Action for Ability Development and Inclusion

ANNUAL REPORT

2016-2017

Dear Friends,
2016 marks a paradigm shift in the discourse of disability and development in India – The Rights of
Persons with Disabilities Act 2016 was passed by the Parliament in December 2016.
This has been a historic move as the disability sector was advocating for a new law aligned to theprinciples of UNCRPD since 2009. It is likely that the new law will usher in path breaking initiatives.
Firstly, it expands the scope and reach of people with disabilities. It recognizes 21 disabilities as against
seven of the previous Act. Some of the positive features are accessibility in built environment, inclusive
education, fast track courts for resolving legal matters concerning people with disabilities, increased
employment opportunities to people with autism, multiple disabilities and mental illness, recognizing legal
capacity of all people with disabilities, provision of supported decision making etc.
The challenge for the Government is to frame appropriate rules that govern the implementation of the Act
and develop mechanisms for convergence as Disability is a cross cutting issue across different Ministries.
At AADI the work has evolved and is aligned to contemporary thinking and knowledge. It has been an
exciting period and we look forward to taking our learning further. Many new initiatives like thedevelopment of radio talks on Cerebral palsy, working with experiential experts to develop backgroundpolicy papers, developing a faculty inclusive of people with disabilities, extending the community based
work to urban poverty areas in Delhi and reorganizing human resource to address some of the pressing
needs of people with disabilities have been developed and successfully launched.
The report details the work in the areas of Knowledge Management, Policy/Law reform and Advocacy,
Training and Capacity Building, Material development and Awareness raising along with the focus on
Habilitation and rehabilitation services in the NCR region.
One of the critical challenges the organization has to address is in developing a sustainable financialbase. Without adequate financial resources it is difficult to attract the right talent and sustain it over a
period of time. We are sure with the support of all our friends and well-wishers we will be able rise to thechallenge.
The work through the year has been satisfying and motivating. We look forward to the next year withgreater zeal.
On behalf of the Board, Staff and members at AADI, I take this opportunity to thank each one who has
travelled with us in this journey and helped us to reach where we are today.
We look forward to your continuous support as we move on.

In peace,

Syamala Gidugu
Executive Director/Secretary, Governing Boardi

ii

TABLE OF CONTENTS
Executive Director’s Notei

Vision, Mission and Strategic Objectives

ii

PART IKNOWLEDGE MANAGEMENT, LAW/POLICY REVIEW &ADVOCACY AND RESOURCE CENTRE

2

1.

Knowledge Management

32.

Policy & Advocacy

33.

Capacity Building Program

3

a. Advanced Courses for Training of Professionals
b. Pre-Service Training for Students of Professional Courses
c. Trainings/Orientation/Internships for Students of Other
Organizations/Colleges/Universities
d. Researche. Trainings/Conferences Attended by AADI Staff

4.

f. Staff Training
Sambhav-National Resource Centre

PART II

HABILITATION REHABILITATION SERVICES FOR PERSONSLIVING WITH DISABILITY IN DELHI AND BALLABHGARH

3
4
4-5
6-7
6-7
6-7
7-8
8

5.

Rural Community Based Program, Ballabhgarh Block, Haryana

9-13

6.

Urban Community Based Program, Sunder Nagri, East Delhi

14-15

7.

Ability Development, Opportunities, Resources and ServicesInnovative Replicable Projects, Hauz Khas, New Delhi

16

a.
b.
c.
d.
e.
PART III

Walk in Services
Education
Life Skill Program for Young Adults with Disabilities
Skill Development- Ujala & Navrang, E Daksh
Livelihood

16
17-18
18-25
25-28
28-30

FINANCIAL AND HUMAN RESOURCES

31

8.

Financial Statements

32

9.

AADI Staff List

33

10.

Governing Body of AADI

34

Abbreviations

35
1

KNOWLEDGE MANAGEMENT, LAW/POLICY REVIEW, ADVOCACY
AND RESOURCE CENTER

Over the last 40 years, AADI has gained a lot of knowledge through its programs in Law and Policy,
Advocacy, Service Delivery, Research and Capacity Building. This knowledge however needs to bealigned to contemporary perspectives and translated into accessible formats and disseminated to thelarger world of persons with disabilities, families, professionals and policy makers.

India has signed and ratified the United Nations Convention on Rights of persons with disabilities(UNCRPD) in 2007. This implies that all our National Laws, policies, programs and schemes have to
be aligned to the principles of UNCRPD. The convention focuses on non-discrimination, inclusion,accessibility, and participation of person with disabilities in all aspects of life as core principles.
However, there is a huge gap in what is needed and what is present on the ground.

AADIs plans to address some of the gaps. The core areas in focus are:

Knowledge Management



Law and PolicyResearchCollating and sharing of narratives of experiential experts

Capacity Building Programs

National Resource Center

The details of work done in these areas during 2016-17 are encapsulated in the following pages.
Over the next couple of years AADI envisages to build an Institute for Ability Development andInclusion. The objectives of the Institute would be to:Create a web based and mobile platform for policy makers, service providers, civil society anddisabled people which will provide access to information and knowledge resources for all
impairments and rights of persons with disabilities

Research, design, disseminate and embed capacity building processes for law and policy
makers, disabled people, civil society and existing professionals from all fields including
education, health, mental health, human resource, law and architecture.

Conceptualize and conduct innovative and replicable training programs for both specific andinclusive service providers at all levels, in partnership with people with disabilities.



Develop standardized assessment tools and manuals for specific impairments and age groups
for disability specific service providers that would give guidelines for practice including
recommending reasonable accommodations, devising assistive aids and designing
environmental adaptations, with participation of disabled persons in the process.

2PART I: KNOWLEDGE MANAGEMENT, LAW/POLICY REVIEW, ADVOCACY
AND RESOURCE CENTER
1. Knowledge Management
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AADI has undertaken to develop background papers in the domains of Law and Policy,
Education, Health, Livelihoods, Independent living, Institutional Living, Legal capacity anddecision making, Mental Health, highlighting the current status with future recommendationsaligned to the International and National commitments. The papers will be brought out bytechnical and experiential experts. Drafts of background papers on Livelihoods, Independent
Living and Mental Health are in the final stages. Other papers are being initiated.
Impairment specific pamphlets and booklets with contemporary knowledge, in simple formats arepart of the knowledge resource. Material on Cerebral Palsy, Early Years of a child with disability,
Intellectual Impairment and Autism were prepared after an in-depth desk review and will be
converted into booklets for easy dissemination.
A series of 8 radio talks on developmental disabilities was organized by National Trust supported
by Muskaan. The talks on Cerebral palsy were commissioned to AADI. The programs were aired
on FM Radio 102.6. These radio talks covered a range of issues, like Education, Health,Livelihoods, decision making, Social life etc.and are useful material for awareness raising andtraining. All the radio talks were from the perspective of persons with cerebral Palsy and theirfamily members.
As part of raising awareness on key issues/areas that impact the lives of disabled people, short, 3
minute video films were conceptualized. The concepts for 4 videos highlighting life stories ofpeople with disabilities have been developed and the films are underway. The films have acrossdisability focus, showcasing boys/men and girls/women of different age groups.
Focus was also on facilitating writing blogs by persons with disabilities.
Over a period of time all the material developed will be available in accessible formats.

2. Policy & Advocacy
AADI along with Disability Rights’ Group (DRG) had been advocating for a Law on Rights of
Persons with Disabilities, aligned to UNCRPD. The process initiated in 2009 finally culminated in
December 2016 when the Parliament passed the New Law, Rights of Persons with Disabilities
Act 2016. AADI, as a member of DRG had earlier developed an alternate law to aid the processof discussions around the New Law. AADI was appointed as member of the National Committee
to draft the New Law and was part of the training group to conduct awareness on issues related
to the New Law. The focus was on aligning the New Law to the principles of UNCRPD.



Recognizing the experience of AADI in the area of Education–Policy and Practice, UNESCO New
Delhi commissioned a project on Inclusive Education to AADI. This was commissioned in
January. As part of the project AADI is expected to review the current policy on inclusive
education and make recommendations along with a Strategy Paper/ Road map for
Implementation of Inclusive Education in the country.

3. Capacity Building Program

a. Advanced Courses for Training of Professionals
Disability, Health and Functioning: Contemporary Thinking and Practice (An Advanced
Course for Practicing Physiotherapists, Occupational Therapists and Developmental
Therapists).There were 8 trainees from different parts of the country including Gwalior, Himachal,
Chennai, Gurgaon and Delhi. At the time of taking up the course, six trainees were working fulltime, one was working part time and one was not working.

3Augmentative and Alternative Communication: Contemporary Thinking and Practice (ACourse for Practicing Speech Therapists, Special Education Teachers) affiliated to All
India Institute of Medical Sciences (AIIMS) Delhi. The course was attended by 15 candidates.
Nine of these candidates were working with organization like Muskaan, Vishwas, Shaurya,
CREA, Ashirwad (Ludhiana). Others were independent candidates; one of them a parent of achild with disability.
Both of these courses were conducted on a part-time basis, over a 6-month period withapproximately 100 hours of theory and practical, followed by an individual mentoring program foreach candidate.

Figure 1: Valedictory Event of the OT/PT Course
Through the course we were reminded of the rights of the people with impairments, and also about theimportance of a means of self expression-be it natural or supportive. My efforts focused towards providing
alternative communication aids, low tech or hi tech, to the children with communication impairment. Today,
it is a priority for me to ensure that all the learners associated with our learning centre have a way ofcommunication and self-expression. (A special educator who undertook a professional development
course on Augmentative and Alternative Communication at AADI)
During interactions with persons with disability or their families, it was clear that their aspirations were thesame as anyone else. Keeping their rights and needs as the focus of my work, it was my constant endeavor
to enable them to explore, to learn and grow with new opportunities. My biggest take away has been that
dignity and respect for life still demands our foremost attention as duty bearers of the rights of persons withdisability. (A Developmental Therapist who undertook an advanced training course for therapists at
AADI)b. Pre- Service Training for Students of Professional Courses

Orientation workshop on ICF (International Classification of Functioning) based assessment andinterventions’, focusing on the current paradigm of rights and participation of people with disabilities
was conducted for students of Masters in Neurology and Masters in Orthopedics of Jamia Milia
Islamia University. The session was attended by approximately 30 students and faculty members andreceived positive feedback.
c. Trainings / Orientation / Internships for Students of Other Organizations / Colleges /Universities

Internships and Orientation to Students
 Internships were organized for students of Social work, Management and Mass Communications.
Apart from orientation to disability rights, an attempt was made to link students with everyday lifeof persons with disabilities and ways in which disability related aspects can be integrated in their

4









core area of study. These were students from SOIL (School of Inspired Learning), Delhi School ofSocial Work and Symbiosis Center for Media and communication.
25 Students from Ali Yavar Jung National institute for hearing handicapped (AYJNIHH) visited
AADI for a 1-day training. The need was for a wider perspective in speech and communicationand to visit Sambhav to see new technology in communication for people with speech andcommunication difficulties.
A training session on Cerebral Palsy was organized for trainees of the Masters and Diploma
courses conducted by Action for Autism (AFA). The trainees benefited from the interaction withpeople with disabilities and also from the visit to Sambhav resource centre
Orientation to Disability was conducted for 30 students of Ambedkar University. The objective
was to Understand Disability, Diversity & Inclusion. It was useful for the students to hear people
with disabilities talk about the challenges in their lives and the importance of accommodations
and support systems.
Orientation to disability was held for 3 nursing students from AIIMS, 4 students form Institute ofHome economics, 36 students from Loreto Convent and 8 teachers of a community program in
Savda Gevra run by GMR Varalaxmi Foundation. The orientation helped dispel some of themyths regarding disability and participants were able to understand the concept of disability
arising as an interaction of the impairment with the barriers that the person faces.

Short Term Training for Working Professionals


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

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Three day training program (phase 1) was conducted for 38 coordinators from the organization‘Pratham”. In the first phase, participants were given a basic orientation to disability and anunderstanding of impairments and some teaching strategies. They will undergo phase 2 training
after a few months of hands on work.
Three day practical training was organized for 11 participants from Kiran Society, an NGO basedin Varanasi, Uttar Pradesh. The focus of the training was to observe and understand practicalaspects of inclusive education.
Three day training was conducted for Swabhiman Bhubaneswar (Odisha) - “Workshop for social
workers working in schools”. It was attended by all social workers placed in schools in
Bhubaneswar. The training focused on understanding Diversity and the Social Model of Disability,
understanding of impairments, understanding Inclusive Education and Aims of Education.
Two day training “Understanding special needs of children and the support required for learning”
was conducted for Eklavya, Hoshangabad (M.P) The topics included intellectual impairment andunderstanding the IQ tests as well as Inclusive Education.
One day workshop was conducted with 3 therapists at the AWWA’s (Army Wives Welfare
Association) special school at Manesar as part of training at the National Security Guards’
campus. The objective was integrating therapy in play and daily routine of the child. It was auseful sharing about a collaborative and non-medical child-centric approach to working withchildren with disability.
An Orientation to Disability for Finance Department; Indigo Airlines (90 participants) was
conducted by a team of faculty which included people with disabilities. The topics covered were
understanding disability from the perspective of the social model of disability, people first
language, transfer and evacuation processes.
A visit was organized for 8 physiotherapists from UK, led by Elizabeth Carrington, senior
physiotherapist. They were informed about AADI’s approach to working with people withdisabilities, especially in the areas of physical wellbeing, health and occupation. The role of atherapist in helping develop functional skills and link movement to different domains for different
age groups was discussed. Aspects of independent living – mobility, self- care, use of technicalassistance, building relationships and the removal of barriers to inclusion were highlighted.

5d. ResearchAn Assistant Professor from Ashoka University, Dr. Madhavilata Maganti-Kari, conducted a
research on validation of International Classification of Functioning (ICF) Core Sets for people
with Cerebral Palsy. The research focused on getting the parents’ perspective on the abilities,
limitations, participation and barriers for children with Cerebral Palsy within 3-18 years of age.
AADI’s team participated in the data collection from parents in the urban and rural areas. The
research will be presented in the European Academy for Childhood Disabilities in Amsterdam in
May 2017.
AADI was part of the Ethics Committee of Institute for Physically Handicapped and was involved
in reviewing various research projects.

e. Trainings / Conferences Attended by AADI staff









11 staff participated in a 2-day International Seminar on Disability and Development organized by
National Center for Promotion of Employment for Disabled People (NCPEDP). The discussions
were based on the theme of DPI's 9th World Assembly ‘Building Human Capital: Realizing
sustainable development goals (SDGs) for Persons with Disabilities’. It was a useful exposure to
Disability Rights movements, against the context of the sustainable development goals (SDGs),
around the world.
One person participated in a series of workshops –“Barkhaa: A Reading Series for All” organized
by National Council for Education Research and Training (NCERT). The focus was to develop a
Reading Series for “All” in print and digital forms as a result of collective effort through a series ofworkshops and consultations with a multidisciplinary team of experts and practitioners at thenational level. The workshops and consultations provided essential information which helped indeveloping Barkhaa as an example of adapted reading and learning material for inclusiveclassrooms.
One day workshop ‘Indicators of Inclusive Education’, organized by Brotherhood organization
was attended by 2 team members. This served as a platform for sharing AADI’s experiences of
Inclusive Education practices.
Three team members attended a one-day conference on Down’s syndrome organized byMuskaan.
Two team members attended 3-day National Workshop for Training Master Trainers in Autism
Tools such as INCLEN Diagnostic Tool for Autism Spectrum Disorder (IND-ASD) and Indian
Scale for Assessment of Autism (ISAA). This workshop was jointly organized by Ministry of Social
Justice and Empowerment (MSJE), the National Trust, the INCLEN Trust International, National
Institute of Mental Handicap (NIMH) and All India Institute of Medical Sciences (AIIMS). These
tools will be used to issue disability certificates for children with autism.

f.

Staff TrainingEvery year a comprehensive staff training program is held to update skills of AADI teammembers. This year, most training was held with the Rural Based Community Program and theEast Delhi Project, Sunder Nagri team.
Twenty team members attended 2-day training on communication for Advocacy, conducted by
Ritika Sawhney. The objective of the training was to build greater awareness about strategies forawareness raising. It was a useful and challenging session where participants felt that theywould benefit by applying the learning to their work with different stakeholders in the field of
disability.

6

4. Sambhav National Resource Centre
Sambhav is a National Resource Centre that showcases assistive devices, hardware and software for
persons with disabilities besides demonstrating concepts of Universal Design and independent living. A
total of 685 persons visited Sambhav this year.
There were 83 Architecture students from various colleges, 160 Nursing students of Jamia Hamdard &Laxmi Memorial College, 179 students and professionals from different disability organizations and 87
visitors from other organizations like National Institute of Fashion Technology (NIFT) & Ashoka University.
The resource center was also utilized by the team members in the care plan process for demonstrationand conducting assessments in various life domains. This year demonstration of aids and assistive
devices were held with 154 families and persons with disabilities. 22 assessments were conducted in thecenter to assess mobility, communication, self care and computer skills. The Centre was also utilized forproviding training to 16 persons with disabilities in computer skills.

Figure 2: A client receiving computer training at the Sambhav Resource Centre, using a modified key board

Institute for Ability Development and Inclusion
The Institute will eventually use contemporary methods of delivery, such as webinars andweb based courses for dissemination of training to large numbers and in remote areas ofIndia. It will develop Teaching-Learning Material that can be used by others conducting thetraining in the future.
The Institute is envisaged as the capacity building and knowledge management organization
which runs in tandem with community based habilitation and rehabilitation programs as wellas the advocacy programs of AADI. These programs will be the practice school for theInstitute. The programs and knowledge collated and created at the Institute will eventually beavailable through the web based knowledge platform of AADI.
The Institute is envisaged as a training body, which is supported by partnerships amongst
diverse mental health, disability, child rights, counter trafficking and women’s rights
organizations across the world.

7

HABILITATION AND REHABILITATION SERVICESFOR PERSONSLIVING WITH DISABILITY IN DELHI AND BALLABHGARH
Article 26 of UNCRPD states that all State Parties shall take effective and appropriate
measures, including through peer support, to enable persons with disabilities to attain andmaintain maximum independence, full physical, mental, social and vocational ability, and fullinclusion and participation in all aspects of life
5. Rural Community Based Program, Ballabhgarh Block, (Faridabad District, Haryana)covers 82 villages (under 67 Panchayats) and works with a cross disability and life span
approach responding to changing needs irrespective of age. The focus of the Rural Programis to facilitate the creation of a responsive community, which fulfils the needs of persons withdisabilities, and provide accessible services and promote equal participation andopportunities to persons with disabilities.
The program initiated a project with The Hans Foundation in 25 villages to identify people
with disabilities early through household survey, train a cadre of Asha workers andAnganwadi workers to integrate disability into their ongoing work, increase participation ofpeople with disabilities, facilitate inclusive services and create a barrier free environment. The
details of the work are detailed in the following pages.
6. Urban Community Based Program, Sunder Nagri, East Delhi a new initiative started incollaboration with SEWA, aims to work in urban poverty areas in Delhi and integrate disability
into ongoing community work. The aim is to facilitate an urban community based model foraccessible services ensuring participation and inclusion of people with disabilities in all
aspects of community life. The highlights are presented in the following pages.
7. Ability Development, Opportunities, Resources and Services–Innovative Replicable
Projects in Hauz Khas, New Delhi
The project includes :


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


Walk in services that provide avenues to people with disabilities,
families to share issues, gather information about resources andwork out solutions for increased participation across life
domains.
Health including Mental Health services
Legal support
Education
Life skills program including interest and hobby clubs
Skill development – E Daksh inclusive computer training
program and Ujala an enterprise in creation of paper products
Livelihood program
Parent training program8

PART II: HABILITATION AND REHABILITATION SERVICES FORPERSONS LIVING WITH DISABILITY IN DELHI AND BALLABHGARH
5. Rural Community Based Program, Ballabhgarh Block, Haryana
The Rural Community Based Habilitation & Rehabilitation program is based in Ballabhgarh block of
Faridabad District of Haryana since 1982. It works in 82 villages governed by 67 Panchayats.
Ballabhgarh Tehsil of Faridabad district has a total population of 214,894 as per the Census 2011, outof which 114,193 are male while 100,701 are female. In 2011, there were total 37,463 families residing in
Ballabhgarh Tehsil. As per Census 2011, out of the total population, 2% people live in urban areas while
98% lives in the rural areas. The average literacy rate in the urban areas is 77% while that in the rural
areas is 75%.

Figure 3: Map of Haryana/Ballabhgarh
Total Population

Total Disabled People% Disabled People

Haryana (Census 2011)

25351462

546374

2.16

Faridabad District (Census 2011)

1809733

41972

2.3

Ballabhgarh Block

214894

Not available

Not available

25 Villages (Household Survey)
57348
1720
Table 1: Disability Census (2011) and Survey Results

3

At the beginning of the year there were 1027 people with disabilities registered in the program. During
the current year 47 new children/adults with disabilities were registered.
A household survey in a sample 25 villages completed by October 2016 revealed that there are at least
1720 people with disabilities in 25 villages, which is around 3% of the population, though the National
Census identifies 2.3% of the population in Ballabhgarh to be people with disabilities. A total of 38
primary level work force (Asha and Anganwadi workers) from the villages were identified and trained indisability related issues and on aspects of household survey.

9

The first round of household survey was carried out based on the Census Schedule. The Rights ofpeople with Disabilities Act 2016 passed in December 2016 recognized 21 disabilities as against 7 in
the 1995 Act. The percentage of disability is likely to be much higher than the current figure.
18 of the primary workers continued their link with people with disabilities & their families in theirrespectivevillages. The mainstream system of incentives for work was applied to engage with Asha andAnganwadi workers. The funding by The Hans Foundation continued for part of the current year andsupported the completion of survey and helped develop resource material. The Primary Level Workers
trained under the project supported 267 persons with disabilities & their families. A collaborative
approach between AADI team and the Primary Level Workers helped establish a routine which allowed
for flexibility while keeping in mind the needs of people with disabilities & their families.
A weekly meeting and a monthly training kept the motivation high and the team was able to monitor andreview its own progress based on the work done.

Figure 4: Training of Primary Level Workers
Major Highlights
1027 persons with disabilities are registered in the Rural Program. Between April 2016 to March 2017, 47
new persons with disabilities were identified and registered. 32 Persons with disability either passed
away or shifted out of Ballabhgarh in the last one year.
0-6 Years

6-18 years

18 years and above

Total

94

437

496

1027

No. of Beneficiaries

Table 2: Total Persons with Disabilities under Different Age Categories
0-6 years

6-18 years

18 years and above

20 (12 boys & 8 girls)

21 (13 boys &8 girls)

6 (5 male &1 female )Table 3: New Registration in 2016-17
During this year, the team members linked with 1021 Persons with disabilities. With the aim ofincreasing opportunities for capacity building and participation of persons with disabilities in their families
and accessing community resources, 4875 home visits were made, 2005 sessions at the sub-center wereconducted, and 436 School visits, 3 College visits and 20 visits to vocational units were made.
The hub of the work with the person with disabilities is at the sub-center, located in every village or at
Anganwadi/school, college, home or in the community or at work place.

10

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

During home visits, assessments and skill building programs were followed up in the area of selfcare, mobility, domestic skills, socialization & communication, animal rearing etc. Family andindividual counseling was also done at home with wherever required.
At the sub centers-exchange of information, assessments, programming and follow up of
education, communication, mobility, health, counseling & linking with resources was undertaken.
During the school visits, admission follow-up; education follow-up; meeting with teachers, SMC
meeting, sensitization programs & demonstrations for group/individual teaching were done.
Visits were made for skill training and identifying the scope for training & placements in business
units/shops.
Visits were made to Govt. offices to update the information and to facilitate greater linkage of
persons with disabilities to the community resources.

This year, 972 of 1027 persons with disabilities have Aadhar cards and 48 persons with disabilities got
Aadhar Cards made during the current year. A new Biometric machine has been installed in Faridabad forease of people with high support needs. Parents/families are able to use the facility without any facilitation
by AADI team. 179 persons with disabilities got covered for Health Insurance under Swavlamban Health
Insurance Scheme while 6 persons with disabilities and their families accessed the Niramaya healthscheme. 329 out of 347 persons with disabilities who need aids and appliances got 332 aids. Of these,
311 persons use the aids on regular basis. Parents’ training programs follow up on medical health needs
and counseling needs were addressed accordingly through individual/group sessions.
Early years: There were 94 children in the age group of 0-6years (42 girls & 52 boys). Follow-ups weredone for all 94 children. 74 children with disabilities were registered in Anganwadis and 13 were inschools. 07 children with disabilities were ready for school admission for the next academic session.
Focus of the work with children was on learning, communication, mobility, health & nutrition andvaccination etc. Under this age group, children were followed up on their progress directly and throughAnganwadi workers. Use of services of Anganwadi by children with disabilities and their families had
increased over the last year. Family counseling, linking pregnant women and young mothers withnutritional programs were some of the activities that were facilitated by the team along with theAnganwadi workers.

I wanted to take my daughter Amanpreet toRajasthan for surgery of her legs. She is 4 years
old and we live in Chainsa Jhuggi. I wanted her
to be independent and someone in my village
asked me to take her to Rajasthan. She has
been enrolled in AADIs program for the past 2
years. I went there for a meeting and wasintroduced to many parents and children going toAnganwadis and schools. I got the information
about surgeries taking place in St. Stephens
Hospital but I was not sure whether I should takemy child there. One of the parents convinced me
and I am glad that I listened to him. The surgery
was without any cost as AADI ensured I had my
BPL card. We are very happy to see theprogress of Amanpreet and I have now bought agadola (Rollator) for her. She is doing a lot ofwork herself now. There are two more children in
my village and I asked them to meet people from
AADI. (As told by Amanpreet’s father)

Figure 5: Amanpreet Playing with friends

11

School Years (6-18 years): There were 437 children with disabilities in the age group of 6-18 years. 294
of them were registered in schools. 239 of these were regular in school, and 190 of them were at par in
their classes. 70 children were progressing in other areas apart from academics. 55 children were
irregular due to various reasons like high support needs, long distance of school from home etc. 33
children with disabilities left studies while still in primary school, 17 children left in middle school and 5
children left studies after class X. 43 children with disabilities who left school had high support needs. It
has been observed that the education system was not able to support children with high support needs
and hence they dropped out or got pushed out of the system. 52 of these children, who had dropped out,
received training in life skills by AADI. Out of 143 children with disabilities who were not in school, 48
children will be followed up for admission in year 2017-2018.
345 teachers of 175 schools were regularly contacted during the year. Sensitization programs andindividual support to teachers was provided. The specific discussions included sessions on teaching
methodology & teaching materials, demonstration of teaching methods in class, helping teachers tochange rules in games to include children with disabilities in games and other physical/sports activities.
65 parents of children with disabilities as SMCs members attended 7 SMCs meetings and raised theissues regarding safety of children.
In the 18 & above age group, 496 people with disabilities were registered.295 people were linked withvarious ongoing services
Higher Education

Life skills

Livelihoods

Support Services

Total

40

183

72

201

496

Table 4: Status of persons with disabilities (18 years & above)
A small number of people with disabilities were able to pursue higher education. 40 young adults werestudying out of which 18 people were pursuing graduate/post graduate courses including professional
degrees and 22 were in secondary/senior secondary schools. There were 193 persons with disabilities in
the life skills program which included domestic skills, looking after cattle, participating in agriculture
related activities. Life skills program integrated skills in mobility, self care and communication withdomestic skills & community skills.

Aadhar Card

Disability Certificate

Voter ID

Pension

488

454

331

437

Table 5: People with disabilities: Social Security Benefit
There was a greater emphasis on social security benefits to be available for people with disabilities over
18 years of age. The possession of an Aadhar card and Voter ID card increased the status of the personwith disabilities and also gave them a sense of independence/belonging. The following number of people
with disabilities had received the Aadhar, Voter ID, Pension and Disability Certificates.

12Figure 6-7: Glimpses of Skill Training and Higher Education

13

6. Urban Community Based Program, Sunder Nagri, East Delhi
AADI had a strong presence in East Delhi for the past 10 years and initiatives to link with existing
resources and build a community project were part of the ongoing work.
During the current year a systematic approach was adopted and the experiences of the 25 villages workin the rural project in Ballabhgarh was incorporated into the North East Delhi Sunder Nagri Project. The
aim was to translate the learnings from Sunder Nagri Project to develop a model Urban Community
Based Habilitation and Rehabilitation Program which could be replicated.
North East district is predominantly rural but also has a sizeable urban area. There are 27 villages in the
district with all characteristics of rural India and it has a literacy rate of 77.85%.

Total Population of North
East District

Total No. of Males

Total No. of
Females

Total Population ofSunder Nagri

17,63,710

9,53,070

8,10,640

64,500

Table 6: Area wise total population of the North East Delhi district
AADI, in collaboration with Self Employed Women’s Association (SEWA), an NGO with a strong presencein Sunder Nagri launched the Sunder Nagri Project in 2016. SEWA is present in 11 areas of Delhi
including Sunder Nagri. SEWA Delhi is committed to strengthening the movement of women workers in
Delhi’s informal economy by highlighting their issues at the national level and building poor women
members’ capacities. It runs integrated development programs that support women towards self-relianceand full employment.

Major Highlights






Establishing Collaboration with Self Employed Women’s Association (SEW A) – A series ofmeetings was undertaken before establishing collaboration.
Training of Primary Workers: Self Employed Women’s Association (SEW A) works in thecommunity through its “Primary teams in the Community “(front line workers). 36 primary workers
were trained on perspectives of Disability Rights and conduction of household Survey. 16 of the
primary workers were from Sunder Nagri. A survey tool covering the 21 disabilities and ahandbook for carrying out the survey was developed. A team of 8 staff from AADI familiarized
themselves through “Community walks” and interactions with various groups of people in thecommunity.
Awareness raising material on rights and inclusion was developed and used during trainings andcommunity meetings.
Household Survey for Identification of Persons with Disabilities: Sunder Nagri The household
survey was a joint activity with AADI team and Self Employed Women’s Association (SEW A)
Primary Level Workers working in pairs/threesome.

Total no. of households covered7000

No. of blocks covered

10

Households to be covered

6100

While the survey is yet to be completed, the initial trends show that Sunder Nagri has a 3%
population of people with disability
Table 7: Survey Details of Households in Sunder Nagri

14Figure 8: Training of SEWA Primary Workers in Progress

Figure 9: Completion of the First Level Training of SEWA Primary Workers

15

7. Ability Development, Opportunities, Resources and Services–Innovative

Replicable Projects in Hauz Khas, New Delhi
a. The walk-in services
The walk-in services provide a platform to anybody who has a need – a person with disability, a family
member, professionals, volunteers, students etc.
A care plan process is initiated for persons with disabilities who get registered with AADI. The process
aims to facilitate access to services by linking persons with disabilities and families to resources in thecommunity. It also provides guidance to persons with disabilities and families about the rights of persons
with disabilities, using a life span approach.
The care plan process started in July 2008; with the aim of developing comprehensive services for a
person with disability taking into account the abilities, barriers, avenues for participation andopportunities along with the impact of impairment the person with disability experiences. Comprehensive
assessments, building capacities, linking families with resources, developing /creating access toservices/resources/events/training of parents/caregivers,crisis interventions;direct intervention are part ofthe care plan process.The process aims to ensure that persons with disabilities have access to avenues
to share issues, gather information about resources and working out solutions for increased participation
across life domains.
Till the year 2016, 3125 persons with disabilities were registered with AADI in the care plan process.
During the current year 239 persons with disabilities were registered.

Figure 10: Total Numbers of New Registrations in the Year 2016-17
Some of the highlights of the work: 89 referrals were made to address the health related needs including mental health needs.
 136 persons with disabilities accessed government schemes including Niramaya pension
scheme, disability certificate.
 67 persons with disabilities obtained disability certificate and legal guardianship.
 56 children with disabilities were admitted to schools in the current academic year.
 48 children were supported with ongoing school support.
 225 Assessments in various areas like mobility, self-care, communication learning and applying
knowledge were conducted for the individuals.
 608 individual review sessions were conducted for persons to review their progress and planfurther intervention.
 187 home visits were made and 1435 phone calls for review were made to ascertain progress.

16

b. Education
AADI provides education services to children with disabilities from 3-18 years of age and works withschools and teachers to create a positive and inclusive learning environment for all children, includingchildren with disabilities.
Preparatory Program for 3-6 years old children
The focus of this program is preparing children with disabilities for mainstream schooling. Children areprovided with an early enrichment program in a group setting with a focus on maximising independence inmobility, communication, self care, along with pre-school skills. The group sessions are held four times a
week.
Much before onset of admission in the mainstream schools, a series of meetings are held for parents ofchildren in the Preparatory Program to equip them with information about the Right to Education Act,benefits of mainstream inclusive education and acquaint them with the process of admission & the
documents required for admission.
Now, the admission to Nursery class is completely an on-line process. The parents are encouraged tocomplete the on-line procedure in time. Parents who do not have easy access to digital technology are
hand held to complete the on-line application.
Post admission support to the child, school and families is rendered to ensure retention of children in theschool as well as learning.
Approximately 250 sessions were conducted as part of individual and group work and 50 children
benefitted from the program during the current year.

Figure 11: Children from the Preparatory Program Enjoying the Sun

 Program for Out of School Children
In spite of RTE and a drive for school admissions, some children still remain out of school due toinaccessible/inadequate transport system; school not yet ready to admit a child with high support
need, economic reasons, and lack of information /awareness amongst families. To cater to need ofthese children who remain out of school, AADI runs a program for these children to prepare them forschool admission and also work on life skills. The program for Out of School Children is divided into
two groups:

177-12 years age group
The focus of this program is to prepare children with disabilities for mainstream schooling. If for any
reason, the child remains out of school, till 9 years of age it is still possible to secure admission if there isa vacancy in the specific class. Along with school readiness skills, the focus is on maximising
independence in mobility, communication and self care. The group sessions are held four times a week.
15 children were enrolled in the program who benefitted from 120 sessions and 4 children got admission
into mainstream schools.

12–18 years age group
A life skills program is followed for this group which covers basic literacy & numeracy skills, skills incommunication and decision making, mobility, self care, domestic activities and skills for community
living. Trainings for parents are conducted for future planning and to give them skills on how to increase
participation of their children with disabilities in everyday life. This program was attended by 11 members
who benefitted from 160 sessions over the year.

Figure 12: Session in Progress (12-18 Years)

 School Support Program : Individual and Group Coaching
To help children with disabilities retain in mainstream school and ensure that they are learning, a focused
support program is provided to them through individual and group coaching after school hours. The
focused coaching enables the children to progress academically, thereby facilitating their retention. There
are two groups of children on the basis of their learning levels. One group has children who are students
of different classes between Class I to IX, need support in basic reading, writing in Hindi and numeracy
skills. The second group has children who need support for understanding concepts in other subjects.
There were 5 children each in both the groups.

c. Life Skills Program for Young Adults with Disabilities
A life skills program is facilitated through interest groups and hobby clubs. A total of 69 members
benefitted from the program. Art, Music, Cooking and the Gardening Club functioned through the year.
The members of all the clubs could choose to develop an interest in the chosen area, build specific skills,
plan, organize and participate in the annual events which were a culmination of the club activities. Skills inparticipation, decision making, taking responsibility, communication were developed as part of the clubs
activities and slowly transferred to real life situations.
Art Club/ Art Classes
89 and 87 sessions
were done respectively
and 44 members
attendedMusic Club
40 meetings were
held and28 members attended

Cooking Club84 meetings were heldand 27 members
attended

Table 8: Attendance in Hobby Clubs

18

Gardening Club
40 meetings were heldand 3 members attended

Art Club/ Art Classes
Apart from life skills training, this year the focus of the Art club was on sketching. Members were
facilitated to draw still life objects like birds, vegetables, fruits, flowers, etc.
This year art classes were started for children in the group sessions from 3-18 years as well. Each group
had a weekly class beginning from the month of August. This art class gave an opportunity to young
children and adolescents to do art work in a facilitated environment.

Figure 13 & 14: Live Sketching

Cooking ClubThe Cooking club focused on non-fire cooking this year. Besides actual cooking process, pre- preparationand maintaining basic hygiene and was introduced and emphasized upon.
Some members learnt the skills of peeling, cutting and chopping vegetables, making sandwiches, salad
and soup independently. Members also learnt to serve food to guests.
Members were motivated to practice the skills at home and their parents were encouraged to create
opportunities for them so that the skills did not remain in isolation and they were transferred in their daily
lives.
Members of the cooking club joined in activities and events held by various programs during the year topractice their skills in real life situations.

Figure 15: Learning to Roll out Chappati

Figure 16: Peeling Boiled Potatoes

19Music Club
Members of the music club embarked on their journey of creating music together. They engaged inpolishing their individual skills while doing so. New talent and enthusiasm was discovered as newmembers had joined and infused more life in the club. As the year progressed, two distinct groups within
the club were identified-one with a passion for singing and the other for creating rhythm using wide
ranging instruments.
Megha, a gifted singer became more confident and at times took lead in rehearsals when the group was
small. She is emerging into a confident stage performer and enjoys live performance even more now.
She is getting ready for more focused training which will facilitate in sharpening her vocal andperformance skills. It will be a delight to see her perform as part of a mainstream music band!

Gardening ClubThis year the focus for members was on learning the process of growing seasonal vegetables andmedicinal herbs. The process included preparation of soil, seeding, looking after plants, watering,weeding, picking the product (vegetables) and packing for selling. Spinach, lettuce, tomatoes, cucumber,bottle gourd, bitter gourd and ridge gourd were grown and sold to AADI staff members. Herbs like basil,
thyme, lemon grass were sold at different events held at AADI during the year. Apart from growing theplants, gardening club members regularly collected plant waste and put it in the pits that were createdespecially to make manure. Four pits of manure got ready through the year.

Figure 17: Tilling in process

EventsEvents are opportunities for adult members to showcase their skills and abilities that they learned
throughout the year. It is the culmination of the efforts of all the members put in together as endeavor.
The events that were organized this year were Rakhi Mela (Snehbandhan), Diwali Mela (Deeputsav),
Winter Festival, Music Event (Goonj), Dastangoi and Winter Campaign.
74 members participated and took responsibility of organizing these events. 950 people attended allthese events.

Figure 18-19: Glimpses of Snehbandhan

20

Figure 20-22: Glimpses of Deeputsav

Figure 20

Figure 21

Figure 24 (Figures 22-24): Deeputsav

Figure 2221

Figure 23-25: Glimpses of Winter Festival

Figure 23

Figure 24
FigureFigure 25

22

Figure 26-28: Glimpses of Goonj - Music Event

Figure 26

Figure 27

Figure 2823

Dastangoi
Dastangoi originates from two Persian words ‘Dastan’ and ‘Goi’ which mean to tell a Dastan. It was thefirst time that it was organized at AADI. Stories help to enhance cultural understanding and enliven young
minds and rekindle their capacities to learn and grow together.
Based on this belief, an inclusive workshop for children between 8-18 years of age was held at the
Mangalam Center in East Delhi on 17th March 2017.
The workshop was facilitated by Valentina Trivedi, who is a renowned performance artist. At this creative
endeavor, groups of children from diverse backgrounds explored possibilities of innovative story making
and storytelling. They performed on 18th March 2017 besides the Dastangoi by ValentinaTrivedi andAnuja Jaiman who performed ‘Dastan Gopi Bagha Ki’ which has been adapted from Satyajit Ray's
famous film 'Goopy Gyne Bagha Byne'.

Figure 29: Dastangoi by ValentinaTrivedi and Anuja Jaiman

Figure 30: Dastangoi by young members

24Winter Campaign
Winter Campaign Sahyog 2016 is an endeavor where people can participate and contribute for theunderprivileged members in society. Winter is a time which becomes very difficult for people who arehomeless. To show that we care, both adolescent and adult groups participated in the winter campaign.
For many members, it became a training opportunity in the domestic work like sorting, folding the clothesetc. Packing was another skill that many of them learnt during the campaign. It was also an opportunity to
become sensitive to the needs of those who face the harsh winters on the streets of Delhi. All the warm
winter wear were collected, mended, washed and packed neatly into individual packets. An inventory was
made of the all the winter wear received. The individual packets were coded as per the age and size ofthe clothes/garments. These packets were then handed over to Ashray Adhikar Abhiyan (AAA) who
distributed them to their members who are struggling in the cold winters of Delhi. Appreciating the activity
staff of Ashray Adhikar Abhiyan (AAA) remarked that they were impressed with the dignity with which theentire process was undertaken.

Figure 31: Sahyog in progress

Summer Camp-Art Workshop
The Summer Art Workshop 2016 was held for adolescents and adults with disabilities who were at home.
For the majority of these members, it was the first time ever that they were attending such an activity
camp. They were excited and enthusiastic to learn the art work. They were equally happy to take backtheir artwork at the end of the workshop.
The adolescent group was an inclusive group of about 20 members who enjoyed dabbling in art activities,group games and aerobics. The highlight of the camp was the aerobics performance which they prepared
for the culmination day to showcase to their parents and other guests who were invited. Each person
performed with a lot of enthusiasm and the final act showed the effort and the passion with which it waspracticed and produced. Certificates of participation and the final art products created were thetakeaways that each one proudly carried home!

d. Skill Development
Ujala
Ujala is a process that ensures livelihoods for people with disability through offering inclusive andaccessible opportunities to all people. Ujala runs in collaboration and through network of people withdisability contributing in all aspects of product development from sourcing, manufacturing, packaging tomarketing.

25

The focus of Ujala is to showcase and raise awareness about people with disability by Facilitating people’s participation in all processes of Ujala
 Skill enhancement for members through their involvement in various processes for procurement,
coordination with vendors, coordination with stores, quality checks, management of production
unit together with participation in various sales and marketing activities
 Providing internship and employment opportunities for people with disability
Products are sold through NavRang Shop or through Sales Opportunities in inclusive set-ups whichmeans through stalls in corporate offices, Surajkund Crafts Mela, Blind Relief Diwali Mela, schools,
RWAs, colleges, embassies etc. Majority of these opportunities come around Diwali & Christmas time.
Ujala also undertakes Special Orders. The products include gift and stationary items, bags of different
kinds, diaries, wrapping paper, gift boxes, folders, photo frames, albums and other attractive paper
products.
This year, Ujala has got the opportunity to set up stall at different venues in corporate offices (Crisil,
Axtria, Copal Amba, Sony India, HSBC Bank, Canara Bank, Snapdeal, Aviva, KPMG, Makemytrip.com),schools/colleges (G.D.Goenka School, Jesus & Mary’s College, Gargi College, Mata Sundari College, I.P.
College), RWAs (Sundar Nagar, Alaknanda), embassies (Australian High Commission) and NGOs (Blind
Relief Association, DastkariHaat). People were impressed with the workmanship by people withdisabilities and the quality of the products
Ujala received bulk order for diaries, folders, photo frames, bags wrapping sheets from 21 customers
which included corporate offices, colleges and a few individuals. Special orders were successfullycompleted for 4 customers. This year an extra-large sized bag to hold gifts and an office tray was
introduced.

NavRang Shop
The name of the training cum skill development unit was chosen as “NavRang,” a Hindi term meaning
many colors, to signify the coming together or confluence of diverse skills, people and organizations tocreate a meaningful impact on the lives of people with disability.
NavRang celebrates the diversity that exists amongst people and, in particular, believes in the inherent
capacity of individual persons with disabilities. It provides a platform to showcase the individual’s talents,
abilities and skills. As a socially conscious enterprise, it links with other like–minded organizations tocreate meaningful occupations for people with disabilities. It is intended that these occupations will
promote increased independence and a better quality of life for people with disabilities.
Through NavRang people with disability source a diverse range of products and services – products
made by people with disability; eco-friendly products/products made by other groups in the development
sector that are sourced by people with disability; The products include a wide range - Stationery;
Jewellery; Cosmetic Items; Household Items; Garments; Plants; Seeds; Toys; Bags etc. Some of the
products are organically made and others are made from recycled material.
NavRang also offers avenues for product development by different artisans (people with/without
disabilities) in collaboration with design institute/students of design institute. Through an annual calendarof events, NavRang celebrates the diverse abilities and talents of individuals and groups involved in theenterprise.

26

Figures 32-34: NavRang shop with display of Ujala Products and Hemu, an intern engrossed in labeling &packing of cards

E DakshIt is estimated that out of the 50-75 million persons with disability in India, only a miniscule fraction haveaccess to services that will give them the opportunity to lead a meaningful life. Furthermore there is evenless opportunity to learn and acquire skills that would facilitate livelihoods. One of the major areas where
there is lack of accessible services is the digital literacy.
Realizing the huge gap, in November 2015, AADI in collaboration with Canara Bank set up E Daksh, anaccessible and inclusive IT training center to cater to needs of people across disability. This training is
imparted free of cost to youth & adults with disability and other young adults from poor families. The
outcome of the training is either learning the skills for daily use and/or employment.
From the outset, different modifications and adaptations in the computers like modified keyboards(contrast alphabets with big keys), Mouse (big switch), different software like JAWS, Dragon Softwareand proper furniture were put in place so that the need of each student with disability could be plannedfor.
The training in EDaksh is customized and made accessible for each student according to his/herindividual need, eg, choice of language of learning, duration of course etc. Use of simple language, short
sentences, repetition of concepts and instructions are some of the ways adopted to facilitate the learning.
After the course is over for the student, it is ensured that the student has an allotted time and space at
E Daksh to practice the skills she/he has learnt.
Currently, EDaksh offers two courses namely, Awareness in Computer Concepts (ACC) and a Course on
Computer Concepts (CCC). Both the courses are guided by National Institute of Electronics and27

Information Technology (NIELIT), under the Ministry of Electronics and Information Technology,
Government of India.
The Awareness in Computer Concepts (ACC) is a practical-based training and the Course in Computer
Concepts (CCC) is a theory based course with an online exam conducted by NIELIT at its various
centers. The Awareness in Computer Concepts (ACC) course is aimed at imparting a basic level
appreciation of computers to the students with emphasis on hands on training. Total number of students
trained in ACC in 2016-17 was 116.
Seven students, who registered for Course in Computer Concepts (CCC), appeared for the on-line exam.
This was the first time that NIELIT had students with intellectual impairment appearing for CCC exam. It
allowed the required accommodations and permitted the non-faculty members to be the scribe andsimplify the language and break the long questions into short questions for the students. Four students
passed the exam.

Figure 35: Computer class in progress
The E Daksh caters to individual specific needs of students which may be short-term. One of the students
trained in TALLY and two other students learnt specific functions and formulae in Excel. One of thesestudents began to work in a company and approaches EDaksh whenever she has any doubt or query.
Seven of the EDaksh students have got data entry opportunity as internship both within and outside
AADI.

e. Livelihood
Jeevika – Opportunities for Inclusive Livelihoods
Jeevika is working towards challenging and changing mindsets of the society, creating more avenues
for participation of adults with disability in the job market and providing the necessary support to do soin Delhi-NCR.
The objective is to create and support multiple livelihood options for adults with disability and address
barriers in open employment. It aims at preparing persons with disabilities for the market bystrengthening their abilities and facilitating to link them with internships.

28

Employment
Seventeen adults with disability gained employment this year in different sectors like IT, Retail and
Hospitality and family business.
Towards Self Employment: Sonu Bist’s story
After having experience of about 10 years in investment related activities, I decided to start mybusiness as Investment Consultant Cum Service Provider. Taking a loan from NHFDC to pay the
security deposit was the best option for me. The major problem I faced was that it took a long time foreach step to get completed, with challenges at every step of the way. It took more than a year and ahalf for me to get the loan and start my business. I wish to thank AADI and my family for all the supportand motivation at every step of the way, to pursue my dreams of being an entrepreneur!

Figure 37: Sonu Bist Receiving an Award from Zee Business

Internships
Internships are the first step towards the work skills’ training. The internship process helps develop social,communication skills and teamwork amongst the trainees. It builds their self esteem, confidence andindependence. The allowance or stipend paid during this period gives them a sense of pride in being able
to contribute towards their own expenditure. There is an endeavor to identify opportunities both inside andoutside AADI for the same.

29

Internships at AADI:
Apart from photocopying and data entry, internship opportunities available this year were in Ujala
production, NavRang shop, Finance and Garden.
•

Eight trainees on internship in Ujala Production, Ujala Store and NavRang, 3 in Garden, 1 inFinance, 4 in Data Entry and 1 in photocopying.

Internships outside AADI:
This year various organizations and families having business were contacted for livelihood opportunities
as a result of which the following internships got fructified:•

Six trainees are undergoing internships at external agencies like Lajpat Bhawan, Udaan, Delhi
School of Social Work, Beauty Parlour, Medical Store and Lemon Tree Hotel.

Figure 36: On Job Training at a Medical Store

Figure 37: On Job Training at a Repair Shop30

PART III: FINANCIAL AND HUMAN RESOURCES

8. Financial Statements
9. AADI Staff List
10. Governing Body of AADI

31

8. Financial Statements

32

9. AADI Staff List (As on March 2017)
Executive Director: Gidugu Syamala
Deputy Executive Director: Madhu Grover Director: Renu Anuj
Managers / Coordinators of Activities■ *Anita Lodhi■Charulekha Khandelwal■Manavi Jalan■ Manjula Mehra■Meenakshi Sharma■
Nidhi Jalan ■B. Anuradha ■Shahana Chakraborty■■ Sheetal Batra■Praveen Kr. Singh ■Darsana
Khir■Jitender Tomar■Sarfaraz■ Jyotsna
Rehabilitators (Associates)■ Chandeshwari Tiwari■Narender Pal Kaur■ Raminder Kaur■Vinita Nagpal■Manuja Mishra■ Dimpi Raisinghani■Shweta Ladsaria■ Md. Saukat Hossain■Mohita■Puja Lalchandani■ Indernil Chakrovarty■ Deepak Jain ■*Shipra Singhal■ *Ruchika Kaushik■ Anushree Das■ Yoginder■Chanchal
Administration, HRD, Finance &Resource Mobilization Staff (Urban)
Manager/Coordinator of Activities■R. K. Sahani ■Gavender Kumar ■Seema Ghosh■ M.S. Sridhar
Associates / Asst. Executive Officer■Harpreet Mehta ■Saranjeet Kaur
Secretaries / Telephone Operator■Meenakshi Sharma ■Nisha Sawhney■Rajeev Uppal■Yuna Noor
Jr. Assistants / Receptionist■Muthu Subramanium■Neena Sharma ■Pankaj Kapoor■Sanjay Sharma ■Uttam Mandal■Chetan Razdan■Atul Mohan Mehta ■Gurucharan Singh ■Vinay Viz
Non‐Technical Staff■AjitBaxla■ Amar Singh ■Anita Devi ■ Bimla Chauhan■Birender Kumar ■ GyaneshTyagi■Hans Narayan ■Jai Singh ■John Kindo■Jokhu Ram ■Kaleshwar Singh ■Kamini Prasad■ Meen Bahadur■ Meena Singh ■ Meera Devi ■ NagenderYadav■ NandLal Sharma ■ Nirmala
Devi ■ Om Prakash (Jr.) ■ Om Prakash Chauhan■ Ratankali■ Shanti Paswan■ Sovan Singh■ Sunehar Singh ■ Surender Mishra ■ Suresh Kumar ■ Upender Yadav■ Vishwajeet

Rural Centre at Dayalpur
Rehabilitators, Support Staff and Volunteers■ ChamanLal■ #Devender Singh ■ Indira Vashisth■ Kamla Devi ■ Kanta Devi Sharma ■ Krishna
Devi Arya■ Rajpal Singh ■ Ramesh Chand ■ RichpalKaur■ Roshini Sarah ■SarbatiLal■ Sukhbiri Devi■Kailasi Devi ■ Omvati Devi ■ Rajwati Devi■ Shakuntala Devi ■Phoolwati Devi
■ Kela Devi ■KelaBati■ Sachin* Left during 2016-2017# Passed away during 2016-201733

10. Governing Body of AADI
Chairperson

Vice Chairperson

Dr. Achal Bhagat
MBBS (UCMS, Delhi), MD (Psychiatry), PGIMER,
Chandigarh,
MRCP Psych, Royal College of Psychiatrists, UK
Indraprastha Apollo Hospitals
Chairperson, Saarthak

Ms. Vandana Bedi
Dip. OT (IPH, Delhi)
P. G. Course in Management of CP
M. Sc. Occupational Therapy – Pediatrics (UK)Consultant (Disability & Development)

Treasurer

Secretary & Executive Director

Mr. Rajesh Kathuria
Chartered Accountancy(Institute of Chartered Accountants of India, Delhi)
Practicing Charted Accountant

Ms. G. Syamala
M.A. Psychology, (Delhi University)
P.G. Diploma in Special Education (AADI)
Executive Director, AADI

Founder Member & Permanent Invitee

Former Chairperson & Permanent Invitee

Dr. Divya Jalan
Founder Member
Dip. Physical Handicap (London University)
M. A. Early Childhood Education (London University)
Ph. D. Education (SNDT, Mumbai)
Consultant (Education)

Mr. Sunil Mehta
B. Com. (Hon.), (Delhi University)
Chartered Accountancy, (Institute of Chartered
Accountants of India, Delhi)
Chairman & Managing Director, SPM Capital
Advisors Pvt. Ltd.
Alumni, Wharton School of Management, (Universityof Pennsylvania) U.S.A

Members
Dr. Mathew Varghese
MS Orthopedic (Surgery)
St. Stephens’ Hospital

Mr. Alok Sikka
B.A. (Delhi University)
Post Graduate Diploma in Journalism
Journalist

Ms. Veena Kumar
M.A. English, (Kanpur University)
Volunteer, Resource Mobilization

Ms. Kamla Bhasin
M.A (Economics) Rajasthan University
Advisor, SANGAT

Ms. Anjali Kapoor Bissel
M.Sc. (Health Care Administration)
Hospitals Administrator
Indraprastha Apollo Hospitals

Mr. Praveen Kumar Gurunath
MSW, (Community Development )Program Manager, VSO
Mr. Amit Misra
MBA- International Business,
Indian Institute of Foreign Trade, New Delhi
Management Consultant, IMS Health

Mr. Rakesh Thukral
Graduate
Managing Director
Edelman India Private Limited

Ms. Renu Anuj Singh
M.Sc . (Agra University)
P.G. Diploma in Special Education (AADI)
Director, RCBR

Ms. Madhu Grover
M.A. Psychology, (Delhi University)
P.G. Diploma in Special Education (AADI)
Deputy Executive Director, AADI

34

Abbreviations
AADI

Action for Ability Development and Inclusion

AIIMS

All India Institute of Medical Sciences

AWWA

Army Wives Welfare Association

DRG

Disability Rights’ GroupIND-ASD

INCLEN Diagnostic Tool for Autism Spectrum Disorder

ISAA

Indian Scale for Assessment of Autism

IT

Information Technology

JAWS

Job Access with Speech Software

MSJE

Ministry of Social Justice and Empowerment

NCPEDP

National Center for Promotion for Employment for Disabled People

NCERT

National Council for Educational Research and Training

NIMH

National Institute of Mental Handicap

NIFT

National Institute of Fashion Technology

NIPCCD

National Institute of Public Cooperation and Child Development

SDG

Sustainable Development Goals

SEWA

Self Employed Women’s Association

SOIL

School of Inspired Learning

TALLY

Transactions Allowed in a Linear Line Yards

UNCRPD

United Nations Convention on the Rights of People with Disabilities

UNESCO

United Nations Educational, Scientific and Cultural Organization

35

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Action for Ability Development and Inclusion
2, Balbir Saxena Marg, Hauz Khas, New Delhi-110016
Te: 26569107, 26864714; Fax: 26853002
Email: aadi@aadi-india.org;
Website: www.aadi-india.org

Rural Community Based Rehabilitation Centre
Dayalpur Primary Health Centre
Ballabhgarh Block, Faridabad (Haryana)