211600258
Study Centre Code : SEHI -01
Under the Supervision & Guidance of
Dr. Samirranjan Adhikari
Certificate
Dr. Samirranjan Adhikari M.Sc., M.Ed., Ph.D. (Applied Psychology)
Assistant Professor in Psychology
Shimurali Sachinandan College of Education Shimurali, Nadia, Pin-741248
Ali Yavar Jung National Institute of Hearing Handicapped,
Regional Training Centre, NIOH Campus, Bon Hooghly, B.T. Road, Calcutta – 700 090
This is to certify that Mr. Basudeb Bhattacharyay, a B.Ed. (Special
Education – H.I.) student of the Netaji Subhas Open University, has been working
under my supervision and guidance for the project work in CBR/CBE (Community
Based Rehabilitation/Community Based Education) to be conducted in partial
fulfilment of the Degree of B.Ed. (SE DE – H.I.). The results he obtained during
the period have been assembled in the form of the dissertation entitled
“Community Based Rehabilitation Programme of Hearing Impaired
Children : A Case Study”.
Certified further that Mr. Bhattacharyay carried out the work most sincerely
and that he has fulfilled all the requirements stipulated by the university for
submission of the dissertation for the Degree of B.Ed. (SE DE – H.I.).
(Dr. Samirranjan Adhikari)
ACKNOWLEDGEMENT
First and foremost I convey my immense and deep gratitude to „ALMIGHTY
GOD‟ for giving me the necessary knowledge and ability to accomplish the project. I
must express my deep sense of obligation and regard to Dr. Samirranjan Adhikari, for
his constant supervision and expert guidance which helped me to complete the Project
successfully.
It is my great pleasure and proud privilege to express my heartfelt gratitude to
Shrirampur Child Guidance Centre of 16, Raja K.L. Goswami Street, Serampore,
Hooghly, for allowing to be the part of this esteemed institution with profound respect, I
wish to express my sincere gratitude and regard to Mrs. Aruna Devi, Director and Ms.
Lakshmi Das, Principal and all other staff of the said Centre for their support, valuable
opinion and suggestion throughout the Project.
I also thank the computer personnel who have assisted me by typing my
manuscript.
I am also very much thankful to all those community members whose constant co-
operation and encouragement helped me to complete this Project.
TABLE OF CONTENT
Page No.
Perspective of the Study
Community Based Rehabilitation (CBR) 1
Concept of CBR 1
Major objectives of community Based Rehabilitation 1
Historical Perspective of the Evolution of Concepts in CBR 1
Disability & Rehabilitation 1-2
Human Rights 2
Poverty 2-3
Inclusive Communities 4
Role of DPOs 4-5
To Initiate CBR 6
Essential Elements of CBR 6
National Level 7
National Policies 7
National Co-ordination of CBR 8
Management Structure for CBR 8
Allocation of Resources 8-9
CBR Programmes without National Support 9
Intermediate/District Level 9
CBR Managers 9
Community Level 10
Recognition of the Need for CBR 10
Community Involvement 10-11
Community Workers 11-12
Multisectoral Support for CBR 12-13
Support from the Social Sector 13
Support from the Health Sector 13-14
Support from the Educational Sector 14-15
Support from the Employment and Labour Sector 15-16
Support from NGOs 16-17
Support from the Media 17
Collaboration for Support to the Community 17
Further Development of CBR 17-18
Expansion and Scaling up of CBR Programmes 18
Gender Equality 18-19
Inclusion of All Age Groups 19
Training for CBR 19
Management Training 19
Training for DPOs 19
Training for Service Delivery 20
Summing up 20-21
A Case Study
Historical Perspective of the Institution 22
Objectives of the Institution 22
The Activities of the Institution 22-23
General Curriculum 23-26
Extra Curricular Activities & celebration 27-28
Vocational Training 29
The Achievements of the Institution 29
Present Status 29-30
Future Plan 30
The Promise 30
Financial Control and administration 31-32
Some Constraints 32
The Beneficiaries 32-47
Discussion and conclusion 48
Beneficiaries and Awareness Generation 48-49
Teachers, Trainers and Non-Teaching Staff 49
Fund Collection and financial management 49
References 50--52
[1]
PERSPECTIVES
1. Community Based Rehabilitation (CBR)
1.1 Concept of CBR
CBR is a strategy within general community development for the rehabilitation,
equalization of opportunities and social inclusion of all people with disabilities. CBR is
implemented through the combined efforts of people with disabilities themselves, their
families, organizations and communities, and the relevant governmental and non-
governmental health, education, vocational, social and other services.
1.2 Major Objectives of Community Based Rehabilitation (CBR)
The major objectives of CBR are:
a) To ensure that people with disabilities are able – (i) to maximise their
physical and mental abilities, (ii) to access regular services and
opportunities, and (iii) to become active contributors to the community and
society at large.
b) To activate communities to promote and protect the human rights of people
with disabilities through changes within the community, (for example, by
removing barriers to participation).
1.3 Historical Perspective of the Evolution of Concepts in CBR
Although its definition and major objectives have not changed, there has been an
evolution of concepts within CBR and of stakeholder involvement. This evolution is
around the concepts of disability and rehabilitation, the emphasis placed on human rights
and action to address inequalities and alleviate poverty, and on the expanding role of
DPOs.
1.3.1 Disability and Rehabilitation
Disability is no longer viewed as merely the result of impairment. The social
model of disability has increased awareness that environmental barriers to participation are
[2]
major causes of disability. The International Classification of Functioning, Disability and
Health (ICF) includes body structure and function, but also focuses on „activities‟ and
„participation‟ from both the individual and the societal perspective. The ICF also includes
five environmental factors that can limit activities or restrict participation: products and
technology, natural environment and human-made changes to it, support and relationships,
attitudes, and services, systems and policies. No nation has eliminated all of the
environmental barriers that contribute to disability.
Rehabilitation services should no longer be imposed without the consent and
participation of people who are using the services. Rehabilitation is now viewed as a
process in which people with disabilities or their advocates make decisions about what
services they need to enhance participation. Professionals who provide rehabilitation
services have the responsibility to provide relevant information to people with disabilities
so that they can make informed decisions regarding what is appropriate for them.
1.3.2 Human Rights
CBR promotes the rights of people with disabilities to live as equal citizens within
the community, to enjoy health and well being, to participate fully in educational, social,
cultural, religious, economic and political activities. CBR emphasizes that girls and boys
with disabilities have equal rights to schooling, and that women and men have equal rights
to opportunities to participate in work and social activities. The UN Standard Rules on the
Equalization of Opportunities for Persons with Disabilities address the steps needed to
ensure these rights. Hence they form a guide for all CBR programmes.
To strengthen the UN Standard Rules further, the UN General Assembly has
decided to develop a Convention on the Protection and Promotion of the Rights and
Dignity of Persons with Disabilities. A CBR strategy can set up an ideal framework to
implement the provisions of the Convention.
1.3.3 Poverty
There is a strong correlation between disability and poverty. Poverty leads to in-
creased disability & disability in turn leads to increased poverty. Thus a majority of people
[3]
with disabilities live in poverty Studies show that they have higher rates of unemployment
compared to non-disabled people even in industrialised countries. In developing countries,
where the majority of people with disabilities live, their rates of unemployment and
underemployment are undoubtedly higher. Lack of access to health care and rehabilitation,
education, skills training, and employment contributes to the vicious cycle of poverty and
disability.
In 2000, the UN Member States adopted the Millennium Declaration and set eight
Millennium Development Goals (MDGs) to guide the implementation of the Declaration.
All the goals are relevant to disability and three goals are of particular concern to people
with disabilities and their families:
a) Eradicate severe poverty and hunger.
b) Achieve universal primary education.
c) Promote gender equality and empowerment to the women.
With regard to poverty reduction, countries were invited to develop strategies
relevant to their needs and capabilities and to request assistance from international banks,
donors and aid agencies.
It is essential that national strategies to address the MDGs and tackle poverty
include measures to ensure the participation of people with disabilities. CBR itself can be
viewed as a poverty reduction strategy within community development. Efforts at
community level to ensure education for children with disabilities, employment for youth
and adults with disabilities, and participation of people with disabilities in community
activities can serve as a model for national strategies and policies for development.
Agencies and organizations that work to reduce poverty have recognised the
importance of specific programmes for women, who contribute significantly to the health,
education and welfare of their children. But these specific programmes do not routinely
include women with disabilities. CBR programmes can be effective in promoting the
inclusion of women with disabilities in programmes aimed at poverty reduction among
women in general.
[4]
1.3.4 Inclusive Communities
The term „inclusive‟ is now commonly used with reference to educational
provision that welcomes all children, including those with disabilities, to participate fully
in regular community schools or centres of learning. The principle of „inclusion‟ is also
being applied to policies and services in health, skills training and employment and to
community life in general.
The concept of an inclusive community means that communities adapt their
structures and procedures to facilitate the inclusion of people with disabilities, rather than
expecting them to change to fit in with existing arrangements. It places the focus on all
citizens and their entitlement to equal treatment, again reinforcing the fact that the rights
of all people, including those with disabilities, must be respected. The community looks at
itself and considers how policies, laws, and common practices affect all community
members.
The community takes responsibility for tackling barriers to the participation of
girls, boys, women and men with disabilities. For example, many people in the community
may have beliefs or attitudes that limit the kinds of opportunities that are open to people
with disabilities. Policies or laws may contain provisions which work to exclude them.
There may be physical barriers such as stairs rather than ramps or inaccessible public
transport. Such barriers may also reduce access to work opportunities. CBR benefits all
people in the community, not just those with disabilities. For example, when the
community makes changes to increase access for people with disabilities, it makes life
easier for everyone in the community too.
1.3.5 Role of Organizations of Persons with Disabilities (DPOs)
Today DPOs are prepared to take meaningful roles in the initiation,
implementation and evaluation of CBR programmes. At the same time, they strive to reach
more people with disabilities and to be more active in representing them. DPOs need to be
recognized as a resource to strengthen CBR programmes.
[5]
In almost all countries, DPOs and organizations of parents of children with
disabilities have been established and strengthened. Women with disabilities have started
to form their own branches within existing DPOs, or to form their own organizations. This
has led to a significant increase in the participation and influence of both women and men
with disabilities at local, national and international levels.
The role of DPOs includes educating all people with disabilities about their rights,
advocating for action to ensure these rights, and collaborating with partners to exercise
rights to access services and opportunities, often within CBR programmes.
Two major types of DPOs have become active participants in CBR programmes:
cross-disability organizations representing people with disabilities without regard to the
type of impairment; and single-disability organizations representing only those individuals
who have a disability related to a specific impairment, such as seeing or hearing.
Both types of organizations have a role in CBR. The cross-disability organizations
have an essential role to play from national to community level and in influencing leaders
and policy makers about rights including equal access. The single-disability organizations
also make an important contribution at all levels by advising on the needs of people with
specific types of impairments.
It is essential that CBR and other disability-related programmes are planned and
implemented with disabled people and their representatives. DPOs have the right and the
responsibility to identify the needs of all people with disabilities to make their needs
known and to promote appropriate measures to address those needs. Where DPOs are
weak, CBR programmes can empower them to enhance their capacity to promote
individuals‟ rights and access to services and their full participation in the development of
their communities.
In order to participate fully in CBR programmes, some people with disabilities
require services such as sign language interpretation, Braille equipment, guides or
transport. Lack of transport, lack of accessible information and communication difficulties
are significant barriers to the development of DPOs and to their participation in CBR.
[6]
1.4 To Initiate CBR
Community action for CBR is often initiated by a stimulus from outside the
community, most likely ministries or NGOs. Following initial discussions with
representatives from outside the community, it is the community which decides whether
CBR will become part of its ongoing community development activities. Various partners
in the community, such as the community development committee, organizations of
people with disabilities and other non-governmental organizations can provide leadership
and take responsibility for the programme. Once a community chooses to initiate a CBR
programme, the CBR programme management provides the necessary support, including
training, access to referral services and the mobilisation of resources.
1.4.1 Essential Elements of CBR
CBR requires community and DPO involvement. But communities and DPOs
cannot work alone to ensure equal opportunities for people with disabilities. National
policies, a management structure, and the support of different government ministries,
NGOs and other stakeholders (multisectoral collaboration) are also needed.
Country approaches to implementing CBR vary a great deal, but they have some
elements in common that contribute to the sustainability of their CBR programmes. These
include:
i) National level support through policies, co-ordination and resource
allocation.
ii) Recognition of the need for CBR programmes to be based on a human
rights approach.
iii) The willingness of the community to respond to the needs of their members
with disabilities.
iv) The presence of motivated community workers.
To address these important elements of CBR, action is needed at national,
intermediate/district and local levels.
[7]
1.4.2 National Level
National policies and support, along with intermediate level management and local
government involvement, are essential elements of CBR programmes. The manner in
which communities are linked to the national level varies, depending on the administrative
structure of the country and the particular ministry that promotes and supports the CBR
Programme. In all situations, however, national policies are needed to guide the overall
priorities and planning of a CBR programme. National level co-ordination and allocation
of adequate resources are other elements identified with successful CBR programmes.
1.4.2.1 National Policies
The national government is responsible for the formulation of policies and legislati
on for the rehabilitation, equalization of opportunities and the social and economic
inclusion of people with disabilities. Such policies may include specific reference to CBR
as a strategy.
International instruments and declarations relevant to disability can guide the
formulation of national policies: the UN Standard Rules on the Equalization of
Opportunities for Persons with Disabilities, the UN Convention on the Rights of the Child
(Articles 2 and 23), the ILO Convention No.159 concerning the Vocational Rehabilitation
and Employment of Disabled Persons and the associated Recommendation No. 168, the
UNESCO Salamanca Statement and Framework for Action „Education for All‟, on Special
Needs Education, the WHO Declaration of Alma-Ata establishing rehabilitative care as
part of primary health care, and the Beijing Platform for Action for the Advancement of
Women (paragraphs 60, 82, 175, 178, 232).
National policies may also take account of regional proclamations concerning
disability, such as the Proclamations of the Asian and Pacific Decades of Disabled
Persons, the African Decade of Persons with Disabilities, and the Arab Decade of
Disabled Persons, as well as the Inter-American Convention on the Elimination of All
Forms of Discrimination against Persons with Disabilities.
[8]
1.4.2.2 National Co-ordination of CBR
Many countries have found that a national level co-ordinating body is necessary to
ensure the multisectoral collaboration needed for an effective CBR programme. The
mechanism for co-ordination will vary depending on the approach preferred by
government. There may be, for example, a national co-ordinating committee consisting of
representatives from the various ministries that collaborate to support CBR; or one
ministry may take responsibility for coordinating support for the CBR programme.
1.4.2.3 Management Structure for CBR
In national CBR programmes, government takes a leading managerial role. One
ministry usually takes the lead and then provides the organizational framework. While it is
possible for any ministry to initiate CBR, this is often done by the ministry responsible for
health, social affairs, or other ministry such as education or labour.
Although one ministry initiates and may co-ordinate the CBR programme, the
involvement of the ministries for labour, social affairs, education, and health is essential to
its success. These ministries collaborate not only with each other, but also with all
ministries that deal with access issues relevant to the participation of disabled people, e.g.
ministries for housing, transport, and rural development. Involvement of the ministry for
finance is important to ensure financial support for CBR. Collaboration among all of the
sectors that support CBR is essential. This is particularly important at the intermediate/
district level where referral services are provided in support of community efforts.
It is very important for all ministries, as well as non-governmental organizations to
work in partnership. Although one ministry provides the organizational structure, all
sectors play an important role in ensuring that communities participating in the CBR
programme have access to support services and resources.
1.4.2.4 Allocation of Resources
National resources can be allocated to CBR in a variety of ways. One is the direct
allocation of funds to support aspects of CBR programme, such as training or the strength-
[9]
strengthening of support services. Another method is to include a disability component in
all developmental programmes initiatives especially in aimed at poverty reduction strategy
programmes. Government can also encourage NGOs, businesses and the media to support
CBR.
1.4.2.5 CBR Programmes without National Support
A CBR programme with strong links to governmental structures usually has a
greater impact than a CBR programme working in isolation. In the absence of
governmental support, small CBR projects started by local community groups or NGOs
can exist, but their impact may remain limited. If small projects can be linked to
governmental services, they are more likely to be sustainable.
1.4.3 Intermediate/District Level
Each country decides how to manage its CBR programme at different levels. Some
countries have co-ordinators, and in some cases committees at each administrative level.
Experience has shown that the intermediate/district level is a key point for coordination of
support to communities. It is, therefore, particularly important to have CBR managers and
perhaps intermediate/ district committees responsible for CBR.
1.4.3.1 CBR Managers
CBR programme managers usually work in the ministry that provides the
organizational framework for the programme. For example, if the ministry for social
affairs is in charge of CBR, social welfare officers will probably have CBR as one
component of their work. If the ministry for health is in charge, the primary health care
personnel may be responsible for CBR. Ideally, some of the CBR managers will be men
and women with disabilities.
The duties of a CBR programme manager include implementing and monitoring of
the programme, supporting and supervising the training of community workers, linking
various community committees and liaising between the communities and other resources.
[10]
1.4.4 Community Level
Because CBR belongs to the community, representatives of the community must
be involved in the planning, implementation and evaluation of CBR programmes.
1.4.4.1 Recognition of the Need for CBR
Community awareness of the need for CBR is essential before a programme starts.
When a CBR programme is initiated from outside the community, the community may not
believe that it needs such a programme. The programme manager from the
intermediate/district level works with each community to raise awareness about the need
for and benefits of a CBR programme. The manager will ensure that people with
disabilities themselves, and their families, define their needs. During community meetings,
needs can be discussed and the community can decide whether it wants to address the
needs in a co-ordinated way through a CBR programme.
1.4.4.2 Community Involvement
If the community decides to address the needs of people with disabilities, the
process of establishing a CBR programme can begin. One approach to implementing CBR
is through the leadership of an existing community development committee or other
structure headed by the chief of the village or the mayor of the town. This committee
guides the development activities of the community. Such a committee is well suited to act
as co-ordinator of the many sectors, governmental and non-governmental, that must
collaborate to sustain a CBR programme. For example, the community development
committee can collaborate with the educational sector to promote inclusive education,
with the ministry of transport to develop a system of accessible transport for people with
disabilities, and with voluntary organizations to form a group of volunteers willing to take
care of children with disabilities so their parents can do errands outside the home.
Community action for equal participation of both children and adults with
disabilities varies a great deal between countries and also within a single country. Even
with the guidance of a national policy encouraging communities to take responsibility for
the inclusion of their citizen with disabilities, some communities may not identify this as a
[11]
priority. Or, the members of the community development committee may decide that CBR
requires special attention and so may establish a separate CBR committee. Such a
committee might comprise representatives of the community development committee,
people with disabilities, family members of people with disabilities, teachers, health care
workers and other interested members of the community.
The CBR committee takes responsibility for responding to the needs identified by
people with disabilities in the community: raising awareness of their needs in the
community; obtaining and sharing information about support services for people with
disabilities that are available outside the community; working with the sectors that provide
support services to create, strengthen and co-ordinate the required services; working
within the community to promote the inclusion of people with disabilities in schools,
training centres, work places, leisure and social activities. In addition to these tasks, the
committee mobilizes funds to support its activities.
The CBR committee members may know how to solve many of the problems in
the community, but will sometimes require additional information from experts in the
education, labour, health, social and other sectors. For example, family members may seek
information about how to improve the activities of daily living of a disabled person in the
home; volunteers and community workers may need training on assisting people with
disabilities and their families; teachers and vocational instructors may need training on
including children and youth with disabilities in their classes; and business people may
need advice on how to adapt workplaces for people with disabilities.
Hence, information exchange is a key component of CBR. All sectors should
support CBR by sharing information with the community, collaborating with each other,
and strengthening the specific services they provide to people with disabilities.
1.4.4.3 Community Workers
Community workers form the core of CBR programme. They are usually
volunteers who give some time each week to carrying out activities that assist people with
disabilities. People with disabilities and their family members can make significant
Contributions as CBR workers. Sometimes teachers, health care workers, or social
workers donate their time to this role. Other interested members of the community can
also be encouraged to give their time.
CBR workers provide information to people with disabilities and their families,
including advice on carrying out simple tasks of daily living or making simple assistive
devices to improve independence, such as communicating in sign language or using a
white cane to move around outdoors. The community CBR worker also acts as an
advocate for people with disabilities by making contacts with schools, training centres,
work places and other organizations to promote accessibility and inclusion. In addition,
the CBR worker provides information about services available outside the community, and
acts as liaison between the families of people with disabilities and such services.
Based on the description of CBR worker responsibilities, it is clear that women and
men with disabilities and their family members are excellent candidates for this role. As
the participation of DPOs has increased within CBR programmes, the number of CBR
workers with disabilities has also increased.
Nonetheless, there is a need for many more people with disabilities to become
involved as CBR workers. The recruitment and training of CBR workers, maintaining
their motivation and coping with turnover are among the major challenges of community
leaders and CBR programme managers. Some incentive, such as regular in-service
training, an annual award for the best worker, certificates of appreciation, or the provision
of uniforms, may be offered to CBR volunteers. This will depend on the customs of the
country and the community.
1.5 Multisectoral Support for CBR
In CBR a multisectoral collaboration is essential to support the community,
address the individual needs of people with disabilities, and strengthen the role of DPOs.
In addition to collaboration between government ministries, collaboration is needed
between these ministries, non-governmental organizations and the private sector. It is
needed between the community & the referral services at local and intermediate levels and
[13]
also between the various referral services at local, intermediate and national levels.
Collaboration between national, intermediate and community levels within a sector can
ensure that appropriate referral services are developed and delivered.
1.5.1 Support from the Social Sector
Although the allocation of responsibility for social affairs varies from country to
country, matters commonly addressed include disability pensions, technical aids and
adaptations, housing, vocational training and employment, and co-ordination of referrals
for individuals who require services from other sectors. If the social affairs ministry
initiates CBR, social welfare officers may be managers of the programme.
A ministry for social affairs may not have personnel at local level, but it is
common that personnel posted at district/intermediate level are familiar with social and
economic conditions and knowledgeable about resources within the district/intermediate
level including those in the non-governmental sector. This information is very useful in a
CBR programme, particularly for identifying vocational skills training and work
opportunities for women and men with disabilities. Personnel from the social affairs
ministry can advise individuals with disabilities and family members as well as personnel
from other ministries regarding community resources.
1.5.2 Support from the Health Sector
The World Health Organization (WHO) defines health as “a state of complete
physical, mental and social well-being and not merely the absence of disease or infirmity”.
The Declaration of Alma Ata (1978) states that Primary Health Care (PHC) is the key to
attaining health for all. It also states that PHC needs to address the main health problems
in the community, providing promotive, preventive, curative and rehabilitative services.
The health care system is usually responsible for providing medical care and
rehabilitation services, including assistive devices. Most basic rehabilitation activities can
be carried out in the disabled person‟s own community using local resources. PHC can
play a major role in this context both as a provider & supporter. Many people with disabi -
[14]
disabilities need to be referred to specialised rehabilitation services outside their own
communities. PHC personnel can facilitate links between people with disabilities and
specialised services, such as physical, occupational and speech therapies; prosthetics and
orthotics; and corrective surgeries.
PHC also supports CBR activities. At community level, there are usually no
specialised personnel in either health or rehabilitation. Therefore, PHC personnel are
responsible for carrying out the early identification of impairments and providing basic
interventions for people with disabilities. In addition, they can transfer basic knowledge
and skills in rehabilitation to the community, especially to CBR workers.
The health sector needs to make serious efforts to ensure that rehabilitation is part
of PHC and to provide training to PHC personnel on disability and rehabilitation. The
health sector can also strengthen specialised services so that they are a better support to
PHC personnel and CBR workers. To be most effective, the rehabilitation services must
collaborate with all the other services within the health care system. It is also necessary to
collaborate with the sectors for education, labour and social affairs to ensure equal
citizenship for people with disabilities.
1.5.3 Support from the Educational Sector
Good co-operation between communities and the education sector is imperative if
the goals of Education for All are to be met. With more than 90 per cent of children with
disabilities in developing countries not attending school, it is evident that steps must be
taken to ensure access to education for all of these children. The community school plays a
central role in this work. The educational sector can make an important contribution to
CBR by assisting community schools within the regular school system to become more
inclusive. This involves, for instance, adapting the content of the curriculum and methods
of teaching to meet the needs of all children rather than expecting them to adapt to a rigid
curriculum. Schools may require assistance to change their methods of teaching in order to
provide quality education for all children. Within the school system there are many people
with knowledge & skills that could be shared with community schools. For example, there
[15]
are schools that teach only children with special needs and the teachers from those schools
can serve as resources to teachers in community schools. Schools that are already
inclusive can help other schools learn how to respond to the needs of all learners, treat all
children with respect, and be model schools.
The regular school system must take responsibility for the education of all school-
aged children. This includes focusing on the girl child with disabilities, often overlooked
in some communities. To do this, communities are essential partners because that is where
inclusive schools - open to all children - have their rightful place.
Children with multiple or severe disabilities who require extensive additional
support may be taught within special units, depending on the existing level of external
support being provided. Special schools are important partners in the school system and
may be used as a resource for regular schools in promoting inclusive education.
To promote Education for All, the educational sector should adapt the initial and
in-service training of both regular and specialised teachers in response to the new roles in
the inclusive school, as well as ensure that classrooms, facilities and educational materials
are accessible. The education sector must take responsibility for the quality of education
and for the educational assessment of children with disabilities. In some countries this is
viewed as a medical responsibility. It must be emphasised that children with disabilities
should not be treated as sick children. Their needs and aspirations are the same as those of
all children.
1.5.4 Support from the Employment and Labour Sector
Productive and decent work is essential for the social and economic integration of
individual women and men with disabilities. A gainful livelihood provides an individual
with income, self esteem and a sense of belonging and a chance to contribute to the larger
community. Collaboration between a CBR programme and the employment and labour
sectors is essential to ensure that both youth and adults with disabilities have access to
training and work opportunities at community level. The employment and labour sectors
promote vocational training, employment & good working conditions. Ministries
[16]
responsible for vocational training, employment, labour as well as social services can
facilitate social and economic integration by providing vocational rehabilitation services,
vocational guidance and skills training through both mainstream training institutions and
through specialised training centres and programmes. The employment and labour sectors
encourage equal employment opportunities through national policies and legislation.
Employment services organized by the sector help job seekers with disabilities to
find employment opportunities in the open labour market. In addition, the civil service can
set a good example by employing workers with disabilities. At community level, informal
apprenticeships with master trainers or local businesses can provide individuals with
disabilities opportunities to learn employable skills and gain practical experience.
The business community can provide valuable support to CBR by providing on-
the-job training, hiring workers with disabilities, mentoring entrepreneurs with disabilities
and providing advice on current and emerging skills requirements to vocational training
centres. Micro and small enterprise development programmes can provide business skills
training and advisory services. They can provide access to credit to assist women and men,
including people with disabilities, to start their own businesses and become self-employed.
Such programmes are often operated by the ministry responsible for trade and industry or
by a separate government agency, as well as by NGOs. Special efforts are often required
by a CBR programme to ensure the inclusion of youth and adults with disabilities in such
programmes.
1.5.5 Support from NGOs
Most communities have a variety of non-governmental organizations (NGOs) and
groups that can contribute to a CBR programme. These may include relief and
development organizations, faith-based organizations, and service clubs as well as
women‟s and youth groups. Some of these may provide services to people with
disabilities, while others can make special efforts to include them in their activities. In the
framework of governmental policy, national & international NGOs can also make signifi-
cant contribution to the development of CBR, by initiating programmes in local communi-
[17]
communities and then scaling it up, by training CBR programme managers and other
personnel, and by helping to strengthen the services within the various sectors that
contribute to CBR.
1.5.6 Support from the Media
Newspapers, radio, television and the internet can provide the public with
information about disability issues, and also present a positive image of individuals with
disabilities at school, work or in social settings. All CBR stakeholders should work closely
with the media to identify priorities and to provide relevant information.
1.5.7 Collaboration for Support to the Community
CBR will not work if the sectors mentioned above work in isolation. The following
example illustrates the types of collaboration that can work well. A CBR worker contacts a
social welfare officer with information about an older child who has never been to school
and who has difficulty with mobility and with learning. The officer and the CBR worker
collaborate to encourage the family to contact the health services and the school. The
health services assess the situation to see if something can be done to improve the child‟s
mobility. The teachers at the school assess the child‟s learning needs. If the child needs a
wheelchair, for example, and there are no resources to pay for one, the social welfare
officer requests assistance from other sectors, including NGOs. The support service that
considers the holistic needs of the person, and not just the focus of its own service, is more
likely to collaborate with other services. Collaboration with other resource groups in the
community is necessary because government services alone cannot provide women and
men with disabilities with employment or social inclusion.
1.6 Further Development of CBR
CBR is now recognised by many governments as an effective strategy for meeting
the needs of people with disabilities especially who live in rural areas. Some rural
communities in these countries have established CBR programmes. There is a need,
however, to encourage existing CBR programmes to expand their activity to other commu-
[18]
communities, to pay due attention to gender equality and to include people with
disabilities from all age groups. The expansion of programmes requires training for the
people who will be involved in the management and delivery of services.
1.6.1 Expansion and Scaling up of CBR Programmes
Existing CBR programmes tend to be found in communities that have access to
support services or in communities where NGOs have promoted the establishment of
programmes. There is a need to expand CBR to rural communities that have very limited
access to district/intermediate level support services from the health and social sectors.
There is also a need to expand CBR to large cities to reach people with disabilities living
in slums.
New settings may also include locations where the community is not well
developed, such as refugee camps. Even in these settings, community leaders may be
identified and encouraged to make the needs of their groups known. These groups will
include people with disabilities, who may be identified for rehabilitation services, but who
are not sharing in other programmes provided for refugees, such as skills training and
placement programmes.
1.6.1.1 Gender Equality
Many CBR programmes recognise that girls and women with disabilities require
education, work and social opportunities just as boys and men do. Yet, the distribution of
resources for education and training frequently favours males. CBR workers may have to
make special efforts to persuade families and local schools that girls with disabilities
should have access to education. Women with disabilities may require special training by
other women. Programmes that provide loans or financial aid to women for small
businesses may ignore women with disabilities.
DPOs and CBR implementers have a special role to play in promoting the full
participation of girls and women with disabilities. CBR programmes can also promote the
integration of women with disabilities in local women‟s groups and activities. In addition
[19]
to providing women with disabilities more contacts and resources within the community,
the interaction may result in non-disabled women changing their attitudes and expectations
about people with disabilities.
1.6.1.2 Inclusion of All Age Groups
CBR programmes often focus on children and young adults who require support to
complete their education and to develop work skills, and rarely serve middle-aged and
older adults with disabilities, including those with chronic conditions such as heart
disease, diabetes or HIV. People with disabilities in middle age may wish to continue
working. Older people with disabilities may want to continue socializing with family and
friends. Assistive devices, support services or training may be required to enable adults
with disabilities to maintain their quality of life. CBR programmes should be expanded to
cater to such needs.
1.6.2 Training for CBR
The experience of CBR programmes is that formal training is needed in order to
ensure effective management of programmes, meaningful participation of DPOs, and
satisfactory delivery of services from CBR workers and professionals who provide referral
or support services.
1.6.2.1 Management Training
CBR management usually has a focal point at the intermediate or district level. The
ministry responsible for CBR may train the personnel who manage the CBR programme
so that they are able to carry out tasks such as identifying the people who need services,
co-ordinating with the community and sectors that provide services, and keeping records.
1.6.2.2 Training for DPOs
DPOs may also need training to function as liaisons between the community and
the national and intermediate/district levels. They will need skills, for example, in
advocacy, co-ordination, planning and evaluating programmes, and fund raising.
[20]
1.6.2.3 Training for Service Delivery
Two groups of people are involved in service delivery: the community CBR
workers and the professionals who provide specialised services. CBR workers need to
learn the skills used in training people with disabilities, and they need to learn how to
provide this training in a competent manner. They also require training for their role in
facilitating contact between people with disabilities and their families on the one hand, and
the community leaders and specialised service providers on the other.
The investment in training of the CBR workers is a significant aspect of CBR
programmes, and is a factor that should motivate the managers to do what they can to
minimise the turnover of workers.
Professionals who provide specialised services in the health, education, social and
vocational sectors also need training to sensitize them to the rights of people with
disabilities and their families. Some service providers may not be skilled in providing the
information that people need to make decisions about which services they wish or do not
wish to have. They may also need training in how to communicate with people who have
different types of impairments such as hearing, seeing, mobility, understanding or
behaving. These aspects of training should be included in the basic training of
professionals, but until that is done, special training programmes should be provided.
1.7 Summing up
CBR is an effective strategy for increasing community level activity for
equalization of opportunities for people with disabilities by including them in programmes
focused on human rights, poverty reduction and inclusion.
[21]
The WHO, ILO and UNESCO emphasise the importance of the participation of
people with disabilities in the planning and implementing of CBR programmes, the
necessity of increased collaboration between sectors that provide the services used by
people with disabilities, and the need for government support and national policies on
CBR. All countries and sectors are invited to:
a) Adopt Community-Based Rehabilitation as a policy and strategy relevant to human
rights and poverty reduction for people with disabilities;
b) Provide support for nation-wide CBR programmes;
c) Create the conditions for multisectoral collaboration to advance CBR within
community development.
[22]
A Case Study
2.1 Historical Perspective of the Institution:
The need of setting up and starting of „SHRIRAMPUR CHILD GUIDANCE
CENTRE‟ of 16, Raja K.L. Goswami Street, Serampore, District – Hooghly, was initiated
in January, 1986 with 3 (three) disabled students need to be trained under special
guidance, as no such other facilities were available in wide range of the locality. The
beginning had not been easy and there had been a significant amount of indifference,
unconcern and reluctance faced by them.
2.2 Objectives of the Institution:
A. To bring any or every child who have emotional disturbances, behavioural
problems and the children with disabilities, under the purview of special
guidance brought into their knowledge.
B. To rehabilitate the disabled within the limitations of his/her ability.
C. To enable the disabled in attaining economic and social freedom through
sheltered workshop
2.3 The Activities of the Institution:
A. Regular special school for Mentally Retarded, adopting the guideline of
National Institute for Mentally Handicapped and Rehabilitation
Council of India.
[23]
B. Regular Special School for Hearing Impaired, as per guideline of Ali
Yavar Jung National Institute for Hearing Impaired and Rehabilitation
Council of India.
C. Regular Special training programme for Autistic Children.
D. To arrange Psychological Assessment of all children who have emotional
disturbances, behaviour disorder etc.
E. Parent‟s counselling.
F. Parents‟ training programme.
G. To conduct Awareness Camp and Detection Camp in remote villages where
the term „Rehabilitation‟ is alien word.
H. To organize Integrated Science Exhibition and camp with general school
students.
2.3.1 General Curriculum:
i) Follow West Bengal board of Secondary Education for hearing impaired
and slow learners.
ii) Follow West Bengal Primary Education Board for junior students.
iii) Follow F.A.C.P. for the Mentally Retarded students , autistic, cerebral
palsy, down syndrome and multiple disabled students.
[24]
Time Tables for Hearing Impaired Students
Hearing Impaired students have been classified from Pre-School to Class – X according to
their age and ability and Vocation Unit
PRE-SCHOOL :
DAYS 1.00 -1.30 1.30 – 2.00 2.00-2.30 2.30- 3.00 3.00 – 3.30 3.30 – 4.00
MONDAY
Conversation
News
Reading
Physical Training
Tiffin
Auditory
Training
TUESDAY Do Do Counting Reading Do Dance
WEDNESDAY Do Auditory Training Drawing Writing Do Speech
THURSDAY Do Do Writing Mime Do Physical
Training
FRIDAY Speech Speech Reading Counting Do Game
SATURDAY Conversation Reading Tiffin Auditory Training
FROM CLASS I TO X
DAYS 11.00 –
11:10
11:10 –
11:50
11:50 –
12:30
12:30-
1:00
1:00-
1.30
1.30 –
1.50
1.50 –
2.20
2.20 -3.00
MONDAY PRAYER Bengali
/Hindi
Mathematics Life Science English Tiffin Geography Auditory
Training
TUESDAY Do Do Do History Do Do Do Dance
WEDNES DAY
Do Do English Drawing Physical
Science
Do History
Speech
THURSDAY Do Do Do Geography Do Do Mime
Life Science
FRIDAY Do Do History Physical
Science
Tiffin Life
Science
Physical
Training
Speech
The students who are sent for vocational training, they are engaged in
vocational units exclusively and used to train from 11.00 am – 3.30 pm,
maintaining a Tiffin break from 1.30 pm – 1.50 pm.
[25] Time Tables for Mentally Retarded Students
Mentally retarded, autistic, cerebral palsy, down syndrome and multiple disabled students
have been classified in five groups, i.e., Pre-Primary, Primary, Secondary, Pre-Vocation
and Vocation and normally the age group is (3-6) yrs., (7-10) yrs., (11-14) yrs. and (15-18)
yrs. and 18 + respectively.
The Organisation uses FACP to assess the five areas of those students, i.e., Personal,
Social, Academic, Occupational and Recreational Area (Indoor and Outdoor).
Amongst the aforesaid five areas, they assess four areas, i.e., Personal, Social, Academic
and Occupational Area maintaining the following format.
FUNCTIONAL ASSESSMENT CHECKLIST FOR PROGRAMMING (FACP)
Name : Date of Birth : Group : Age :
First Year Second Year Third Year Sl.
No.
Entry
level
I
Term
II
Term
III
Term
Entry
level
I
Term
II
Term
III
Term
Entry
level
I
Term
II
Term
III
Term
01. 02.
03. 04. 05. 06. 07. 08.
09. 10. 11. 12. 13. 14.
15. 16 17. 18. 19. 20.
21. 22. 23. 24. 25. 26.
27. 28. 29. 30. Code for scoring : (+) – yes, (-) – No, C – Occasional Cueing, NA – Not Applicable, NE – No Exposure, PP – Physical Prompting, VP – Verbal Prompting, GP – Gesture Prompting, M – Modelling.
[26]
To assess the Recreational Area (Indoor and Outdoor) they use the format as follows :
FUNCTIONAL ASSESSMENT CHECKLIST FOR PROGRAMMING(FACP)
Name : Date of Birth : Group : Age :
First Year Second Year Third Year Sl.
No.
Entry
level
I
Term
II
Term
III
Term
Entry
level
I Term II
Term
III
Term
Entry
level
I
Term
II
Term
III
Term
Indoor
01. 02. 03. 04. 05. 06. 07. 08. 09. 10. 11. 12. 13. 14. 15. 16 17. 18. 19. 20. Outdoor 01. 02. 03. 04. 05. 06. 07. 08. 09. 10. 11. 12. 13. 14. 15. 16 17. 18. 19. 20. Code for scoring : A – Participate actively with full enthuse. B – Participate when motivate externally, C – Participate but do not know the proper rules/do not co-operate, D – Look with full of energy and enthuse. E – No energy at all, NE – No Exposure.
[27]
2.3.2 Extra Curricular Activities & Celebration :
i. Provide Art, Dance, Music, Mime, Craft, Yoga, and Swimming. Some
photographs are given hereunder :
ii. Celebrate all the programmes under National Festivals like Children‟s Day,
Rabindra Jayanti, Independence Day and Holi with their student-
participants. Some photographs are given hereunder :
[28]
iii. They celebrate their Annual sports every year.
iv. They celebrate education tour every year.
[29]
2.3.3 Vocational Training :
i. They have given much emphasis on vocational Training mainly screen
printing of jute bag, big shoppers and other jute items of household utilities
are being made.
ii. MR students have started preparing „Mukhosh‟ which are in constant
demand with younger children. Also Greeting Cards being printed by,
drawn by our MR and HI students.
iii. They are running a canteen in their premises with M.R. girl students under
the supervision of the trainer. Initially fund was collected from parents for
day-to-day expenditure.
iv. They have initiated Sari polishing (Tant polish) unit for adult MR (boys)
students.
2.4 The Achievements of the Institution :
i. Their students are competent enough to participate and compete with
general students in Athletic meet, Art competition, trekking and bring
laurels.
ii. A few students are attending general schools and doing very well and their
teachers are happy.
iii. Their ten students passed in Madhyamik Examination in 2nd division in
last three consecutive years.
2.5 Present Status :
i. Special School for disabled persons, with total no. of beneficiaries: 169
(MR–103, HI-66) and medium of teaching followed: Bengali & Hindi.
ii. They are non-profitable Registered Organization, vide No. S/64846 of
1990-91.
iii. They are exempted from Income Tax u/s 80G of Act, 1961.
iv. They are eligible to accept foreign donations, under FCRA vide
No.14690053.
[30]
v. They have obtained Certificate of Recognition of Non-Governmental
Organization U/s 56(2) of the persons with disabilities (Equal opportu-
nities, protection of Rights & Full Participation Act, 1995.)
2.6 Future Plan :
i. To establish a sheltered workshop for adult mentally retarded students for
rehabilitation and economic independence.
ii. Vocational training-cum-residential unit will be initiated for MR & HH
students.
iii. To establish a workshop for competent disabled persons (MR and HI).
2.7 The Promise :
With limited resources available to them, they have made arrangements for special
training by trained teachers who dedicate themselves to the cause with sincerity and
affection. The programme cannot be successfully accomplished without the full co-
operation of the parents, and financial support from the authorities, as the Need of the
DAY is much more.
Objectives :
a) To create and foster a spirit of understanding of disabled persons having
emotional maladjustments, behavioural anomalies and other problems related
to normal personality developments and bring them under special guidance
through available specialised knowledge.
b) To promote social rehabilitation and assist economic settlement for a
respectable livelihood and achieve social freedom.
c) To take an active interest in moral boosting effort and assists personality
development through effective counselling and on-the- job training.
d) To unite all available resources and make Shrirampur Child Guidance Centre a
viable centre for self-development of disabled students.
e) To promote a forum for research activities enabling establishment of good
knowledge base for guidance and development of persons with disabilities.
[31]
2.8 Financial Control and Administration :
a) Donation/Grant Collection – The society collects donations and
sponsorship from different source. It also receives donations in kinds.
Besides this, the organization receives Grant-in-aid, 85% from Ministry of
Social Justice and Empowerment, DD-II NGO Division, New Delhi and
rest 15% to be spent by the organization from its own sources.
b) Utilisation – The accounts of the organization are maintained by an
accountant under keen supervision of the Director and Treasurer of the
society. At the end of the year, Balance Sheet including Receipts and
Payments Accounts, Income and Expenditure Account, a list of Assets of
the society and Utilisation Statements of grants from Ministry of Social
Justice and Empowerment are prepared. The account is audited by the
approved Audit Firm at Kolkata. This audited account is checked and
inspected by the Sub-Divisional Relief Officer and other concerned
Government departments as and when necessary.
c) Banking – The organization maintains three (3) S/B accounts, two(2) with
SBI, Serampore Branch, Hooghly and one (1) with UBI, Roy M.C. Lahiri
Street Branch, Serampore, Hooghly and these accounts are operated by
Hony. President, Hony Secretary and Hony. Treasurer according to the
Memorandum of the society. Either two of these three signatories can sign
cheques. It is also registered under FCRA from 1991.
d) Monthly Meeting – The organization usually holds Governing Body
Meeting every third Saturday of each month. At these meetings future plans
and guidelines are determined and put up to the organization for its
implementation. An Annual General Meeting is also held every year.
e) Laid Down Procedure – The accounts of the organization are prepared at
the end of the year under the care of Treasurer. It keeps General Cash Book
with Bank column, a Petty Cash Book, a General Ledger Book, Donation &
[32]
Sponsor Receipts Books and Registrar and Vouchers. The prepared Books
of accounts are checked and approved through Governing Body meeting
and finally sent for audit.
2.9 Some Constraints:
a) Space ;
b) More technically qualified persons are to be involved ;
c) Ever increasing financial constraints with all round day-to-day development of
the organisation ;
d) Shortage of proper liaison people for spreading awareness amongst masses, on
the universal problem of Disability.
2.10 The Beneficiaries :
Short List of beneficiaries for Hearing Impaired Section
Sl.No.
Description
Age Group
> 18 Year
Age Group
<18 Year
Total
Male Female Male Female
1 Pre-School 19 03 22
2 Class – I 01 01 02
3 Class – II 03 03 06
4. Class – III 01 00 01
5. Class – IV 01 02 03
6. Class – V 06 02 08
7. Class – VI 02 02 04
8. Class – VII 02 03 05
9. Class – VIII 05 00 05
10. Class – IX 01 00 01 02 04
11. Class – X 00 01 01 01 03
12. Vocational Unit 01 01 02
13. Special 01 00 01
Total 66
[33]
Short List of beneficiaries for Mentally Retarded Section
Pre-primary to Prevocational Unit
Sl. No.
Description
Age Group
> 18 Year
Age Group
<18 Year
Total
Male Female Male Female
1 Mentally Challenged 19 10 00 00 29
2 Autistic 21 05 00 00 26
3 Multiple 04 01 00 00 05
4 Cerebral Palsy 05 02 00 00 07
5 Down Syndrome 08 07 00 00 15
Total 82
Vocational Unit
Sl.No.
Description
Age Group
> 18 Year
Age Group
<18 Year
Total
Male Female Male Female
1 Mentally Challenged 10 03 13
2 Autistic 02 02 04
3 Down Syndrome 02 01 03
4 Slow learner 01 00 01
Total 21
Number of Mental Challenged student : 103
Number of Hearing Impaired student : 66
Total Number of students : 169
[34]
LIST OF BENEFICIARIES
IN DETAIL
Hearing Impaired Students
Sl.
No
Na
me
of
Ben
efic
iari
es
Fa
ther
‟s/M
oth
er‟
s
Na
me
Da
te o
f
Bir
th
Gen
der
Ty
pe
an
d
Sev
erit
y o
f
Dis
ab
ilit
y
Ad
dre
ss
Da
te o
f en
try
in
Inst
itu
tio
n
No
. o
f co
mp
lete
d
yrs
. w
ith
th
e
inst
itu
tio
n
Rem
ark
s
ab
ou
t o
utc
om
e/
resu
lts
1 Aitijya Biswas Manas biswas 28.5.2002 M MR
75%
51, Mankundu
Station Road,
Hooghly
02.5.2010 1 month Pre-
School
2 Amit Shaw Omprakash Shaw 02.6.1996 M MR+H
H 90%
N.S.
Mukherjee
Road, Rishra,
Hooghly
02.5.2007 3 Pre-
School
3 Askaran Singh Bhupendra Singh 28.11.2001 M HH,
80%
44/2/11,
Mukherjee
Para,
Serampore,
Hgly.
02.5.2009 1 Pre-
School
4 Avishek Bhagat Arabindo Bhagat
M HH
80%
51, Sitalatala
Lane,
Hisndmotor,
Hooghly
02.5.10 1 month Pre-
school
5 Balla Prem
Kumar
B.K.Rao 31.8.2003 M HH,
100%
Sibtala Lane,
Serampore,
Hooghly
2.5.2007 3+ Do
6 Beauti Dhenki Nabin Dhenki 20.10.2001 F HH,
80%
I.C.I. Quarter,
Vill+ P.O
.-Konnagar,
Hooghly
2.5.2009 1 Do
7 Gaurav Dey Madhab Dey 29.1.2005 M HH,
80%
Vill- Haripur,
Pahalam-pur,
Singur,
Hooghly
29.8.2008 1+ Do
8 Gautam Dey Madhab Dey 29.1.2005 M HH,
70%
Vill- Haripur,
Pahalam-pur,
Singur,
Hooghly
Do Do Do
9 Himanshu Malik Girish Malik 2.10.2005 M HH,
80%
Mollah Simla,
Diara,
Hooghly
2.5.2008 2 Do
10 Monomay
Banerjee
Manas Banerjee 31.12.2005 M Vill-Borai,
Singur,
Hooghly
31.10.200
9
4 Month Do
11 Monoj Chaudhuri Jaydeb Chaudhuri 27.6.2000 M HH,
80%
No.1 Colony,
Sapuipara,
Bally, Dt. -
Howrah
12.7.2004 5+ Do
[35]
12 Md. Sameer Md. Munna 22.4.2001 M HH,
80%
Sheoraphuli,
Chatuganj,
Sheoraphuli,
Hooghly
2.5.2005 5 Pre-
School
13 Nabamita Bhunia Naren bhunia 19.7.2004 F HH,
90%
2 no.
Ratanpur,
Singur ,
Hooghly
2.3.2010 Do
14 Piali Bogi Balai Bogi 18.3.2002 F HH,
80%
Sheoraphuli,
Jagadhatri
Para,
Sheopaphuli,
Hooghly
2.5.2009 1 Do
15 Rahul Shaw Janardan Shaw 2.9.2005 M HH 150/96, C.S.
Mukher-jee
Rd, P.O.
Konnagar,
Uttarpara,
Hooghly
2.5.2009 1 Do
16 Rahul Shaw Rajesh Shaw 3.9.2004 M HH,
90%
S/45, Gourhati
Quater,
Baidyabati,
Chandan-
nagore,
Hooghly
2.3.2010 Do
17 Ritwik Karmakar Ananda Karmakar 2.1.2005 M HH,
85%
12,
Kpasdanga,
Chinshrah,
Hooghly
2.5.2009 1 Do
18 Rupam Das Amarnath Das 22.10.2003 M HH,
80%
24, Akhrabati
Lane,
Serampore,
Hooghly
2.5.2009 1 Do
19 Sk. Aspak Ali Asmal Ali 3.1.2001 M HH,
95%
Vill&P.O.-
Kharsarai,
P.S.-Chan-
ditala, Hghly
2.52009 1 Do
20 Sk. Samadul Sk. Akbar 26.10.1999 M HH,
80%
Vill-
Thankurhat,
P.O. Bora,
Dist-Hooghly
13.7.2004 5+ Do
21 Pradip Das Monoranjan Das 16.7.1997 M HH
70%
Dharampur,
Adarsh Pally,
Chinchura,
Hgly.
02.5.2010 1 month Do
22 Tania Saha Tarak Saha 11.6.2001 F C.P.
speech
100%
Sahapara,
Morepukur,
Hooghly
2.5.2008 2 Do
23 Arindam Kundu Ashok Jundu 6.9.2003 M HH,
91%
Satghara,
Paschimpara,
Rahyadharpur,
Sermapore,
Hooghly
22.2.2007 3 Class-I
[36]
24 Gulabsa Khatoon Md. Gulab 10.8.2004 F HH,
80%
Urdibazar,
Khansama
para,
Chandannagar,
Hooghly
7.11.2006 3+ Class-I
25 Anikesh Shaw Biod Shaw 29.5.1999 M HH,
80%
A.G. Road,
ChanmpDani,
Baidyabati,
Bhadreswar,
Hooghly
2.5.2008 2 Class-
II
26 Biswajit Sarkar Dulal Sarkar 11.3.1997 M HH,
80%
Bhramar
Dighi, M.G.
Colony,
Mankundu,
Hooghly
4.4.2005 5 Do
27 Jhilik Chatterjee Subrata Chatterjee 22.10.1996 F C.P.
Speech
100%
Dr. Sarat Das
Street,
Konnagar,
Hooghly
13.12.200
1
9 Do
28 Mousweta
Bhattterjee
Malay
Bhattacharjee
29.07.1992 F H.H.
95%
375/C/1, B.B.
Road,
Hondmotor,
Hooghly
17.7.2006 3+ Do
29 Rakesh Das Late Dilip Kr. Das 11.11.2000 M H.H.
95%
10, Jodhan
Singh Road,
P.O. Rishra,
Hooghly
01.12.200
3
6 Do
30 Saheli Pal Tuhin Pal 23.4.2002 F M.R.
50%
9, Dr. N.L.
Bhattacha-rya
Lane,
Seprampore
Dt. Hooghly
11.5.2005 5 Do
31 Dhiraj Tiwari Ramchan Tiwari 09.1.2000 M HH
80%
Shantinagar(W
), P.O.
Anandanagar,
Howrah
03.3.2005 5 Class-
III
32 Aditi Nandi Ashim Nandi 17.7.2001 F H.H.
100%
Chakraborty
Para,
Serampore,
Hooghly
13.4.2009 8 Class-
IV
33 Mainak Banerjee Debabrata
Banerjee
25.6.1996 M H.H.
90%
21, Panpara
Bye Lane,
Bhadrakali,
Hooghly
01.7.2009 8
Months
Do
34 Solanki Dey Jaidev Dey 04.7.1998 F H.H.
M.R.
50%
57/24/A, S. P.
Mukher--jee
Sarani,
Serampore,
Hooghly
02.5.2008 2 Do
35 Akash Shaw Dilip Kr. Shaw 05.10.1992 M H.H.
100%
91/1, G.T.
Road,
Champdani,
Hooghly
21.3.2003 7 Class-
V
[37]
36 Chintu Singh Jitendra Kr. Singh 14.11.1996 M H.H.
95%
2, Govt.
Colony,
Belting Bazar,
Serampore,
Hooghly
09.2.2005 5 Class-
V
37 Debraj Mondal Dilip Mondal 09.10.1997 M H.H.
80%
Zaminder
Road,
Sheoraphuly,
Hooghly
27.2.2006 4 Do
38 Rajiv Saha Ujjal Saha 14.5.1996 M
H.H.+S
peech
85%
Sarkar Pally,
Baidyabati,
Hooghly
07.7.2005 4+ Do
39 Ravi Das Dilip Kr. Das 03.9.1993 M HH
100%
10, Jodhan
Singh Road,
P.O. Rishra,
Hooghly
27.7.2002 7+ Do
40 Ranjana Singh Sanjay Singh 16.6.1995 F HH
80%
Purba
Anandanagar,
Bally-Howrah
01.12.200
3
6+ Do
41 Soumyajit Dutta Swapan Kr. Dutta 21.5.1998 M HH
95%
13A, S.C.
Mukherjee St.,
Konnagar,
Hghly.
06.1.2004 6 Do
42 Srija Kar Debendra Nath
Kar
07.1.1999 F H.H.
95%
3, B.R. Mitra
Lane,
Konnagar,
Hooghly
02.7.2004 5 Do
43 Antara Chwdhury Ashim chawdhury 10.11.1997 F H.H.
95%
38/2,
Mallichpara,
Serampore,
Hooghly
07.5.2003 7 Class-
VI
44 Bivas Roy Biswanath roy 04.11.1995 M H.H.
95%
Janai
Khannamiro,
Rakshakalitata
k, Hgly
04.11999 11 Do
45 Rajesh Saha Tapan Saha 16.6.1992 M H.H.
100%
Bhandarhati,
Dhaniakhali,
Hooghly
21.2.2003 7 Do
46 Swapna
Chakraborti
JoY Gopal
Chakraborty
02.01.2005 F H.H
100%
Vill-
Balodbandh,
Panisheola,
Hooghly
13.2.2001 9 Do
47 Ankita Singh Amulyacharan
Singh
02.1.2005 F H.H.
90%
Ananda
Nagar(E),
Bally-Howrah
02.7.2004 5+ Class-
VII
48 Deep Majumdar HariMahan
Majumdar
15.5.1994 M H.H
100%
Vill-Michel
Pally,
Sheoraphuli,
Hooghly
02.7.2001 9+ Do
49 Mamta Prasad Kamalesh Prasad 23.9.1994 F H.H.
80%
K.G.R.S. Path,
Sonar-
Pally,
Bhadreswar,
Hooghly
09.1.2001 9 Do
[38]
50 Sameer Das Karu Das 07.9.2003 M H.H.
100%
90, J.N. Lahiri
Road,
Serampore,
Hooghly
09.8.2002 7 Class-
VII
51 Soni Khatoon Md. Madan 19.1.1992 F H.H.
80%
21, Gandhi
Sadak P.O.-
Rishra, Hoghly
18.8.1999 10+ Do
52 Arshed Mallick Sarique Mallick 15.9.1993 M H.H.
100%
Bora,
Nimpukurdhar
Bora Bazar,
Hooghly
15.9.1998 11+ Class-
VIII
53 Surajit
Chakraborti
Sandip
Chakraborti
11.5.1994 M H.H.
100%
Nabagram,
Konnagar,
Hooghly
09.5.1997 13 Do
54 Sutanu Das Debol Das 13.12.1992 M H.H.
50%
2, Goalapara
Lane,
Serampore,
Hooghly
10.5.2002 8 Do
55 Swaraj Singh Baikuntha Singh 06.5.1994 M H.H.
100%
185/671H.C.
Banerjee Lane,
Konnagar,
Hooghly
03.8.2001 9+ Do
56 Tanmoy Das Deepak Das 23.10.1994 M H.H.
80%
Damodar
Colony, Baro
Bahera, Hogly
03.11.200
0
9+ Do
57 Akansha Yadav Akshay Yadav 11.1.1995 M H.H.
100%
7/1, R.B.C.
Road Garifa
Municipality,
24 Pgs(N)
04.4.2000 10 Class-
IX
58 Kiran Paramanik Kishore
Paramanik
08.8.1995 M H.H.
50%
Vill+P.O.-
Kanaipur,
Konnagar,
Hooghly
02.7.2001 9+ Do
59 Sarmistha Das Lakshmi Kanta
Das
08.7.1994 F H.H.
100%
Vill-
Govindapur,
Hooghly
06.5.2000 10 Do
60 Subhajit Bagui C/o. Mangala Mal 08.11.1990 M H.H.
100%
Vill-Tisha,
P.O.
Kharsarai,
Hooghly
02.2.1999 11 Do
61 Indranil
Mukherjee
Tarun Mkherjee 09.8.1992 M H.H.
80%
2, Rupchand
Champrashi
Lane,
Serampore,
Hooghly
02.5.1995 15 Do
62 Sukla Chakraborti Joy Gopal
Cshakraborti
23.2.1988 F HH
100%
Vill-
Boladandh,
Panisheola,
Hooghly
09.12.199
6
13+ Class-
X
63 Saumen Saha Bakash Ch Saha 20.11.1989 M HH
100%
RajRajeswari
Apart. 16,
G.C. Goswami
St.Serampore,
Hooghly
13.7.1997 13+ Do
[39]
64 Mithun Barik Shakti Dhar Barik 17.11.1985 M HH
100%
135/E, N.S.
Avenue,
Serampore,
Hooghly
03.3.1990 20 Voc.
Unit
65 Sabita Pal Samar Pal 09.9.1981 F H.H.
90%
S.C.M. Road,
Baidyabati,
Hooghly
3.12.1990 19+ Voc.
Unit
66 Uditanshu Maitra Uday Sh. Maitra 04.10.1998 M HH
90%
100, Upper
Haranathpur
Road,
Bhadrakali,
11.5.2005 5 Spl.
Group
LIST OF BENEFICIARIES
IN DETAIL
Mentally Challenged Students
Sl.
No
Na
me
of
Ben
efic
iari
es
Fa
ther
‟s/M
oth
er‟
s
Na
me
Da
te o
f
Bir
th
Gen
der
Ty
pe
an
d
Sev
erit
y o
f
Dis
ab
ilit
y
Ad
dre
ss
Da
te o
f en
try
in
Inst
itu
tio
n
No
. o
f co
mp
lete
d
yrs
. w
ith
th
e
inst
itu
tio
n
Rem
ark
s
ab
ou
t o
utc
om
e/
resu
lts
1. Bishakha Dutta Biswanath Dutta 29.11.2003 F M.R.
50%
21/C, Chandra
Mohan Roy
Lane, P.O.
Seram--pore,
Dist. Hooghly
14.3.2009 1 Prep-A
2. Tanay Bhar Pranab Bhar 03.11.2003 M M.R.
90%
Anarbati,
Autpur,
Hooghly
02.03.201
0
Ne
w
Prep-B
3. Tiyasha Dey Rabindranath Dey 09.2.2004 F M.R.
50%
62, Patuapara
Lane,
Shrirampur,
Hooghly
09.01.201
0
2
mon
ths
Prep-B
4. Priya Majumder Soumen
Majumder
05.12.1999 F M.R.
50%
58/1,
Majumder
Math,
Manirampur,
Barrack-pur,
Dist.24Pgs(N).
02..2007 10 Primary-A
5. Supriya Modak Susanta Modak 10.10.1999 M M.R.
65%
Milky
Badamtala,
P.O.-Belu
Milky,
Hooghly
19.3.2007 3 Primary-A
6. Sovan Banerjee Susanta Banerjee 25.3.2001 M M.R.
75%
1,
Bhattacharya
Lane, Seram-
pore, Hooghly
02.8.2008 1+ Primary-B
[40]
7. Amartya Dutta Adhir Kr. Dutta 02.7.2002 M M.R.
75%
1,
Bhattacharya
lane,
Serampore,
Hooghly
14.7.2006 3+ Primary-C
8. Rajesh Prasad Ramesh Prasad 21.2.2000 M M.R.
75%
3/197, Mahesh
Colony,
Serampore,
Hooghly
04.5.2009 10
mon
ths
Primary-C
9. Anamitra Nandi Akhil Bandhu
Nandi
03.4.1998 M M.R.
50%
283/3, J.C.
Khan Lake,
P.O.
Mankundu,
Dist. Hooghly
19.5.2004 6 Secondary-
A
10 Arkajit Chatterjee Shibnath
Chatterjee
28.7.1996 M M.R.
75%
29, chatterjee
Para, P.O.
Baidyabati,
Dist. Hooghly
21.3.2003 7 Secondary-
A
11 Soubhagya Saha Samir Kr. Saha 19.8.1995 M M.R.
70%
Beraberi,
Madhusudan--
Pur, P.O.
Singur,
Hooghly
13.2.2006 4 Secondary-
A
12 Ayan Dhenki Nabin Ch. Dhenki 20.11.1996 M M.R.
75%
Kh-IT ICI
Quarter, P.O.
Konnagar,
Hooghly
30.4.2009 10
mon
ths
Secondary-
B
13 Nupur Bangal Paresh Nath
Bangal
09.9.1997 F M.R.
75%
11, Dr. Bagan
Lane, P.O.
Serampore,
Dist. Hooghly
02.7.2002 7+ Secondary-
B
14 Suvayan Bose Avijit Bose 21.5.1998 M M.R.
80%
32/36, Dr.
Bagan Lane,
P.O.
Serampore,
Dist. Hooghly
02.7.2004 5+ Secondary-
B
15 Suvajit Dutta Baidyanath dutta 16.3.1996 M M.R.
75%
204/B/1, C.S.
Mukher-jee St.
P.O.
Konnagar,
Dist. Hooghly
30.4.2009 10
mon
ths
Secondary-
B
16 Animesh Bag Samir Bag 29.12.1998 M M.R.
90%
Baro Belu,
Belu Milky,
Serampore,
Hooghly
09.8.2008 1+ Secondary-
C
17 Avijit Mondal Dadal Mondal 20.7.1998 M M.R.
85%
4/A, P.K. Das
Lane, P.O.
Mahesh, Dist.
-Hooghly
14.6.2006 3+ Secondary-
C
18 Batashi
Mukherjee
Sadhan Gopal
Mukherjee
17.7.1995 F M.R.
65%
89a/21,
Bangur Oark,
P.O. Rishra,
Dist.
Hoooghly
22.10.200
1
8+ Secondary-
C
[41]
19 Himan Ghosh Himadri Ghsoh 25.11.1996 M M.R.
70%
Vill+PO.
Naiti, P.O.
Chanditala,
Hooghly
17.7.1999 10+ Secondary-
C
20 Niladri Sanyal Biswanath Sanyal 12.5.1996 M M.R.
90%
Vill+P.O.
bhandarhati,
P.O. Haripal,
Dist. Hooghly
02.12.200
2
7+ Secondary-
C
21 Shrabanti Ghosh Tapan Ghosh 18.7.1995 F M.R.
60%
Borai, Singur,
Hooghly
04.8.2008 1+ Secondary-
C
22
Sharmila Panja Tarapada Panja 29.12.1995 F M.R.
100
Kajipur,
Baidyabati,
Hooghly
09.7.2004 5+ Secondary
Severe
23 Ayanavo
Mukherjee
Arunavo
Mukherjee
07.3.1993 M M.R.
100%
38, A.S.C.
Mukherjee
Street,
Konnagar,
Hooghy
06.02.199
8
12+ Pre-Voc-I
24 Biswajit Roy Baidyanath Roy 22.10.1993 M M.R.
100%
C.S.
Mukherjee
Street, Police
quarter(Block
B), Konnagar,
Hooghly
14.2.2001 9 Do
25 Paromita
Mukherjee
Shyamal
Mukherjee
16.4.1995 F M.R.
50%
34/B/59, B.B.
Ghosh Road,
P.O.
Serampore,
Hooghly
04.7.2007 2+ Do
26 Pratyasha Patra Arun Patra 23.1.1995 F M.R.
75%
136, S.C.
Chatterjee
Street, P.O.
Konnagar,
Dist. Hooghly
08.11.200
5
4+ Do
27 Riya Karmakar Asim Karmakar 21.2.1994 F M.R.
60%
16/B/5,
Barabagan
Lane, P.O.
Serampore,
Hooghly
05.1.2002 8+ Do
28 Siddhartha Guha Saibal Guha 31.05.1994 F M.R.
80%
11, Bajaj
Mahal, Sadar
Bazar,
Barrackpur, 24
Pgs(N)
05.1.2005 5+ Do
Cerebral Palsy
29 Arpan Dasgupta Amitavo Dasgupta 08.9.1992 M M.R.
65%
104/B/3,
D.P.J.M
Sarani,Bhadra-
kali, Hooghly
17.6.2002 7+ Pre-Voc-II
30 Bipasha Das Biswanath Das 06.6.2006 F
269/B(20/K),
Ghosh Para,
Nabagram,
Srmp, Hoghly
02.3.2010 Ne
w
Prep-B
[42]
31 Indraroop Das Arup Kr. Das 12.8.2003 M C.P.
75%
Ganga
Apartment,
13, Chatra
Bazar Road,
Serampore,
Hooghly
06.5.2006 3+ Prep-B
32 Suvajit Karmakar Anup Karmakar 21.4.2003 M C.P.
90%
Bilkuli,
Khalisani,
Chandannagar,
Hooghly
04.5.2007 2+ Primary-B
33 Subhayan
Banerjee
Sudipta Banerjee 24.11.2001 M D.P.
90%
93/B/A, Dey
Street,
Serampore,
Hooghly
20.7.2005 4+ Primary-C
34 Srikanta Das Arun Kr. Das 17.11.2001 M C.P.
90%
20, Das Para
Lane, Rishra,
Hooghly
12.10.200
6
3+ Primary-C
35 Mimi Jaisowara Kanailal Jaisowara 21.8.1992 M C.P.
80%
32, Bhaduri
Para Lane,
Serampore,
Hooghly
15.1.2001 9+ Pre-voc-I
36 Swastik Banerjee Nirmal Baenerjee 31.5.1992 M C.P.
70%
33, L.M.
Bhattacharya
St, Janabhumi
Apart,
Serampore,
Hooghly
31.10.200
0
9+ Pre-Voc-I
Down Syndrome
37 Riita Munsi Brajanath Munsi 07.9.2003 F 75% Vill+P.O.
Janai, P.S.
Chanditala,
Hooghly
02.5.2008 1+ Prep-A
38 Barsha Hazra Sandip Hazra 30.7.1999 F 50% Vill+P.O.
Gopal Nagar,
P.S. Singur,
Hooghly
09.11.200
5
4+ Primary-A
39 Soumik Das Somnath Das 22.7.1999 M 85% 34, L.M.
Bhattacharjee
St.,
Serampore,
Hgly.
19.4.2003 6+ Primary-A
40 Ipsita Santra Sanat Santra 12.9.1999 F 70% Vill-
Khagragachi(E
),
P.O.Bajemalia,
Singur
09.11.200
5
4+ Primary-B
41 Sabyasachi Mitra Priyabandhu Mitra 20.4.2001 M 50% 23A, Rai Para
Lane,
Konnagar,
Hooghly
01.3.2005 5 Primary-B
42 Rohit Roy Arun Roy 04.10.2000 M 30/23, Tara
Pukur Lane,
Serampore,
Hgly
04.7.2009 8
mon
ths
Primary-B
[43]
43 Romita Pal Debashis Pal 04.1.1999 F 75% Vill+P.O.
Puinan, P.S.
Dadpur, Dist.
Hooghly
11.7.2009 8
mon
ths
Primary-B
44 Subham Sarkar Biswajit Sarkar 13.1.1997 M 60% 75/2,
Serampore
Colony,
Serampore,
Hooghly
01.3.2004 6 Secondary-
A
45 Nikhilesh
Chowdhury
Rabin Chowdhury 0908.1995 M 75% 112/2,
Vivekananda
Sarani, P.O.
Serampore
Hooghly
02.1.2001 9 Secondary-
B
46 Moumita
Chowdhury
Tapan Chowdhury 24.9.1998 F 65% 29D, Chatra
Chodhury Para
Bi Lane,
Chatra,
Hooghly
06.11.200
6
3+ Secondary-
C
47 Suvajit Ghosh Umesh Ghosh 14.12.1996 M 75% 6D, Chatra
Ghosh Para 1st
Lane,
Serampore,
Hooghly
04.5.2009 10
mon
ths
Secondary-
c
48 Suvadip Das Subrata Das 02.11.1995 M 100% 29, Chowdhry
Para Bi Lane,
Chatra,
Hooghly
02.08.200
1
8+ Secondary
Severe
49 Purnima Ghosh Sailen Ch Ghosh 08.3.1993 F 80% Nemai Tirtha
Road,
Baidyabati ,
Hooghly
18.6.2004 5+ Pre-Voc-I
50 Ranita Dutta Ratna Dutta 03.8.1993 F 100% 322, Railway
Park
Morepukur,
Rishra,
Hooghly
03.2.1999 11 Pre-Voc-I
51 Soumen Mondal Ramdulal Mondal 21.2.1994 M 90% 17B, Bhaduri
Para Lane,
P.O. Chatra,
Serampore,
Hooghly
08.12.200
0
9+ Pre-Voc
Autistic
52 Atmadeep
Banerjee
Kajal Banerjee 29.10.2004 M Choto Belu,
Mhiswa-para,
P.O. Belu
Milky, Dist-
Hooghly
20.6.2009 8
mon
ths
Prep-A
53 Sanu Das Nabaranjan Das 11.9.2003 M 70% Khaser Bheri,
P.O. Beraberi,
Singur, Dist-
Hooghly
02.5.2008 1+ Prep-A
[44]
54 Subhayu Barua Paushali Barua 12.11.2003 M 75% Panchloke
Barua Para,
Morepukur,
Rishra,
Hooghly
15.11.200
8
1+ Prep-A
55 Madhurima Nath Biplab Nath 19.8.2003 F 75% 15, S.P.
Mukherjee St.
Konnagar,
Dist. Hgly
03.2.2007 3+ Prep-B
56 Srijita Poddar Tapas Ch. Poddar 30.10.2004 F 90% 28/1, Lakshmi
Pally, Rishra
Hooghly.
02.3.2010 Ne
w
Prep-B
57 Arghya Saha Arun Kr. Saha 04.12.2000 M 16/1
Barabagan
Lane,
Serampore,
Hooghly
30.4.2009 11
mon
ths
Primary-A
58 Atrija Halder Amitavo Halder 29.7.2002 F 50% 10/2, B.P. Dey
Street,
Serampore,
Hooghly
04.4.2006 4 Primary-A
59 Satyaki
Bhattacharya
Suvamoy
Bhattacharya
23.9.1999 M 75% P-6, Shama
Prasad Road,
Nabagram
Hooghly
04.4.2006 3+ Primary-A
60 Sayan Podder Subhas Podder 26.8.2001 M 50% 9/6/A, Sarat
Sarani,
Sahapara,
Rishra,
Hooghly
02.5.2008 10
mon
ths
Primary-A
61 Abhiroop Roy Arup Roy 21.5.1999 M 75% A/1/3,
Housing Estate
P.O.
Konnagar,
Hgly
07.5.2005 4+ Primary-B
62 Ritika Sen Ranajit Sen 12.9.2002 F 50% 8, Bijoy
Nagar,
Naihati, 24
Pgs(N)
05.1.2008 2+ Primary-B
63 Arpan Chatterjee Pinaki Chatterjee 06.4.2002 M 75% 2/A,
Vivekananda
Road,
Barrackpur, 24
Pgs (N)
02.5.2006 3+ Primary-C
64 Debayan Banerjee Debasis Banerjee 23.5.2001 M 50% Vill+P.O.
Borai, Singur,
Hooghly
03.11.200
6
3+ Primary-C
65 Suman Biswas Saroj Biswas 09.10.2001 M 90% 9, Dakshinpara
3rd
Lane,
Morepukur,
Hooghly
08.7.2006 3+ Primary-C
66 Suva Dutta Amaranth Dutta 09.1.2002 M 75% Vill. Rajbalhat
Th- Jangipara,
Hooghly
10.11.200
6
3+ Primary-C
[45]
67 GourabDasgupta Partha Dasgupta 01.11.1998 M 75% 60, Thakurdas
BabuLane,
Serampore,
Dist. Hooghly
05.1.2008 2+ Secondary-
B
68 Bebasmita Roy Prasanta Roy 19.1.1996 F 50% 120, K.C.M.
Sarani, P.O.
Bhadrakali,
Hgly
04.11.200
8
1+ Secondary-
B
69 Krishnakant
Toppo
Ganga Toppo 14.08.1998 M 50% 232/2, G.T.
Road,
Belurmath,
Howrah
02.7.2003 6+ Secondary-
B
70 Rajdip Ghosh Subhas Ch. Ghosh 13.6.1998 M 53 216/18 Gol
Mohar
Avenue,
Howrah
09.8.2002 7+ Secondary-
B
71 Raktim Chatterjee Bhaskar Chatterjee 19.9.1996 M 80% 61/R/1, G.T.
Road,
Serampore,
Hooghly
28.2.2000 10 Secondary-
B
72 Suvam
Bhattacharya
Madan Mohan
Bhattacharya
03.10.1998 N 60% 32/D, Dr.
Bagan Lane,
P.O. Seramore,
Hooghly
05.1.2005 5+ Secondary-
B
73 Swarnendu Laha Susanta Laha 27.8.1998 M 70% 19/1,
Saradamata
Lane, P.O.
Rishra,
Hooghly
21.6.2001 8+ Secondary-
B
74 Sayan Sarkar Goutam Sarkar 30.3.1999 M 75% Amulya Kanan
Govt. Housing
, Serampore,
Hooghly
4+ Secondary-
C
75 Souvik
Bhattacharya
Somesh
Bhattacharya
31.07.19982
1,
M 50% 21,
Vivekananda
Rd, Nabagram,
Hooghly
5 + Secondary-
C
76 Somnath Pal Tapan Pal 08.8.1997 M 90% 659, G.T.
Road,
Serampore,
Hooghly
8+ Secondary-
C
77 Tanmoy Sarkar Tapan Sarkar 09.8.1995 M 90% 11/B/2,
Rammohan
Sarani,
Baidyabati,
Hooghly
5 Secondary-
C
Multiple
78 Manish Sharma Ram Janam
Sharma
25.6.1997 M 80% 97/y/3,
Prabash Nagar,
Serampore,
Hooghly
17.1.2005 5+ Secondary-
B
79 Pranoy Bhar Pranab Bhar 03.11.1996 M 90% Anarbati,
Autpur,
Hooghly
24.6.2008 4+ Secondary
-B
[46]
80 Priyanka Das Shishir Das 17.5.1995 F 80% Borai, P.O.
Singur, Dist.
Hooghly
03.11.200
8
1+ Secondary
Severe
81 Shirshendu
Chatterjee
Mita Chatterjee 18.11.1995 M 70% 115G, Criper
Road, P.O.
Konnagar,
Dist. -Hooghly
02.1.2007 3+ Secondary
Severe
82 Abon
Chakraborty
Debashis
Chakraborty
10.4.1994 M 90% 101, Ganga
Villa, Raighat
Lane,
Serampore,
Hooghly
04.5.2005 4+ Pre-Voc-II
Vocational Unit
83 Achintry
Bhattachaya
Anil Bhattacharya 08.10.1977 M M.R.
65%
9,Nilmoni
ghosh Lane,
Mahesh,
Hooghly
03.07.199
2
17+ Voc-A
84 Barun Pal Lal Mohan Pal 28.7.1989 M M.R.
100
54/B,
Shastitala
Street, Rishra,
Hooghly
02.07.199
3
16+ Do
85 Bijay Agarwal Shyam S. Agarwal 30.11.184 M M.R.
50%
9, R.B. Sarani,
Serampore,
Dist. Hooghly
26.4.1999 10 Do
86 Pradip Ghoshal Kanailal Ghoshal 16.12.1968 M M.R.
60%
Vill+P.O.-
Jejur, Haripal,
Dist. Hooghly
05.12.199
0
16+ Do
87 Ratna Thakur Bhava Ranjan
Thakur
03.3.1973 F M.R.
100%
84/J/1, Khatir
Bazar, P.O.
Rishra,
Hooghly
02.9.1993 16+ Do
88 Sonali Manna Kashinath Manna 13.01.1983 F M.R.
60%
25, Dankuni
Station Rd,
Dankuni, Hgly
02.7.1999 10+ Do
89 Manas Das Nemai Das 21.02.1989 M M.R.
40%
Vill+P.O.
Diarah,
Singur,
Hooghly
12.5.2003 6+ Do
90 Debyendu Dey Utpalendu Dey 15.3.1985 M
.
M.R.
75%
101, Ganga
Villa, Raighat
Lane, Seramp,
Hooghly
04.5.2005 4+ Pre-Voc-II
91 Pinaki Saha Prananath Saha 19.2.1980 M M.R.
75%
67/14, G.T.
Road(W),
P.O.Mallickpa
ra, Serampore,
Hooghly
18.6.2001 9+ Do
92 Satabarto Ghorai Ratikanta Ghorai 21.9.1993 M M.R.
80%
88B, G.T. Rd.,
Bhadrakali,
Hooghly
02.03.201
0
Ne
w
Do
93 Somnath Addhya Manaranjan
Addhya
07.08.1987 M M.R.
60%
Vill-Haripal,
P.O.Paha
-lampur, Dist.
Hgly
22.11.199
9
10+ Do
[47]
94 Sourav Singha Lal Mohan Singha 07.08.1987 M M..R.
60%
Vill-Haripal,
PO. -
Pahalampur,
Hooghly
22.11.199
9
10+ Voc-B
95 Ranu Mukherjee Dhira Mukherjee 12.03.1969 F M.R.
100%
15/3, Raja
K.L. Goswami
St, Serampore,
Hooghly
09.03.200
1
9 Vocational
Severe
96 Tapas Roy
Barman
Pramima Roy
Barman
07.09.1994 M S.
Learner
50%
39, B.B.
Street,
Hindmotor,
Hooghly
31.801998 11= Voc-A
97 Kiriti Sh. Das Kiran Sh. Das 14.05.1976 M D.
Syndrm
50%
120, N.S.
Avenue,
Serampore,
Hooghly
06.7.1992 12+ Voc-A
98 Siddhartha Mitra Asit Mitra 31.04.1980 M D.
Syndrm
120, N.S.
Avenue
08.07.199
7
12+ Voc-A
99 Sushmita Ghosh Subhas Ghosh 21.11.1984 F D.
Syndrm
100%
Sadhak
Ramprasad
Ln., Konnagar,
Hgly
15.7.1995 14+ Voc-B
100 Triparna Mitra Subir Mitra 08.6.1980 F Autistic
60%
1/4/F, N.L.
Goswami St,
P.O.
Serampore,
Dist. Hooghly
29.02.198
8
22+ Voc-B
101 Ayanangshu
Mukherjee
Dilip Mukherjee 08.12.1984 M Autistic
100%
23, Chatterjee
Para Ln, P.O.
Sheoraphuli,
Dist. Hooghly
26.7.1993 16+ Vocational
Severe
102 Enakshi Sen Esha Sen 14.03.1987 F Autistic
100%
27, Railand
Road, Rishra,
Hooghly
26.07.199
3
Vocational
Severe
103 Suman Das Prakash Das 06.7.1988 M Autistic
100%
19, K.L.
Goswami St.
P.O.
Serampore,
Hooghly
17.4.1994 15+ Vocational
Severe
[48]
3.1 Discussion and Conclusion :
3.1.1 Beneficiaries and Awareness Generation
The organisation started their work in January, 1986 with only 3 (three) special
children. At present this organisation is on the way to complete its 25th
anniversary along
with 169 (One hundred sixty nine) special children. So it can be said that the organisation
has generated a lot of awareness around its surroundings. Although there are two special
schools within six kilometres of it, who are running with mentally retarded students, but in
spite of that the parents always try it first. Here is a bar diagram showing the enhancement
of special students since its inception :
‟86 ‟87 ‟88 ‟89 ‟90 ‟91 ‟92 ‟93 ‟94 ‟95 ‟96 ‟97 ‟98 ‟99 ‟00 ‟01 ‟02 ‟03 ‟04 ‟05 ‟06 ‟07 ‟08 ‟09 ‟10
Fig : Bar diagram showing the rate of year wise beneficiaries ( Horizontal
axis denotes the No. of students and vertical axis denotes the years)
Apart form this, total 18 (eighteen) number of students have passed Madhyamik
Examination through Open School and through Regular School in the past years. In the
year 2009-2010 also one of the hearing impaired student appeared for Madhyamik from
this organisation through Regular School and has succeeded and now is reading in Class –
XI in Regular School.
Those who have passed already in past years, most of them are involved in so
many small scale industries as they were trained previously in vocational workshop of this
centre by benevolent trainers. To get this opportunity & continue in their jobs, they used to
180
160
140
120
100
80
60
40
20
0
[49]
get a lot of co-operation from this organisation. Some of them, both male and female are
also got married and leading their family as responsible father or mother and still this
organisation get in touch with their previous students and the students and their parents
also vice versa.
3.1.2 Teachers, Trainers and Non-Teaching Staff
The organisation was started with only 2 (two) trained teachers who dedicated their
most part of their life in this centre. Gradually awareness generated and as a result the
students and besides that the trainers, teaching and non-teaching staff also increased. At
present there are 28 (twenty eight) staff including teaching & non-teaching staff as well as
sweepers, attendants etc. and trainers. All of them have a lot of patience and empathetic
towards those special children and giving dynamic effort for the rehabilitation of them.
The teachers and trainers used to arrange weekly meeting with the parents of the children
and they exchange, share and interact with one another to make the solution of their
special children. They also maintain individual record of each child and also maintain the
records of their day to day activities.
3.1.3 Fund Collection and Financial Management
In first 14 (fourteen) years the organisation was only depended upon the donation
of the parents and some well wishers and faced so many obstacles. On the completion of
its 15th
year, i.e., in the year 1999 the Ministry of Social Justice and Empowerment
sanctioned their first grant-in-aid towards this organisation and on and from 1999 the
organisation is getting the said grant-in-aid on Dindayal Project from the Ministry. The
honorarium of the staff are very low graded and also very irregular. So the organisation is
trying to manage the crisis through their various vocational activities. The manufactured
jute bags and other craft items they used to sell in different shops. They also supply
cooked food from their canteen not only to the students, their parents and staff but also in
some offices and schools surrounding of them. The organisation also started a Tant Polish
Unit where they used to polish the sarees and all the above mentioned works done by the
special children under the supervision of trainers. But still the centre is facing financial
strain in spite of their heart and soul efforts and they always trying to recover this burning
problem with their challenging and innovative thinking.
[50]
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