PROJECT INDIVIDUAL SOCIAL RESPONSIBILITY

SOCIAL CAUSE: DEVELOPMENT OF CHILDREN WITH DISABILITY.

NGO: ASTITVA ORGANISATION

PRIN. L. N. WELINGKAR INSTITUTE OF MANAGEMENT DEVELOPMENT &

RESEARCH.
YEAR OF SUBMISSION: 2016

TABLE OF CONTENTS:
Sr.No
Topic
1.
Brief Introduction to the Cause
a. Introduction
b. History of Children with Disability
c. Causes of Children with Disability
2.
Socio-Economic Problems
3.
Discussion about various NGOs working for this Cause
a.Asha Bhavan Centre
b.Ummeed
4.
Astitva-Serving the children with disability
8.
School for children with Mental Retardation
9.
Challenges Faced
10.
Introspection Without a sense of complacency.
11.
Workshops
12.
Rehabilitaion
13.
To Make the independent
17.
The School for Deaf

Page No.
3
3
5
9
12
18
18
19
21
23
24
27
29
29
31
35

Introduction to the cause.

a. Introduction
According to UN Enable, around 10% of the world's populations, 650 million people, live with
disabilities. Women and girls with disabilities are particularly at a risk of abuse. According to a
UNICEF survey, 30% of street youth are disabled. Some countries where IMR rates are high,
mortality rates for children with disabilities is as high as 80%. Some suspect that children with
disabilities are being purposely weeded out. 90% of children with disabilities worldwide do not
attend school. Conflict areas find that for every one child that is killed, three are injured and
permanently disabled. Children with disabilities are at a 1.7 times greater risk of being subjected
to some form of violence.
According to CRIN over 150 million children worldwide have a disability. 50% of children with
a hearing impairment and 60% of those with an intellectual impairment are sexually abused.
There are many medical professionals who kill children with disabilities and right them of as
mercy killings. 90% of the children with disabilities will not survive pass twenty years of age.
Children with disabilities face discrimination not only in services but also in the justice system as
they are often not considered credible witnesses.

In India children with disabilities mainly comes under the purview of the Ministry
of Social Justice & Empowerment. Some of the issues are dealt with by the health
ministry. But no single ministry has been assigned the protection of these children,
which leads to varying data about occurrence of disability amongst children. In
India 1.67% of the 0-19 population has a disability. 35.29% of all people living
with disabilities are children. Other estimates say that India has 12 million children
living with disabilities. Only 1% of children with disabilities have access to school
and one third of most disabilities are preventable. Under-nutrition is a severe
problem with children who suffer from cerebral palsy. In India 80% of children
with disabilities will not survive past age forty.
Many of the causes of disability are preventable by providing expecting mothers
will better prenatal and post natal care as well as proper nutrition for infants and
mothers.
The main causes of disability in children are
Communicable disease
Infection in early childhood
Early motherhood

 Nutritional deficiencies
Insufficient or inaccessible health care services
Inadequate sanitation
Inter-family marriages
There are many protection issues that also lead to disability, especially mental
disabilities. Children who are trafficked, abused and sexually exploited are at risk
for psychological effects as well as physical retardation. Other forms of violence
against children can also lead to a disability such as corporal punishment in
schools, children living on the streets, and purposefully created disabilities for
begging. Children from poor families face a double disability.
Disability in India is still functioning in the realm of social welfare instead of a
rights perspective. Teachers are not trained and schools don't have the
infrastructure to deal with children with disabilities. Neither are pediatric wards of
hospitals equipped to deal with them. There is not enough data on the number of
children living with disabilities to allow the government to provide the necessary
services. Mental health disorders account for one sixth of all health disorders yet
India spends 0.83% of its health budget on mental health. Child labourers are also
at a higher risk of becoming disabled especially in hazardous industries.

b. History Of Children with Disability

An outline of characteristics, attitudes, and practices toward
people with disabilities from ancient times to the present.

Ancient Era 1500 B.C. 475 A.D.

1. Language of the Times
Inferior
Idiot
Fool
2. Solution for Disabilities
Abandonment legally required in Sparta to abandon deformed & sickly
infants
Death Aristotle said, no deformed child shall live.
Use person as a plaything court jester
Middle Ages, Renaissance & Reformation 476 A.D. - 1500 A.D.
1. Cruel Treatment
Cities of the Damned made up of deviants such as madmen and
incurables
Ships of Foolspeople with disabilities were put on a ship and displayed
from port
to port; eventually abandoned
Begging was a necessity
2. Role of Religion
Children of a Caring Godbelief of Koran, Confucius, & Zoroaster
Filled with SatanMartin Luthers belief

The 17th and 18th Centuries

Age of Confusion: Seeds of Change

1. Pervasive Attitudes
Idiot Cagesused to keep people with disabilities out of trouble, but also
for
Entertaining townspeople
Thomas Malthusadvocated elimination of defective people
2. The Enlightenment
Influential thinkers such as John Locke & Jean Jacques Rousseau: persons
with
Intellectual disabilities are capable of learning.
Education of deaf-mutes
Philip Pinel first to say mentally deranged were diseased rather than sinful
or
Immoral.

1800-1950: The Rise of Institutions

1. Common Practices of 19th Century
Warning outthe opposite of the welcome mat: newcomer with disabilities
was
not welcome in town
Passing ontransporting people with disabilities via cart to the next town
2. 1848: Beginning of Public Institutions
Created to train, teach, socialize and self-help
Dorothea Dix and Maria Montessori were pioneers
3. 1875: Shift in Focus
With large numbers, institutions began to focus on life as a resident, not on
education for living on the outside
Protection of the person with a disability shifted to suspicion
Segregation and sterilization
4. Language of the Times
Idiotic
Feeble-minded
Unteachable idiots
Moron.

The Awakening 1950-1980

1. The Power of Parents
1940-1950: strong national movementThe retarded can be helped.
1950s: international community sought same rights
30 years of parent advocacy focused on winning civil and legal rights
for their
children
1960-1970: state institutions, community service, education, job
opportunities,
legislation improved

Famous people become public about family members with disabilities;

no longer
hidden:
oPresident Kennedys sister Rosemary
oPearl Bucks daughter Carol
oDale Evans daughter Robin
100,000 children & adults with disabilities were killed
Considered morally bad or genetically flawed

2. The Independent Living Movement

Ed Roberts, Judy Heuman and other self-advocates emerge as leaders of
the disability rights movement and promote independent living philosophy.

My advice to other disabled people

would be, concentrate on things your
disability doesn't prevent you doing
well, and don't regret the things it
interferes with. Don't be disabled in
spirit as well as physically.

Current Life for People with Disabilities

Key Legislative Advancements
o1965: Elementary & Secondary Education Act: Funding was made available to
educate the educationally deprived
o1973: Section 504 of the Rehab Act: People with disabilities are protected from
discrimination in all federal programs.
o1975: Education for all Handicapped Children Act: Amended in the 90s and is
now
Known as the Individuals with Disabilities Education Act (IDEA). This law
ensures that
public schools offer all children with disabilities a free appropriate education in the
least restrictive environment appropriate to their individual needs
o1990: Americans with Disabilities Act: Goal is full participation and
independence
for persons with disabilities
o2001: The Olmstead Supreme Court Decision interpreting the ADA : The
Federal
Government must assist States and localities to implement swiftly the Olmstead
decision, so as to help ensure that all Americans have the opportunity to live close
to
their families and friends, to live more independently, to engage in productive
Employment, and to participate in community life.

Language of the Times

oPerson with a disability
oChild with Down syndrome
oUses a wheelchair
Significant Progress towards Inclusiveness and Accessibility
oSchools
oRecreation Areas
oRestaurants
oHospitals

c. Causes of Disability.
Some babies form differently inside the womb and no one knows why.
But many disabilities in babies are caused by harmful conditions of women's lives.
If women can get enough nutritious food to eat, can protect themselves from work
with toxic chemicals, and can get good health care, including care at the time of
childbirth, then many disabilities could be prevented.

1. Poverty and malnutrition

Poverty is one of the biggest causes of disability. Poor people are most vulnerable
to disability because they are forced to live and work in unsafe environments with
poor sanitation, crowded living conditions, and with little access to education,
clean water, or enough good food. This makes diseases such as tuberculosis and
polio--and the severe disabilities they cause-- much more common because
diseases get passed from one person to another more easily.

2.War
In today's wars, more civilians than soldiers are killed or disabled, and most of
them are women and children. Explosions cause people to become deaf, blind, and
lose their limbs, as well as causing other injuries. Their mental health is also badly
affected by the violence. The destruction of homes, schools, health centers, and
means of livelihood that results from conflicts and wars leads to increased
disability, poverty, and disease.
Land mines, cluster bombs, bullets, and chemicals used in wars cause more
disabilities in the world today than anything else. They often injure women who

are carrying out their daily activities, such as farming, or gathering water and
wood.
Explosions and landmines cause many leg and arm injuries, and often a child's or a
woman's leg has to be amputated. But only about 1 of every 4 amputees gets an
artificial leg to replace a lost leg, because they are usually expensive or difficult to
get.
3. Nuclear accidents
Many people have suffered after being exposed to massive amounts of radiation.
This happened after accidents in nuclear power plants at Three Mile Island in the
USA in 1979, and at Chernobyl in the Ukraine in 1986. And it also happened when
the USA dropped nuclear bombs on Japan in 1945. These incidents caused
widespread destruction and death from exposure to radiation.
The people who survived these accidents and bombing attacks have suffered
mainly from cancers--either tumors in various parts of the body, especially in the
thyroid glandor leukemia (cancer of the blood), all of which bring an early
death. In communities where these nuclear incidents happened, there has also been
an increase in the number of children born with learning difficulties, such as Down
syndrome.
4. Poor access to health care
Good health care can prevent many disabilities. Difficult labor and birth can cause
a baby to be born with a disability such as cerebral palsy. Trained birth attendants
who can identify risks and handle emergencies can prevent babies from being born
with many disabilities. Immunization can also prevent many disabilities. But many
times vaccines are not available, or people who are poor or live far from cities
cannot afford them, or there are not enough for everyone.

5. Illness

If a woman gets German measles (rubella) during the first 3 months of pregnancy,
her child may be born deaf.
Some illnesses a pregnant woman may get can cause physical or learning
problems when her baby is born. Illnesses that can cause birth defects include
German measles (rubella), which is a common cause of deafness in newborn
babies. There is a vaccine that gives protection against rubella, but a woman who
gets an immunization of the rubella vaccine should not get pregnant for one month
afterward.
Syphilis, herpes, and HIV can also be passed from a mother to her baby and can
cause birth defects. So women need to be tested and treated for sexually
transmitted infections to protect the baby developing in the womb.
Some illnesses a baby or small child may get can also cause disability, such as
meningitis, polio, and measles. It is important for newborn babies to get
immunizations for protection. Children who live in places where leprosy (Hansen's
disease) is common need to be tested as early as possible.
6. Poisons and pesticides
Poisons such as lead found in paints, pesticides such as rat poison, and other
chemicals can cause disabilities in people and cause birth defects in babies
growing in the womb. Smoking or chewing tobacco, breathing smoke, and
drinking alcohol during pregnancy can also harm a child before she is born.
Workers often use chemicals on the job or in the fields without being taught how to
use them safely, or without even knowing if they are dangerous. Accidents in
factories can release poisons into the air, water, or ground, causing terrible health
problems, including permanent disabilities.

This woman was a farm worker and was exposed to dangerous

chemicals when she was pregnant. This affected her baby while he was
in the womb, and he was born with a disability

2. Socio-Economic problems faced by the children with disability.

(According to the American Psychological Association, APA.)
Persons with a disability are likely to have limited opportunities to earn income
and often have increased medical expenses. Disabilities among children and adults
may affect the socioeconomic standing of entire families. It is estimated that over
40 million people in America have some level of disability, and many of these
individuals live in poverty (U.S. Census Bureau, 2006). Although the Americans
with Disabilities Act assure equal opportunities in education and employment for
people with and without disabilities and prohibits discrimination on the basis of
disability, people with disabilities remain overrepresented among Americas poor
and undereducated. Some data suggest causal relationships between low SES and
the development of disability in late adulthood. These barriers contribute to
discrepancies in wealth and socioeconomic opportunities for persons with a
disability and their families.

Income and Poverty for People With a Disability

The Federal government has two major programs to assist persons with disabilities.
Supplemental Security Disability Insurance (SSDI) is an insurance program for
workers who have become disabled and unable to work after years of paying
Social Security taxes. In this program, a higher income yields higher SSDI
earnings. Supplemental Security Income (SSI) is a welfare program for individuals
with low income and poor resources. Despite these and other forms of assistance,
persons with disabilities are more likely to be unemployed and live in poverty. The
American Association of People With Disabilities (AAPD) estimates that twothirds of people with disabilities are of working age and want to work. The high
incidence of poverty among persons with a disability fuels doubts about the
sufficiency of public assistance to these individuals.
Results from the 2006 American Community Survey (ACS) reveal
significant disparities in the median incomes for those with and without
disabilities. Median earnings for people with no disability were over $28,000
compared to the $17,000 median income reported for individuals with a
disability (U.S. Census Bureau, 2006).
In an effort to investigate unemployment disparities, a recent study surveyed
Human Resources and project managers about their perceptions of hiring
persons with disabilities. Results indicated that these professionals held
negative perceptions related to the productivity, social maturity,
interpersonal skills and psychological adjustment of persons with disabilities
(Chan, 2008)
For individuals who are blind and visually impaired, unemployment rates
exceed 70 percent (American Psychological Association Task Force on
Socioeconomic Status, 2007).
Among older veterans living below the poverty level, over 50 percent have a
disability (U.S. Census Bureau, 2006).

3. Discussion about Various NGOs working for this cause

a. UMMEED
Dr. Vibha Krishnamurthy is the Founder and Medical Director of Ummeed.
After her post-graduation in pediatrics from Delhi she moved to the US where she
trained at Massachusetts General Hospital, Harvard University and Childrens
Hospital, Boston. The idea of Ummeed was born while she was working at
Childrens Hospital as a Developmental Pediatrician. The resources available at the
hospital and community in Boston brought home to her the paucity of facilities
available for children with developmental disabilities in India. She relocated to
India in 1998.
On her return, she worked with a number of non-profit organizations as well as
Jaslok Hospital, Mumbai, while she reflected on how best to provide the range of
specialized services required for children with special needs. She also maintains
that identifying and treating disabilities in children also makes for a healthier
society at large in the long run.
On November 5, 2001, helped by her husband, Ashish Karamchandani, a partner
of the Monitor Group (a leading global management consultancy firm), she
founded Ummeed with an initial staff of three.
Today Ummeed provides specialized care for most developmental disabilities and
has additionally moved into areas of training, research and advocacy. Almost 50
professionals ranging from pediatricians to therapists to mental health
professionals and social workers support its services. It is now one of the countrys
leading NGOs, much respected for its work in the field of children with
disabilities.

b. Asha

Bhavan Centre

Asha Bhavan Centre is a registered social organisation recognized by State

Government, National Trust (a unit of Ministry of Social Justice and
Empowerment, Govt. of India) and Ministry of Disability Affairs under MOSJ&E,
Govt. of India as the best institute for dedicating services to the persons with
disabilities. We serve the underprivileged marginalised communities with different
initiatives like Rehabilitation Home for Children with Disabilities, Rehabilitation
Home for Mentally Ill Women, Orthopedic Workshop, Special School for Children
with Special Need, Community Based Rehabilitation Programme, Community
Health Department, Education and Training Division, Development of Slums and
Emergency Relief and Rehabilitation Programme. An average forty five thousand
beneficiaries receive those services from different units in each year. The operation
centre of the organisation is situated at Kathila campus, Uluberia, Howrah. The
organisation is supported by foreign and local associations, donors, patrons, friends
and well wishers. There is a dream of Sukeshi Didi behind the organisation, which
is implemented by a team of social workers inspired by Padma Bhushan
Dominique Lapierre, Mrs. Lapierre & Brother G. Dayanand.
Asha Bhavan Centre is a not-for-profit institution dedicated to welfare, growth and
development of underprivileged children from marginalized community. Asha
Bhavan Centre committed towards protecting and ensuring the rights of physically
challenged children and disabled persons. It is a tribute to the perseverance,
dedication and spirit of those thousands of vibrant and energy radiating young
minds, struggling against all odds towards removing the curse of poverty, illiteracy
and social inequality in rural villages.

4. ASTITVA-Serving the children with disability

Their intention was to establish a set up for the mentally disabled. One member,
Dr. Adkar suggested that other types of disabilities could also be included, making
the organization full-fledged.It was accepted unanimously and eventually two
departments were set up. The most critical responsibility of creating such a big
organization from the zero level was fixed upon the youngest of the team --- Dr.
Suresh Adkar. The other trustees who offered their co-operation were..Late Shri.
B.G.Karve(Vice-President), Late (retd.Major) G.K. Kale(Secretary),Shri. M. P.
Sadekar (Treasurer), Shri. S.P.Shinde(Joint Secretary), Shri. C.P.Vora and Shri.
P.Y. Mungekar.
On 1st November, 1981, the school started for the first 6 month session (Nov 81Apr 82) at the Rotary hall with 22 mentally handicapped students.Shri Vishwasrao
Mehendale, then Director, Department of Culture, Maharashtra State lit the lamp to
mark the start of the school.We needed huge amount of funds to fulfill our
mission.We started fund raising by holding a padyatra of Shri. Ashok Gori, polio
handicapped person working in Bank of Maharashtra. The padyatra, held on 26th
March, 1982 on the eve of Gudhipadva, helped us collect Rs. 17,000. Within a
short time we managed to raise sufficient resources to buy a plot of land measuring
2000 sq. mt.at phase 1, M.I.D.C. Dombivli at the cost of Rs. 1,40,000.

Entering into its 31st year, Astitva is an organization dedicated to the development
of disabled. Secular in approach, caste, creed & religion play no role while
admitting a student. The only parameters considered are the disability and toilet
training of the student. Astitva is situated at Dombivli, a thriving suburban town on
the central railway route of the Mumbai local train network. Prior to the setting up
of Astitva, parents had to take their disabled children to Mumbai by local trains; an
ordeal even for the normal human being. Two affected parents along with five
others working in social organizations came together on 6th September, 1981 on the
eve of World Handicapped Day and the same day, this organization was set up.

a. School for Mentally retarded

The education and training of these children differs a lot from that of normal
children. Their syllabus has to include self-dependence, etiquettes, conversation,
everyday activities etc. While chalking out their syllabus their level of I.Q. and
behavioural problems have to be considered. Their home environment is also
required to be weighed while chalking out the syllabus. Since there is no safe
method to teach these children, each child is a class by himself requiring special
attention.
It is truly a herculean task to inculcate self-independence among the mentally
retarded children.

b. The Challenges faced

In view of the gravity and seriousness of mental retardation and the
intricacies involved in the methods aimed at dealing with it, a great care and
caution has to be exercised while forming the groups of children depending
upon their level of I.Q. for the purpose of their education and training. With
the active involvement of parents and trained teachers, we plan lessons to
be taught to them every week and keep on revising these lessons off and on
depending upon the progress of the children and, if necessary, to keep on
shifting a child from one group to the other so that he finds the group
congenial and education and training meaningful.
In order to understand the views of eminent personalities in the field of
mental retardation and also with a view to get acclimatised with the results
of research conducted by similar schools or organisations, our teachers are
deputed to participate in the conferences/seminars/conventions organised by
the institutes/government, semi-government and autonomous bodies. Our
teachers participate in such seminars, conferences, conventions etc., submit
their reports to the trustees and deliberate on new topics/methods learnt by
them, among themselves and with the Principal ultimately with a view to
amend or revise our methodology in the larger interests of education and
training of the mentally retarded. According to Rehabilitation Council of India
Act, 1995, the teacher must be trained. To be aware of the new problems &
the new discoveries, the teachers have to undergo C.R.E. course & in 5
years, they have to complete 100 points. C.R.E. is conducted in our school
with the help of R.C.I. & Jay Vakil school. Besides, we also organise the
conferences, seminars etc., in our own school inviting dignitaries to speak on
certain occasions in order that our teachers get an opportunity of exchanging
their views with authorities in the field.

In order that the parents of mentally retarded children should not consider our
school as an escape for them from these children, we grant vacation to the school
during summer and Diwali so that the children can stay in the midst of their family
for a long time without interruption and nurture the feeling of being very much a
part of the family. The mentally retarded children are also deputed to participate in
the various tournaments/events organised by government/semi-government and
autonomous bodies as well as other social service organisations and schools. The
mentally retarded children are afforded an opportunity to present their individual
performance and/or group performance in the field of art, acting, dress
competitions, drawings, dance competitions, cultural programmes and also outdoor
sports events like running etc., or in-door sports like carrom etc., in order to get
them exposure to the outside world with a view to inculcating in them the feeling
of self-confidence.
We have classified our students according to the nature of their mental retardation
like mild/moderate/severe mental retardation, down syndrome, epilepsy, cerebral
palsy, birth asphyxia, hyperactive etc. and also on the basis of the progress
achieved in attending to daily routine activities, etiquettes, conversation, group
compatibility etc. We have further classified them according to their requirements
of special case/need like speech problem, language problem, therapy, meningitis
etc.

After students attain the age of 18 years, according to the rules of the government
obtaining in this behalf, they are required to be transferred to Sheltered Workshop.
While in the school for mentally retarded, we try to take utmost care to ensure that
the child after attaining the age of 18 can undertake some gainful activities
preferably of the monotonous nature so that they can draw earnings, though
marginally. It stands to the credit of the school that five mentally retarded students
after leaving the school were in a position to secure petty jobs on their own
elsewhere on the recommendation of our school.

c. Introspection without a sense of complacency

The trustees of 'ASTITVA' are fully aware that I.Q. level of any mentally retarded
child cannot increase even a bit inspite of the voluminous efforts directed towards
the end. It has therefore been our constant endeavour to activate his other faculties
which may be subtle so that the mentally retarded child can atleast be trained to
attend to his day to day activities and make a modest earning lest he is considered a
burden on the family and/or the society of which he is very much an integral part.
With this broader objective in view, our process of research and development in the
field of mental retardation is under way continuously without interruption. We
consider each child as a class by himself and a subject for research in mental
retardation. We firmly believe based on the results of our research that if one
faculty of any individual is dormant, the other faculties are bound to be capable of
getting activated to make good the deficit only if we work towards the end with
enthusiasm and missionary zeal without the slightest sense of complacency.

d. Workshops
What happens to those who cross the age limit of 21 years? Having spent

more than 10 years in the school it is traumatizing for the children to stay at home.
It is also troublesome for the parents. Early in the evolution of our institution, we
decided that we would not let our children go through this experience just because
government aid is not available after a certain age. We therefore set up two
workshops one under the government aid and the other funded by the institution.
Sheltered Workshop of Astitva school, set up in 1986 was the first Govt.
recognized section in Thane district. Since then students have seamlessly moved
from the school to the sheltered workshop and then on to the normal workshop.
Once a child is admitted to Astitva, he or she stays with us for as long as the
situationpermits.
The concept & philosophy of the Sheltered workshop & Workshop was
originated by Dr. Suresh Adkar and implemented by late Shri. Major Kale. He
worked with zeal & total dedication, implementing various programs at school. He
insisted on sharing the profits of these programs with the mentally disabled
children working in various departments. The remuneration of each child is given
to the respective parents in Diwali & on 31st March every year.
e Rehabilitation of the Mentally Disabled
Due to the limitations on the school education, in case of the mentally disabled,
vocational training proves to be of immense importance. Considering the liking &
the ability of the disabled student, he can be provided theoretical as well as
practical training of a particular profession. The students, after training, can engage
themselves in activities like making envelopes, card board boxes, Book binding,
stitching, knitting etc. In group activities, they can make chalks, candles, incense
sticks etc.
These Workshops play a very important role, imparting vocational training to the
disabled. By empowering them to be productively engaged, they also help their
parents in a small way by sharing the financial burden. Instead of depending on the
organization always, we believe that the parents can form their groups, unite the
children & become partners to our institution. In future we may have industrial

establishments run by these children & their parents and start some activity of any
vocation on their own.

In the Sheltered Workshops, different groups of students are formed on the basis
of their I.Q., liking & ability. Doing the same work for a considerable period of
time, the students develop specialization. Unlike normal people, these students do
not experience the monotony of doing the same work. We ensure that each student
develop specialization in at least one product. It is our experience that students
grow more confident when they see that they too can contribute to the society.It is
generally easier for the Deaf & Dumb to become be self-sufficient than it is for the
mentally disabled.
We are very proud that one of our alumni is now working as caretaker in our
hostel. 18 of them are earning their livelihoods by working in shops and factories.
The disabled students need to be taught self-sufficiency, working without any
dependence on others, punctuality, understanding the clock, knowledge of the
surroundings, some day to day routines etc. It is a time consuming process for the
disabled to learn & understand the things. But with regular practice, they learn
these things.
We provide vocational training in the Sheltered Workshop whereas various items
of daily use are made in the normal Workshop. We try to maintain good quality and
ensure that the children making these products are healthy & hygienic & use
proper accessories such as aprons and masks. Our foods section has the approval of
the Food & Drugs Administration, Thane District. The following are the different
divisions in our Sheltered workshop & Workshop.

5. To Make Them
Independent
Household work division Edible products like spices, supari, papad etc. are made
in this division. The work is divided in different students as per their ability. All the
training is given like identifying the raw material, handling of goods, Baking,
Grinding, Cutting, Counting The students are given training to use various utensils
like mixer, grinder, gas, sewing machine, knife, scissors etc.
Sewing training Knowing the sewing machine, handling, taking care of the
machine, changing the needle etc. is taught in this division. The students are
trained to stitch, bags, apron, fancy bags, purses etc.
Handicraft training: Rakhis, Sky lamps, Greeting cards etc.
Box making: Boxes of various sizes, Ofiice files, Dusters, Envelopes, Paper bags
etc.
Making Candles & Chalks: Sieving the chalk powder, measuring the water,
Melting the wax, filling the moulds, Drying & Packing. Decoration candles are in
great demand in festive season.
Making Idols: Soaking the soil, Filling the moulds, Finishing the idols, Coloring,
Drying & Packing of the idols.
In spite of a legal provision to reserve 3% jobs in Government, it is seldom found
reality.

6.School for Deaf - (Mook Badhir Prabodhini)

The school has government recognition till 7 th grade however we train the children
right through the 10th grade. During the initial four years, government approved
curriculum is covered in 4 steps. The subjects covered are hearing & breathing
exercises along with the normal subjects. After the appropriate language training,
the regular curriculum is implemented from 1st grade.
One special subject News entails discussion and analysis of day-to-day events
and incidents. This proves very useful in learning the conversational language. It
also helps in enriching the vocabulary, improving grammatical accuracy &
speaking the language naturally.
Hearing exercises include making use of the childs hearing ability to respond to
a sound with the help of hearing aid such as clapping or raising the hand when a
sound is heard.
The child is taught to observe the lip & tongue movements while uttering each
word, simultaneously using head phone & feeling the vibrations. Children learn the
language in a short time. Eight to ten students can be taught the voice modulation
& rhythm simultaneously using a group hearing aid.

Breathing exercises: The hearing impaired children cannot utter a word or sentence
completely due to lack of control over breathing. To develop the speech ability, the
children are asked to do some breathing exercises like making bubbles of soap
water, drinking water making use of a straw, blowing the cotton, picking up peas
with the help of a straw, blow the candle etc.
Along with academic studies, the children are encouraged to develop other skills
like handicraft, drawing, dance, drama, warli painting, jewelry making etc.
Professional courses like typing & computer are also available for the children. In
Road Safety Police ( R.S.P.), the children are very efficient.

Other recreational activities like study tours, parents-teachers workshop,

Anandmela of the students, parents & teachers as well as the celebration of
festivals give immense joy to everybody. The students participate in various
competitions & win prizes too.
Many students from Astitva have achieved success in different fields & are settled
in their lives. The parents who were once demoralized because of the disabled
child, fighting all the obstacles, putting their heart & soul in their childs growth
are now very happy.
As a result of the persistent efforts of the parents, perseverance & hard work of the
children, impeccable guidance of the teachers and invaluable support of the school,
all these hearing impaired children have succeeded in their lives, living a happy
life with self-respect. This is the real testimony of the teachers hard work, making
them feel that all their hard work, sacrifice, perseverance, patience have been paid
off. The rehabilitation of these children, having succeeded & settled in their lives,
gives their teachers a true sense of satisfaction.