Course Name: Course 8 section 2
Subject: - CREATING
AN INCLUSIVE SCHOOL
MODULE
2: TOWARDS INCLUSIVE SCHOOLS AND CLASSROOMS
UNIT
3: Developing Inclusive Environment and Practices
c)
Making learning more meaningful:
Topic for BLOG:
iii)
Disability wise Classroom Do’s and Don’ts
Dear Students,
In continuation to our discussion in the class, please post your findings on the above topic as follows:
1. Title of your sub-topic
2. Findings for Do's & Don'ts
3. References
Hope to see this blog as a great learning platform for the whole class.
Start contributing...
This comment has been removed by the author.
ReplyDeleteIntroduction
DeleteThere is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with hearing impairments. In considering alternative forms of assessment, equal opportunity, not a guaranteed outcome, is the objective. You are not expected to lower standards to accommodate students with a disability, but rather are required to give them a reasonable opportunity to demonstrate what they have learned.
Strategies for lectures and other teaching sessions
• Keep instructions brief and uncomplicated as much as possible. When repeating instructions, repeat exactly without paraphrasing.
• Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes.
• Present lecture information in a visual format (e.g., chalkboard, overheads, PowerPoint slides, handouts, etc.).
• Use more than one way to demonstrate or explain information.
• When teaching, state objectives, review previous lessons and summarize periodically.
• Make instructional on-line course materials available in text form. For that material which is graphical in nature, create text-based descriptions of material.
• Repeat the comments and questions of other students, especially those from the back rows. Acknowledge who has made the comment so students who are deaf or hard of hearing can focus on the speaker.
• When appropriate, ask for a hearing volunteer to team up with a student who is deaf or hard of hearing for in-class assignments.
• If possible, provide transcripts of audio information.
• Allow several moments extra for oral responses in class discussions.
• In small group discussions, allow for participation by students with hearing impairments.
• Face the class while speaking; if an interpreter is present, make sure the student can see both you and the interpreter.
• If there is a break in the class, get the attention of the student who is deaf or hard of hearing before resuming class.
• People who are deaf or hard of hearing often use vision as a primary means of receiving information. Captioned videos, overheads, diagrams, and other visual aids are useful instructional tools for students with hearing impairments.
• Be flexible: allow a student who is deaf to work with audiovisual material independently and for a longer period of time.
• Assist the student with finding an effective note taker from the class.
• Provide hand-outs (preferably electronically) in advance of lectures and seminars.
• Ensure key notices e.g. regarding cancellations or re-scheduled classes, are also announced in ways that are accessible to deaf or hearing impaired students.
• In lecture/discussion classes, take care over seating arrangements and encourage people to take turns to speak. Work with the student on strategies to help them participate fully and find out if they wish any other adjustments.
• Circular seating arrangements offer students who are deaf or hard of hearing the best advantage for seeing all class participants.
• When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters.
• A health and safety assessment for the student may be necessary in certain situations, and should be carried out beforehand. 'Reasonable adjustments' must be considered in the light of any perceived risk.
• Individual induction to laboratory or computer equipment may be helpful
reference
https://ferris.edu/htmls/colleges/university/disability/faculty-staff/classroom-issues/hearing/hearing-strategy.htm
lavita naidu
roll no - 22
Good work
DeleteDo's of Neuro Developmental Disability
ReplyDeleteBy- Sanaea Dhotiwala (8) and Shrutika Pednekar (26)
Link 1.
https://www.kennedykrieger.org/professional-training/training-disciplines/special-education-fellowship/linking-research-classrooms-blog/what-teachers-should-know-neurodevelopment
Link 2.
http://www.interventioncentral.org/behavioral-interventions/special-needs/teaching-children-developmental-disabilities-classroom-ideas
Relevant links posted...
Delete(The links are not hyperlinked...)
ReplyDeleteVISUAL DON’T’S
by - sajal dhiman (7) and alifiya pardawala (25)
1. Don’t use words like look and see.
2. Always address students with their names so that they are alert you are talking to them.
3. Avoid using more of gestural language and try to verbalize your thoughts more.
4. As correct seating is crucial place the students whatever they see they should see it clearly.
5.. Follow the leader system so that they follow the person ahead of them in line.
6. Examine your own belief as a teacher.
7. use contrast for identification of things.
8. don’t let one bad eliminate the all participation.
9. DON'T point and say, "Go that way," or, "It's over there."
10. DON’T assume a student can’t participate.
List is Fine...
DeleteDo's and Dont's of Physical Disability go hand in hand, so to understand one other has to to be mentioned too.
ReplyDeletebelow are few links that easily explain this phenomenon
link 1
https://www.missouristate.edu/assets/disability/do_dont.pdf
Link 2
https://www.autismclassroomresources.com/dos-donts-including-students-disabilities-morning-meeting/
Link 3
https://www.vantagemobility.com/blog/disability-etiquette-dos-and-donts
Link 4
https://www.mprnews.org/story/2010/05/04/copleywoods
Link 5
http://www.chgsd.com/documents/CulturalComp/Disability%20Language%20Etiquette.pdf
link 6
http://inclusioninthearts.org/faqs/the-language-of-disability-dos-and-donts/
Topic: Dont's of Physical disablity
Roll no 03 21
Name Jyoti Bhatia and Malvika Meshram
Good links posted...
DeleteProvision made by GOA state for disable people
ReplyDeleteDefinition of Disabilities
“Disability” and “Persons with Disabilities” or differently abled persons for this statement are as defined in the Person with disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995” and any other statute enacted for the welfare of Persons with Disabilities.
1.2 Population of Persons with Disabilities or Differently abled Persons
According to the census 2001 there are 2.19 crores of differently abled persons in India, which constitutes 2.13 percent of total population. This includes persons with Visual, Hearing, Speech, Locomotor and mental Disabilities. In the State of Goa there are 15749 Differently abled Persons, of which there are 4910 Locomotor Disabilities, 4393 visually impaired, 1868 speech impaired, 1000 hearing impaired and 3578 persons with Mental Retardation. The percentage of differently abled population is around 1.17% as compared to the total population of the State of Goa.
1.3 Emerging Trends
It has been realized that majority of Differently abled Persons can lead a normal life if they have effective access to rehabilitation services, which would include early identification, intervention, education, vocational training, employment opportunities and the availability of Aids and Appliances.
1.4 Existing Law
In 1995, the Persons with Disabilities (Equal Opportunity, Protection of Rights and Full Participation) Act was promulgated. The State has framed its Rules in the year 1997.As provided under Act and Rules the Government of Goa has constituted State Coordination Committee under the Chairmanship of the Hon’ble Minister of Social Welfare (Annexure-1) and State Executive Committee under the Chairmanship of the Secretary (Social Welfare) (Annexure-2). The Secretary (Social Welfare) is also designated the State Commissioner of Disability (Annexure-3) and both the collectors as Additional Commissioners of Disabilities (Annexure-4 ) for monitoring and implementation of various provisions of the Act.
The Government of India enacted the National Trust for Welfare of Person with Autism, Cerebral Palsy, Mental retardation and Multiple Disability Act, 1999. The objectives of the Act is to provide support to the creation of enabling climate for an independence as is possible and to provide for assistive decision making wherever essential. A Board has been constituted by Government of India to discharge the function as enshrined in the Act. The State Government has constituted a Local Level Committee under the Act. (Annexure-5).
We need as per syllabus point...exam provisions...
DeleteState Policy Statement
ReplyDeleteThe State policy recognizes that “Differently abled Persons” are on important resource for the state and seeks to create on environment that provides them equal opportunities, protection of rights and full participation in society. The policy shall specifically focus on the following.
2.1 Prevention and Early Detection
Since disability in large number of cases, is preventable there will be strong emphasis on prevention of disabilities. Early detection of disability and early intervention helps in minimization of impact of Disability. Therefore, there will be emphasis on early detection and intervention. Necessary, facilities including dissemination of information shall be ensured to enable such detection and necessary intervention.
2.2 Rehabilitation Services
Rehabilitation services including counseling, strengthening capacities of persons with disabilities and their families, physiotherapy, occupational therapy, surgical correction and intervention shall be extended to cover all the talukas in the State by action involvement and participation of Local Level Institution, N.G.O.s including associates of Parents of Differently abled Persons.
2.3 Education
There is a need for mainstreaming of the persons with disabilities in the general education system through inclusive education. Sarva Shiksha Abhiyan (SSA) launched by the Government of India has the goal of eight years of elementary schooling for all the children including children with disabilities in the age group of 6-14 years by 2010. The State has joined the SSA in the year 2005.
Under the scheme a shelf of education options learning aids and tools, mobility assistance, support services, etc. are available for children with disabilities. This include education through an open learning system and open Educational Institutions, alternatives schooling, distance education, home bases education, remedial teaching, part time classes, community bases rehabilitation (CBR) and vocational education and cooperative programmes. The programme also envisages augmentation of teaching skill and capabilities of teachers.
The Government of Goa has introduce a scheme in which Government is providing stipend and scholarship to the students with disabilities for pursuing studies at school level as well as college level including professional vocational courses. The State Government also introduced a holistic scheme in the year 2005 through the Education Department in which State provides traveling allowance, escort allowance, books, uniform and stationary to the parents of students with disabilities. Also the state Government attendance allowance to the Educational Institutions for improvement of attendance in the school (Annexure-6).
The Government has also notified additional time to be given to the students while answering the examinations.
Somewhat relevant....ok..
DeleteLink 1. http://punarbhava.in/index.php/legal-instruments/national-and-state-policies/state-policies-for-persons-with-disabilities/goa-state-/goa-state-policy-and-plan-of-action-for-differently-abled-persons.html
ReplyDeleteDid you find anything wrt exam provisions...in Goa State board???
DeleteDON’TS FOR TEACHERS DEALING WITH STUDENTS OF NEURO DEVELOPMENTAL DISORDERS
ReplyDeleteBy: Sandra Frederick (09)
Afshan Peerzada (27)
• Don’t assume a student is lazy or apathetic.
• Don’t assume the student is deliberately under-performing because you have observed that at times he is able to perform a particular task/assignment.
• Don’t give up on using teaching/behavior modification techniques.
Contracts….
• Don’t give up on any student. Keep finding ways to engage and keep the child focused, motivated and interested.
• Don’t dwell on the past. Allow each child to start each new day with a clean, fresh slate. It will take some time for the child to trust you-he doesn’t have an easy existence. Take time to develop a relationship - The payoff is great!
• Don’t tell children what you want them NOT to do. (“Don’t yell out in class!”)
• Don’t focus the majority of your attention on a child’s misbehaviors.
• Don’t be afraid to ask questions and seek advice/support when you have concerns about a student.
• Don’t neglect to do everything you can to forge a collaborative relationship with the parents.
• Don’t surround yourself with negative peers who are critical of students, not open to new techniques and strategies, and not updating their skills.
• Don’t listen to previous teachers who only want to pass on the negative traits and characteristics of their students.
• Don’t forget the quiet student in the background who can easily go through the school year unnoticed and anonymous.
• Don’t put yourself in the position of suggesting to parents that their child has ADHD and needs to be evaluated or medicated.
• Don’t be afraid to make various accommodations or adjustments (instructional, behavioral, and environmental) as needed for certain students.
• Don't try to teach before you have an EO (establishing operation). Do begin teaching when you have something (or are something!) the child wants. If you can't "capture" an EO, "contrive" one.
• Don't ask a question if you're not sure the child knows the answer. Do use prompts, mastered targets or fill-ins to transfer to the question.
• Don't let data interfere with teaching. Probe current targets and teach based on the results.
REFERENCES
• http://www.stcatherinecenter.org/parish-and-community-support-home/catechetics/dos-and-donts-when-working-with-students-with-adhd/
• http://www.interventioncentral.org/behavioral-interventions/special-needs/teaching-children-developmental-disabilities-classroom-ideas
• https://www.letstalksls.com/resource-library/autism/dos-and-donts-teaching-children-autism
Relevant points...
DeleteClassroom Dos for Visually Impaired Students.
ReplyDelete1.Audiovisual presentations and demonstrations are made accessible to severely visually impaired students by providing verbal explanations. Read what is being written on the board and/or describe what is pictured in the presentation. Allow the student time to handle adapted materials.
2.Saying "over there" and pointing to something the student can't see are not useful with a blind student. Instead, spatial directions must be given from the STUDENT'S perspective. Remember that the student's left and right are opposite yours when you are facing the student.
3.Seat or encourage the visually impaired student to come to the front of the classroom or presentation area in order to be certain that s/he hears all instruction/explanation correctly.
4.Braille materials take an exceptionally long time to order and/or prepare. Textbook committee members should be aware of this. Extra time may be required for math and technical books, as Braille mathematical notation requires a unique certification that many literary braille transcribers do not possess.
5.Expect the visually impaired student to complete the same assignments as the rest of the class. Due to alternative media, assignments may take a visually impaired student longer to complete. An average of double time for Braille or tape is a good rule of thumb.
6. Independence is of primary importance! Be patient. Observe the student, silently encouraging independent problem-solving skills. Wait until the student asks for help and provide minimal assistance only as needed to build self-confidence and independence.
7.Avoid leaving doors and drawers ajar or chairs out from under tables and desks. Either keep furniture consistent or inform and/or involve the student in rearranging.
8.Address all students by name so that the visually impaired student can learn to associate names with voices of classmates. Address the visually impaired student by name as well, so he or she knows when he or she is being spoken to.
9.Encourage the student's use of proper posture, eye contact as much as possible and proper social etiquette. Discourage any inappropriate mannerisms to maximize the student's physical and emotional health, as well s the student's social, educational and career potential.
10.Always treat the visually impaired student equally with other students. This includes discipline and special privileges as well as involvement in extracurricular and leadership opportunities.
Give the visually impaired student as many opportunities to help others as to be helped by others.
All students, including those with visual impairments, learn at individual rates.
Therefore, as much as possible, treat the visually impaired student the same as any other student and your example will encourage classmates to do the same.
- Fatema Contractor (06)
- Yashika Pancholi (24)
Pl provide links...
DeletePoint no. 10 (eye contact) is unclear???
Do’s for Physically Disabled:
ReplyDelete1. Buddy system: Teaching strategies to educate children with physical disabilities include setting up a buddy system so that another student can take notes for the student with the disability.
2. Assistive Technology: The student may have become extremely proficient with the computer, for instance, due to the inability to write. Perhaps he can share that knowledge with the class, or show his peers how he uses assistive technology to access the computer. This can provide ways to incorporate computer instruction into a lesson.
3. Inclusion Specialists: most schools or districts employ inclusion specialists, they can provide you with specific guidance in teaching students with physical disabilities. Necessary accommodations or modifications in your classroom can facilitate learning, no matter the impairment.
4. Classroom arrangement: Arrange the room so that everyone can move around easily. Even if a student does not use a wheelchair or other medical equipment, he may need extra room to get around in class and avoid falling.
5. Accommodations: A larger desk may help a student balance books, papers, and classroom supplies. This larger table can accommodate a paraprofessional, too, if she is in class with the student. You should also ask the student where he would prefer to sit in the classroom.
6.. Speech Therapy is a specialized treatment and training programme that treats and trains clients to communicate effectively.
7. Take the opportunity when the child is absent to teach the rest of the class about physical handicaps, this will help foster understanding and acceptance.
8. Take frequent 1 to 1 time with the child to make sure that he/she is aware that you're there to help when needed.
9. Keep your expectations of the physically handicapped child high. This child is capable of achieving.
10. Be sure to track progress carefully, which will help you define when the child is ready for the next milestone.
11. Remember that these children don't often generalize, so be sure to teach the skill in a variety of settings.
12. When the child has reached the goal, be sure to use the skill regularly to ensure mastery of the skill continues.
13. Students with physical disabilities also qualify for occupational therapy services when they have delays with fine motor skills such as cutting with scissors, typing and handwriting. The occupational therapist sometimes works directly with students once or twice per week, and sometimes the therapist’s role is to consult with the teachers and parents and make recommendations.
14. There are many other accommodations that can be made for children with physical disabilities who attend public schools. For example, children who use a wheelchair or who walk with the assistance of crutches, braces or a walker can be given access to a school elevator in multi-level buildings. Appropriate accommodations should also ensure that these students have the necessary amount of physical space necessary to maneuver about in a classroom setting.
References:
http://www.brighthubeducation.com/special-ed-physical-disabilities/29178-services-available-for-students-with-physical-disabilities-in-public-school/
http://www.brighthubeducation.com/special-ed-physical-disabilities/
http://www.brighthubeducation.com/special-ed-physical-disabilities/51778-teaching-strategies-for-students-with-physical-disabilities/
Khadeeja Bhanpurwala (2)
Simmi Mehta (20)
Relevant...
DeleteAs prevalent as learning disabilities (LDs) are in our society, they remain largely invisible. Unlike attention deficit disorder, autism, and other higher-profile conditions that also shape children’s success in the classroom, LD often flies under the radar. Learning disabilities are neurobiological conditions that affect people's ability to learn specific skills — such as reading, writing, and math.
ReplyDeleteDos for LD students in a classroom:
When talking about learning disabilities, avoid labels like “normal” as the opposite of LD. “Typical” is now the preferred word for the population without learning differences. People-first language also helps to avoid defining someone according to his or her disability — instead of “LD child,” say “child with LD.”
One of the biggest mistakes made when dealing with kids with LD is to inadvertently make them feel that if they are struggling to do something, it’s their fault. Rather than focus on the struggle, focus on how you are presenting the material or project. “The child’s failure to learn is a failure to teach.” Kids with LD tend to blame themselves for their cognitive differences. When tackling studies, take the time to explain concepts with concrete examples (show a pencil dropping to illustrate gravity) and lessons from the child’s own life (discuss immigration by talking about a grandmother moving, for instance). Kids with LD can learn like gangbusters when the information is conveyed in a personal or visual manner.
Avoid pressuring someone with LD to “come over and play with the others” or “help finish building the volcano for science class.” Due to social awkwardness, many kids with LD choose to play on their own. If they do join a group activity, it needs to be on their terms. Years of failure in certain school subjects, coupled with teasing from classmates, can lead to an inferiority complex, depression, difficulty forming friendships, inappropriate behavior in groups, and other social issues. Kids with LD often endure frustration in the classroom that builds up over the day. Angry outbursts often mask depression or other troubled states. Give the child constructive feedback and engage him or her in the process of solving the problem.
Observe the child in a wide variety of social situations. This will enable you to gain a deeper understanding of his social strengths and weaknesses.
Design an unobtrusive "signal system" with the child to use in social situations. For example, if the child tends to persevere (talking about only one topic which often is not of interest to the listener) design a signal (touch your nose with your finger, cross your arms) that tells him to change the topic or cease the discussion. In this way, you can halt troubling behaviors without causing undue embarrassment or conflict.
1/2
ok...but needs simplification...
DeleteLinks..??
Manish Malkani roll no 16
ReplyDeleteThe Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) was launched during 2009-10 and replaces the earlier scheme of Integrated Education for Disabled Children (IEDC). The aim of this scheme is to enable all students with disabilities to pursue four years of secondary education in an inclusive and enabling environment, after completing eight years of elementary schooling.
The scheme covers all children studying in classes IX to XII in Government, local body and Government-aided schools, with one or more disabilities as defined under the Persons with Disabilities Act (1995) and the National Trust Act (1999). The type of disabilities range from blindness, low vision, leprosy cured, hearing impairment, locomotor disability, mental retardation, mental illness, autism and cerebral leprosy, speech impairment, learning disabilities etc. Girls with disabilities are provided with special attention to help them gain access to secondary education, information and guidance for their developing potential. Moreover, the scheme envisages to set up model inclusive schools in every state.
What is your specific topic??
DeleteEstablish reward systems to reinforce and recognize appropriate social behavior. Be willing to recognize and reinforce even the smallest signs of progress and growth.
ReplyDeleteCreate a non-competitive environment wherein the child learns to celebrate his own small victories. The child must learn to view his progress as compared to his own previous performance, not the performance of others.
Make transitions easier for the child. Students with social skill deficits often have difficulty "changing gears" from one activity to another. This is particularly true when going from an enjoyable activity (e.g., a game) to a less pleasurable one (e.g., math drills). In order to ensure a smoother transition, be certain to "wind down" the enjoyable activity by providing a warning signal several minutes prior to the end of the activity. As each minute passes, inform the child of how much time remains before the activity will conclude.
Make modifications and adjustments to accommodate for the child with a learning problem. For example, if he is unable to participate effectively in the homework program because he constantly forgets his books, simply issue him two texts with instructions to keep one at home and one in school.
Work on one behavior or social skill at a time. By focusing the child's attention and efforts on a single skill for a period of time, he is less confused and more responsive to your intervention.
Assist the child in expressing his feelings during emotionally charged social situations. (e.g., "I am sure that you feel angry and jealous when Daniel and Sean go fishing and don't invite you.")
Teach empathy. Encourage the child to be more understanding of the feelings of others. Use role playing to help him "walk in another's shoes".
Utilize "real life" or television characters to teach valuable social skills. Discuss the behaviors of significant, high status people.
Provide the child with choices whenever possible. This approach fosters independence and problem solving skills. It also increases the child's ownership of the task or activity.
Provide the child with a positive model of appropriate social skills. Be certain that your behavior mirrors the skills that you are teaching your students. (e.g., temper control, courteous listening).
2/2
Ankita Ghadi (10)
Rajashree Kuttisankaran (28)
Ok...
DeleteLinks...??
Don'ts for LD students in a classroom:
ReplyDeleteNecessarily discourage the child from establishing relationships with students who are a year or two younger than he is. He may be seeking his developmentally appropriate level. By befriending younger students, he may enjoy a degree of status and acceptance that he does not experience among his peers.
Force the child to participate in large groups if he is not willing or able. If the child responds well when working with another student, plan activities wherein he has ample opportunities to do so. Then add a third person to the group, then another and so on, until the group approximates the entire class.
Place the child in highly-charged competitive situations. These are often a source of great anxiety and failure for students with learning problems. Rather, focus upon participation, enjoyment, contribution and satisfaction in competitive activities. Emphasis should be placed on the development of skills and strategies - not on winning or losing.
Assume that the child understood your oral directions or instructions because he did not ask any questions. Ask him to repeat the instructions in his own words before beginning the activity.
Scold or reprimand the child when he tells you about social confrontations or difficulties that he has experienced. He will respond by refusing to share these incidents with you. Rather, thank him for sharing the experience with you and discuss optional strategies that he could have used.
Attempt to teach social skills at times of high stress. Rather, approach the child at a time when he is relaxed and receptive. (e.g. "Meghan, next week you will be going to Jilly's birthday party. Let's practice how you will hand her your gift and what you will say when she opens it and thanks you.")
View praise as the only verbal reinforcement - interest works, too! Expressing a genuine and sincere interest in a child can be as positive and motivating as praise.
Encourage the frustrated child to relieve his stress via pointless physical activity (e.g. punching a pillow). Rather, teach him to relieve stress through an activity which has definable and observable goals.
References:
https://www.greatschools.org/gk/articles/dos-donts-with-children-with-ld/
http://www.ldonline.org/article/6168
https://www.lds.org/topics/disability/list/learning-disability?lang=eng&old=true#
Melissa Gomes (11)
Tina Rawal (29)
Relevant points...Good...
Delete
ReplyDelete(I) IDENTIFICATION
1. National Identity Card for the differently abled persons
(II) EARLY INTERVENTION
2. Early Intervention Centre for infants and young children with hearing impairment in 32 districts
3.Early Intervention Centre for the mentally retarded children:
4. Early Intervention Centre for visually impaired
(III) SPECIAL EDUCATION
5. Special Education
5 (a). Pre school for young hearing impaired children
6 (a) Scholarship
6 (b) Scholarship
7. Readers allowance to visually differently abled persons
8. Scribe assistance
9. Distribution of Pre-recorded Cassettes and Tape recorders changed as CD players with text CD’s to visually impaired persons
10. Starting of Degree courses for the hearing impaired students
11. Assistance to Law graduates
12. Cash prize and assistance to pursue higher education for the visually impaired students
13. Cash prize and assistance to pursue higher education for the hearing impaired students
14. Government Institute for the Mentally challenged, Chennai
15. Supply of Braille books
16. Distribution of Lap top computers to +2 differently abled students studying in Government and Government aided schools
17. Honorarium to Teachers
18. Financial assistances to Non Governmental Organisation
Mention your specific topic???
Delete(IV) TRAINING AND EMPLOYMENT
ReplyDelete19. Secondary Grade Teachers Training Institute for the Orthopaedically differently abled persons (Diploma in Teacher Education)
20. Diploma in Medical Laboratory Technology training
21. Cell phone Service and Maintenance Training Course
22. Computer Training Course
23. Multimedia Training
24. Training to the visually differently abled persons (male)
25. Training to the speech and hearing impaired (male)
26. Vocational training centre with hostel facilitiy
27. Unemployment allowance to the differently abled persons
28. Self employment
29. Motorised Sewing machines
30. Loan assistance from National Handicapped Finance and Development Corporation (NHFDC)
31. Prime Minister’s Employment Generation Programme
(V) 3% RESERVATION IN EDUCATIONAL INSTITUTIONS AND IN EMPLOYMENT
32. 3% reservation of seats in Educational Iinstitutions
33. Reservation of teaching posts in educational institutions for visually impaired
34. Reservation of jobs in Government Departments / Government Undertakings
35. Reservation of Non Teaching posts in educational institutions for speech and hearing impaired persons
(VI) ASSISTIVE DEVICES FOR DIFFERENTLY ABLED PERSONS
36. Tricycles
37. Wheel chairs
38. Hearing aids and Solar rechargeable batteries
39. Goggles and folding sticks
40. Braille watches
41. Calipers and crutches
42. Artificial limbs
43.Retrofitted petrol scooters
44. Modular functional artificial limbs
45. ‘Behind the ear’ hearing aids
46. Magnifiers
47. Reflecting folding sticks
Topic?
Delete(VII) MAINTENANCE ALLOWANCE
ReplyDelete48. Maintenance allowance to mentally retarded persons
49. Maintenance allowance to differently abled persons (severely affected)
50.Maintenance allowance for persons affected with muscular dystrophy
51. Maintenance allowance for leprosy affected persons
(VIII) MARRIAGE ASSISTANCE
52. Marriage assistance to normal persons marrying visually impaired persons
53. Marriage assistance to normal persons marrying orthopaedically differently abled persons
54. Marriage assistance to normal persons marrying speech and hearing impaired persons
55. Marriage assistance to differently abled persons marrying differently abled persons
(IX) OTHER SCHEMES
56. Homes for the mentally retarded above the age of 14 years
57. Government rehabilitation homes
58. Government care camp, Melpakkam
59. Day care centre for persons affected by muscular dystrophy
60. Rescue scheme for persons with mental illness
61 Home for the mentally ill
62.Travel concession to the differently abled persons in state owned transport corporation buses
63. Registration of complaints under persons with disabilities act, 1995
64. Appointment of guardians to special categories of differently abled persons under national trust act, 1999
(X) SOCIAL SECURITY SCHEMES
65. Social security schemes – Tamil Nadu Welfare Board for the differently abled persons
(a) Personal accident relief for differently abled persons
(b) Financial assistance to meet the funeral expenses of a differently abled person:
(c) Financial assistance on the natural death of a differently abled person:
(d) Scholarship to son and daughter of differently abled persons
(e) Assistance for marriage
(f) Assistance for delivery / miscarriage of pregnancy / termination of pregnancy to a female differently abled person
(g) Assistance for purchase of spectacles by a differently abled person
NEW SCHEMES (2013-2014)
1. Establishment of Early Diagnostic Centres for Hearing Impaired in 10 Districts.
2. Installation of Solar power plants in Government Special Schools
3. Establishment of Disability Museum in Chennai
4. Establishment of Model Centre for Persons affected by Muscular Dystrophy at Chennai
5. Providing Power Laundries in Hostels of Government Special Schools
6. Provision of Nutritious Weaning Food and Noon Meal to the Differently Abled Children at Early Intervention Centres.
7. Increasing the number of Trainees for Multi media and Digital Photography Training Programmes.
8. Unemployed Youth Employment Generation Programme - 5% investor contribution on the part of Differently Abled to be borne by the Government
9. Enhancing subsidy under micro and small scale self- employment scheme up to Rs. 10,000/- to the Differently Abled persons.
10. Enhancement of Scholarship Amount
11. Enhancement of Readers Allowance Amount
12. 1000 Retrofitted Petrol Scooters to Differently Abled Persons
13. Establishment of Mobile Intervention Units with equipment and skilled professionals to provide services to Differently Abled at their doorstep in all the Districts.
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National Resource Kit: The Jharkhand Chapter (Call for Comments)
ReplyDeleteThe National Resource Kit team is pleased to bring you its research on the state of laws, policies and programmes for persons with disabilities in the state of Jharkhand.
Executive Summary
According to the 2001 Census, the number of persons with disability i Jharkhand amounted to about 4,48,377 which is roughly 3% of the total population of Jharkhand.[1] The largest section of the disabled population in Jharkhand is visually impaired, constituting about 41.53%. Statistics indicate that Jharkhand houses approximately 2.04% of the total disabled population of the country.
Quick Statistics:
Capital: Ranchi
Population: 32,966,238 (2011 Census)
Population of Persons with Disabilities: 448,377 (2001 Census)
Literacy: 67.63%
The Nodal Department in charge of the implementation and enforcement of the Rules and Acts concerning Persons with Disabilities is the Department of Social Welfare, Women and Child Development. The Jharkhand State Policy on Disability Rights seeks to ensure, inter alia, Participation, Inclusion, Barrier free environment, Empowerment and Self Advocacy.
Legal Provisions
The Jharkhand State Policy on Disability has been formulated under the provisions enshrined in the Central Policies and laws.
The State Policy seeks to facilitate the inclusion of disability rights in the strategies of the Government, to develop an integrated management system for the coordination of disability planning and its implementation, and finally, to develop a comprehensive plan of action that will include among other things, a strong public education system and awareness raising programmes. The Policy focuses mainly on the following areas:
Public Education and Awareness Raising
Prevention of Disabilities through Early Identification and Intervention, immunisation, healthy lifestyle promotion and so on.
Health Care and Nutrition
Community Based Rehabilitation
Barrier Free Access
Accessible and Flexible Public Transport System
Inclusive Education
Employment and Economic Empowerment
Participation in Public Life
Skill Development through special vocation training services
Human Resource Development to ensure access to the necessary rehabilitation services
Social Security
Housing
Cultural and Creative Activities and Sports
Data Gathering and Research on Persons with Disabilities
Special Focus areas: Mental Illness, Sensory and Multiple Disabilities, Women and Girls with Disabilities and Certification
Additionally, a new policy is set to be passed which will ensure a three per cent fund allotment in the State’s annual budget, for the upliftment of people with disability.[2]
Accessibility
The Department of Social Welfare, Jharkhand has not made any schemes under this category except for the following:
Concessions on Tickets: For persons with blindness, physical or mental disability, 75% concession on the price of tickets is given in sleeper class and 3rd AC compartment while 50% concession is given in 2nd and 1st AC. For persons who are hearing and speech impaired, a 50% concession is provided. A concession is also provided for any helper traveling with the person with disability.[3]
Tricycles and Wheelchairs: Tricycles, wheelchairs and other aids and appliances are to be provided to the physically challenged, however there is no specific scheme for the same.[4]
No other provisions have been made with regard to travel allowances.
Anam Zariwala roll no 50