Dear Friends,
A year filled with activities, review and reflection helped us stay connected to the larger vision andunderstand the various layers to real participation of people with disabilities – a core principle which wewould like to adhere to in all our work.
We feel that as organizations, we need to be constantly aware of the barriers that people with disabilities
encounter in everyday life and must enhance our role to be the catalysts for change.
During the year our aim was to focus on the principles of accessibility, inclusion and participation of people
with disabilities in all that we do. This called for an analysis of micro processes as well as ourrecommendations at Policy level.
The short term training programs that integrated the understanding of International Classification of
Functioning (ICF) into its pedagogy; decoding the micro steps for a successful inclusive education process ;building a stronger community base through primary level workforce; mobilizing and maintaining
resources; and linking human values into work have been an integral part of our work.
We are happy to share that E Daksh- Towards Digital Inclusion was initiated during this year. This was
possible with the support from Canara Bank. It provides for an accessible training space for peopleinterested in learning computer skills to enhance their job opportunities and also learn skills to stayconnected through social media.
The following pages highlight the various aspects of our work followed by financial and human resource
details.
On behalf of the Board, I take this opportunity to thank each and every one who believed in our Vision andsupported the work through a generous sharing of their time, effort, skill and resources.
In Peace,

Syamala Gidugu
Secretary and Executive Director“Where, after all, do universal human rights begin? In small places,
close to home - so close and so small that they cannot be seen on any
maps of the world. Yet they are the world of the individual person;
the neighbourhood he lives in; the school or college he attends; thefactory, farm, or office where he works. Such are the places where
every man, woman, and child seeks equal justice, equal opportunity,
equal dignity without discrimination. Unless these rights havemeaning there, they have little meaning anywhere. Without
concerted citizen action to uphold them close to home, we shall lookin vain for progress in the larger world.”― Eleanor Roosevelt

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1

Vision, Mission Statements
Vision:Our strategic objectives are to:

AADI’s vision is of a world in which persons
with disabilities are an integral part of society,participating in the community and living life
to the fullest, with equitable access toopportunities and services.

••

Our Mission:
The focus of our work will be to facilitate
enabling environments in the best interest of
the child and the adult thus ensuring
equitable, accessible, quality assured services
using a life span approach. We will be
informed and guided by the needs of persons
with disabilities who are further marginalized
by poverty and gender inequalities.

Through our work we will:
•

•

•

•
-

Facilitate,nurtureandsupportopportunities for leadership and greater
involvement of people with disability indecision-making regarding their own lives
and the processes within their community.
Influence and develop systems andprocesses to ensure that there is no
exclusion, exploitation or stigmatization of
the persons with disabilities at the levelsof policy and its implementation within
their community.
Research, develop and implement service
delivery models that can be adapted
according to geographical and cultural
realities/ contexts.
Build technical, financial and humanresource capacities of:
Persons with disabilities
Professionals
Larger Community
Build technical, financial and humanresource capacities of AADI

Annual Report 2015-16

•

•

•

Reduce the service gap: by increasing accessto services, ensuring quality of services,
addressing all life domains – education,
health, livelihoods, recreation, shelter, wellbeing, safety and permanence of services.
Reduce the inclusion gap: by mapping,sensitizing and building the capacities ofmainstream resources in education, health,
livelihoods, recreation etc.
Reduce the participation gap: by increasing
the participation of users/user groups in ourwork, building capacities of people withdisability and facilitating participation indecisions about activities pertaining to theirlives, influencing membership of people withdisability in local governance and otherleadership positions within the community.
Reduce stigma and exploitation: byincreasing awareness about rights and needsof people with disability through information
dissemination, media watch, social watch,and right to information activities.
Reduce the resource gap: Technical, Financialand Human Resource by: increasing revenue
streams, improving knowledge base, anddeveloping need based and appropriate
professional development programs

Values & Guiding Principles:
Our work is guided by the core human values ofrespect, dignity and the autonomy of persons
with disability and their carers. Strengthening
capacities of all stakeholders will be central to
our work. We will work towards being
collaborative,
participative,
strategic,transparent,
equitable,
non-discriminative,
accessible, and accountable in all that we do. We
will follow the norms of safety and quality
assured services in our work.

2

Abbreviations
AADI

Action for Ability Development and Inclusion

AIIMS

All India Institute of Medical SciencesHR

Human Resource

TALLY

Transactions Allowed in a Linear Line Yards

CMD

Chairman and Managing Director

IT

Information Technology

JAWS

Job Access with Speech soft wareNGO

Non Government Organizations

FOD

Family Of Disabled

MSJE

Ministry of Social Justice and Empowerment

SOIL

School of Inspired Learning

BSS

Bodh Siksha Samiti

GEF

Good Earth Foundation

ERC

Employee Relocation Council;

MCD

Municipal Corporation of Delhi

NDMC

North Delhi Municipal Corporation

SDMC

South Delhi Municipal Corporation

RWA

Residents Welfare Association

NSDC

National Skill Development Corporation

ITES

Information Technology Enabled Services

BCAS

Bureau of Civil Aviation Security

CISF

Central Industrial Security Force

NCPEDP

National Centre for Promotion of Employment for Disabled People

SSA

Sarva Shiksha Abhyan

NCERT

National Council for Educational Research and Training

WHO

World Health Organization

NIPCCD

National Institute of Public Cooperation and Child Development

Annual Report 2015-16

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Table of Contents
Executive Director’s Note
Vision, Mission and Strategic Objectives
Abbreviations

SECTION I

SAMBHAV: MAKING INCLUSION POSSIBLE

51

Rural Community Based Services

5

1.1

Access to Direct Habilitation Rehabilitation Services

5

1.2

Capacity Building of Families

6

1.3

Link to Community Resources

6

1.4

Capacity Building of Other Community Resources

8

1.5

Habilitation and Rehabilitation Program-New Initiatives

92

Urban Services

10

2.1

Access to Direct Habilitation Rehabilitation Services

10

2.1.1

Preparatory Programme for young children (0-6 years)

11

2.1.2

Education and Life Skills Program for children in school and out of school (6-18 years)

12

2.1.3

Access to Skills for Independent Living (18 years and above)

13

2.2

Capacity Building of Families

22

2.3

Capacity Building of Other Community Resources

22

3

Sambhav Resource Center

23

SECTION II

CAPACITY BUILDING

24

4

Inclusive Education Resource Development

24

4.1

BSS-AADI-GEF Project on inclusive education (BAG: IE)

24

4.2

MCD School Development Project27

5

Inclusive Employment Resources Development

28

6School of Rehabilitation Sciences

29

6.1

Trainings conducted for Professionals

29

6.2

Trainings / Workshops / Meetings attended by AADI staff

30

6.3

Supporting Internships of students from other Training Institutes

32

6.4

In House Staff Training Program

32

SECTION III

AWARENESS RAISING34

SECTION IV

FINANCIAL STATEMENTS

35

SECTION V

STAFF LIST36

SECTION VI

GOVERNING BODY

37

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SECTIOON I: SAM
MBHAV-- MAKINGG INCLUSSION POOSSIBLE
1. Ruraal Commuunity Baseed Servicees
500

The goal of the Ruural Prograamme is theo a respo
onsive com
mmunity andcreation ofdevelopmeent of incclusive serrvices, which
ensures participatio
on of peoplepwiith
disabilitiess in all liffe areas. The
T
prograamworks direectly with people witth disabilitiies
and their families too reduce th
he impact ofimpairmen
nt besides the sensitization and

400
4
300
200
2
100
1
0
0-6 years

6-1
18years

18yyears & above

capacity buildingb
off resourcess for healtth,
Age wise distributiondof beneficiiaries
habilitationn and rehhabilitation, educatioon,transport, livelihoodss and indep
pendent living, so that people cann access these resourcces in theirr
neighbourhood commmunities. The program
m works accross life span and accross disabbilities. It iss
based in BallabhgarhBh block of Faridabad
F
D
District
in Haryana. Itt works in 83 villages which areegoverned byb 67 panchayats and 9 colonies in the sem
mi-urban areeas. Presen
ntly 1012 peersons withhdisability anda their faamilies are registered withw the prrogram of whichw
661 aare males and 351 areefemales. This year 106
6 new peop
ple with disaabilities werre identified
d and starteed receivingg services.
1 Access to
1.1
t Direct Haabilitation Rehabilitat
R
ion Services

178
86 assessmeents were conductedc
for 1011 people focusssing on moovement, education,ecom
mmunicatioon, self caree, early learrning, life skillssand reeadiness forr employment. Afterassessments, skill
s buildingg sessions enabledepeoople to use thesetskills in daily life.



w disabilitties were given 101 aiids such as tricycle, wheelchair, motorisedm
78 persons withwheelchair, roollator, adap
pted shoes,, hearing aids, orthoticc aids etc, w
which helpe
ed people
in gaining independencce. Many of these aids were provided at campss held in
w Red Crross and Agggarwal Sew
wa Samiti.
colllaboration with

Measurements beeing taken a
at a camp forf orthotic
aids

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1.2 Capacity Building of Families
Families are one of the important stake holders and are a resource available to persons withdisability on an everyday basis. The focus of the program was towards increasing information
and building skills of families to address the needs of persons with disability. It also helped
families to establish links with each other for support and advocacy.
Parent Trainings

4 parent trainings were attended by 51 parents. The trainings focussed on perspective
building on Rights and Inclusion, skill building in the areas of self care, mobility,communication and learning towards increasing participation and decision making of theperson in everyday life. Parents were also given information on various concessions andresources available in the community.

Information Dissemination


Information on schemes and resources was imparted to all parents. 70 percent of theparents are now aware of resources which can be accessed by their ward.

Advocacy by parents

196 families managed to resolve many issues arising at the school level thus supporting
the retention of their children in schools.



50 parents who are part of the SMC took up the issue of safety of children and improving
the quality of education.

Legal Guardianship

32 families availed legal guardianship this year.

To ensure inclusion and participation in the community persons with disabilities are linked toresources in the community like education, health, employment etc. They are also linked toschemes and provisions available from the Government.
1.3 Link to Community Resources
Accessing early years services


105 children linked to Anganwadis are going regularly to access available services

59 new registrations in Aganwadis

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Access too Education

Access to work and employmenent opportun
nities

20 neew admissio
ons in schoools

74 aduults are in openoemployment



331 area going too schools.



20 aree in self emp
ployment148 havehschool scholarships



15 aree involved inn agriculture with theirr families

32 haave creed basedbscholaarship

20 arre pursuing higher studdies

15 aree involved inn other typees of familyy
occupation

173 arre engaged in d omestiic work

The story of 22
2
yearr old Deepa
ak
from
m
Hirapuurvillagge inspirees
man
ny
young
peop
ple to achievve
theirr
dream
ms
desp
pite all oddss.
Deep
pak
ha
as
cerebral palsy.
Fromm a verry
youn
ng
agee,
Deepak beganbto nurture thee dream ofobecoming a doctor. Many dou
ubted that aperson with disabilityy could eveer become adoctor an
nd taunted
d his familyy about hiis
ambition. His family wanted him
m to join 4thclass Government Job
b in NDMC.. AADI’s rolle
was to cou
unsel him too advocate withw his familly
to allow him
h to pursuee his dreamss and take uputhe requireed coaching in Delhi.
He worked
d hard to cllear his med
dical entrancce
examination and got selectedsundder the OBC &PH categoory. When he went to reegister onlin
nefor counseeling, he got the informa
ation that thiis
category did
d not exist at the centerr.
He approoached AA
ADI to hellp him geet
informatio
on regarding
g the quota of OBC & PH
H
category. Deepak wass suggested that he file a
RTI in Min
nistry of Health. He found out that heh
was numb
ber three inn the State PH categoryy.
Thereafterr, he went throught
coun
nseling and a
medical exxamination to confirm his disabilityy.
Finally, hee got admission and hoostel facilitiees
for his MB
BBS course inn Rohtak Meedical Colleggeand is fullfilling his ambitionaof pursuing thhemedical prrofession.

Annual Rep
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Accesss to other GovernmentGt Provisionss

68
84 have a disability certtificate25
5 acquired a Disability ccertificate



59
90 hold bank accounts

82
24 have an Adhaar
A
card
d



28
85 got a disaability pension

Accesss to Health

26
63 linked to various heaalth service
es



37
7 got covereed for health insurance
e underSw
wavlamban Health Insu
urance Scheeme

Pre & Primary

5%

Midd
dle

14%

20%
2

61%

Secon
ndary
&Higher
ndary
Secon
Highe
er
Educaation

bilities accesssed variou
us levels ofPeoplee with disab
educattional opportunities71.4 CapacityCBu
uilding of otther Commu
unity Resou
urces
Awareness Raisingoto give inforrmation reggarding diffeerent schem
mes in bothh
Awareness booths were organizedpn of person
ns with disabilities anddubaan and ruraal areas. Ass a sign of increasing participation
theeir families in the awareness raisiing activitie
es, some boooths were completelyy organizeddby them.
t234
43 people werew
sensitizzed throughh sensitizatiion worksho
ops in the ccommunity

Education
nal Resourcces

35 teachers werew
trainedd in effectivve classroom
m teaching through SSSA which heelped themmrthat they could teach all chhildren in ann inclusive environmenent.
to realize
300
0 teachers ofo 150 schoools were seensitized through regular meetinggs to provid
de guidancee
abo
out teachingg children withw disabilities in regular classes.
Agaanwadi worrkers of 25 villagesv
trained under the Hans Fo
oundation p
project, suppported theeprimmary educaation of childdren with disabilitiesdthrough the year.

Awa
arenss bootths organizeed by Agannwadi and AshaA
workeers on Worldd Disabilityy Day

Parent Meeetings in th
he villages ofo Sunped anda JunhedaaAnnual Rep
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8

One Day Perspectivee Building TrainingTattended by 56
5 Aganwad
di workers
1.5
5 Habilitatio
on and Rehabilitation Program – New InitiattivesTo achieve the objectivees of inclussion and fu
ull participation in thee current sccenario of
marginalization of person
ns with disabilities, thhere was a need felt tto establishh a human
resource cadrre at the villagevleveel that wou
uld providee specific ttargeted se
ervices forperrsons with disabilitydan
nd facilitate access to innclusive serrvices in thee community.

In orderoto esstablish this cadre at the villagee and commmunity leveel, Asha woorkers andAgaanwadi workers were identified and traine
ed. 18 worrkers now ssupport peeople withdisaability and theirtfamiliees in 25 villaages.



All Anganwadi and Asha workers
wweere very sup
pportive of persons witth disabilityy and theirfammilies. Theyy motivated families to bring children too the sub centers. TheyT
also
enccouraged manymparents to discuss their diffficulties an
nd supporteed them too take theinittiative to soolve the problems or coope with diffficulties. Th
hey helped families annd persons
with disabilityy to link witth resourcees. They ide
entified new
w people w
with disabilitty in theirown villages. 17 new peersons with disabilitiess were iden
ntified and 9 were referred forspeecific servicees by Angannwadi and AshaA
workers.

Annual Rep
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9

2.

Urbaan Servicees

The urban services of AADI which
h are basedd in Delhi, caaterto people with disabilities and theirtfamilies from De
elhi,R
off Gurgaon
n, Ghaziab
bad,National Capital Regions
Faridabad another sttates of thee country anda sometim
mesfrom neighhboring nations as well. Till thee year 2009
9, a
total of 2883 persons with disabiilities had beenbregisteeredwith AADI. This yearr, the key workers were in conttact
with 1662
2 of these 2883 perso
ons with disabilitiesdandtheir families.

Age wise brreak up of clientsAc
From Aprill 2015 to MarchM
2016, 359 with disabilitiesdgot
g registereed with AAD
DI through the walk innservice. Off the total 359, there were 126 female andd 233 malee persons. The majority of themmbeing in th
he age range of 6-18 years follo
owed by the early yeaars group inn the age rangerof 0-6years. Maajority of thhem were frrom Delhi (279) follow
wed by Uttarr Pradesh (445) and thee least fromm
Haryana (19). Of thee various im
mpairmentss, the num
mber of peo
ople registeered with intellectuall
nt was the highest.
himpairmen
2 Access to Direct Habilitation Rehabilitattion Servicees
2.1
These inteerventions focus on workingw
direectly with thet individu
ual for decrreasing the impact ofimpairmen
nt in differeent domainss of life.
t care-plaan process.. This proceess aims too ensure thaat persons
Direct inteervention iss through thewith disabbilities havee access to avenues to share issuees, gather informationn about reso
ources andworking out
o solutions for increaased particip
pation across life domaains. It also provides guidance topersons withw disabiliities and families abouut the rightts of persons with disabilities. Th
his is done
through a process of assessments, interven
ntion througgh informattion sharingg, facilitating inclusion
at home anda other seettings throough provision of specific aids, skilll building through indiividual andgroup sesssions. Perso
ons at risk anda in crisis situations area supportted at an urgent basis. Some ofthe highligghts of the work
w
were:







405 assessmen
nts in variou
us areas likee mobility, self-care,scoommunicattion, learnin
ng andappllying know
wledge weree conducted
d for 256 inddividuals.
57 inndividuals werew
providded 90 aidss to increasee participattion in dailyy life
17 familiesfawerre identified
d and suppo
orted for va
arious situa
ations of criisis, abuse andanegllect1082
2 individual review sesssions weree conducted
d for 374 peersons to reeview their progressp
and plan furtheer interventtions
230 home visitss were madde and 2646
6 phone interviews weere made too ascertain progresspnclusionand facilitate in
136 people atteended vario
ous groups forf enhanccing skills inn various lifee domains

Annual Rep
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0

2.1.1 Preparatory Programme for young children (0-6 years)
The early years from 0-6 are a crucial time for the overall
development of all children. It is during these years that there
is maximum growth of the nervous system as well as thegrowth of all other body systems. Patterns of behavior learnt
at this age become the foundation for the rest of childhood.
After intensive individual sessions at home and at AADI somechildren are provided group services for preparation towards
play school and pre-primary mainstream admissions.
The preparatory group programme began with nine children
with diverse impairments. Two children got admission intoplay schools so they left the group early. Seven children
continued to come for the group session regularly. The group
goals and activities were shared with the parents on a regularbasis so that they could contribute as well as follow up at
home. The group sessions were planned in a way that eachchild’s individual goals were also met. Group meetings were
held periodically with parents to review the work, reiterate theimportance of going to mainstream schools and its procedure.

Children learning specific skills
and playing during the group

A total of 73 group sessions were held during the year. It was heartening to see the parents bondwith each other during this period and provide support to each other.
Dravya and his Mother’s Journey
Four year old Dravya loves playing on the swing with his friends.
Dravya’s mother says that joining the group session for young
children at AADI was not an easy decision for her. She thought thatsince Dravya, had difficulties in most of his basic functions, no one
else could look after him. It took some convincing to get her to join
the group. Although initially very hesitant, within a few sessions
she felt encouraged as Dravya adjusted well.
Some of the positive changes that she observed in Dravya were an
increased alertness and being attentive to his surroundings. Before
Dravya enjoying with his family
joining the group. Dravya did not like sitting in his buggy or chairand preferred lying down but over the year, he learned to sit well. He started going to themarket with his mother in his buggy. He began to communicate his likes
and dislikes by gestures and moving his hand. He started recognizing people by their voices andacknowledge them.
Dravya’s mother feels that she has travelled a long path, where earlier, she was seeking the help of every
faith healer and medical professional for a cure for Dravya. Today she focuses on providing opportunities
to make Dravya an integral part of the family. She understands the need to provide opportunities toenhance his skills in daily activities such as bathing, feeding and play. . She is now set to enroll Dravya inschool and has initiated the process finding a suitable school for him. She feels confident that Dravya will
manage in school for a few hours without her.

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2.1.2 Education anda Life Skills
S
Prog
gram for childrenci school and out of schoollin(6--18 years)
This year thet number of childreen with disaabilities going to main
nstream sch
hools has coonsiderablyy
increased. A total off 673 children attended school this year, including thhose goingg to speciallools were made to en
nsure a sm
mooth admission proce
ess for 138
8schools. Scchool visitss to 37 scho
children. ThroughTthee year, 151 visits weree made to supportschilldren in theeir learning in schools..
Need baseed support was
w provided to the teacher or thet special educator too increase thet level off
participatio
on of childrren with disabilities in thet school activities.
a
Sagar Das isi a 15 year oldo energeticc and confid
dent boy. He isa cricket fa
an and follow
ws all matchhes of Indiann cricket teammvery closelyy. He enjoys listening to music and goinggout witth
his friends. He goes to a neighborrhood Goverrnment schoooland is studyying in Classs IX. Sagar has
h cerebral palsy, uses awheel chairr for his mo
obility and a communiccation tool totexpress him
mself.
As a young
g child Sagarr studied at the AADI Incclusive Schooolfor a couplee of years. WithW the passsage of Rightt to Educatioon
Act in 200
09, Sagar’s parents weere encoura
aged to seeekadmission in the neighbboring Goverrnment schoool. Sagar wa
ashappy to go to this neew school whhere his frieends from thhecommunity were also sttudying.

Sagar withh his friends

At the time of admissionn in the Govvernment Sch
hool, seeing SagarS
use a wheelchair, the principal was a littlee
apprehensivve about his adjustment in the new environment.
e.
Soon she wasw pleasantlly surprised when she sa
aw that he couldcclearlyy communica
ate and relate to all herrquestions. ThisT changedd her attitud
de and she realizedrthatt the child needsnto be given opporrtunities anddperhaps req
quires a littlee more time for
f communiication.
By the end
d of the firstt year at thee Governmeent school, SagarS
had mademfriendss & was a familiarffacee
amongst the teachers to
oo. The teachers & the principal started looking beyondbhis immpairment anda begun toobelieve thatt he had his own
o interestts and abilitiees like all oth
hers.

Despite siggnificant effforts, theree were ado
olescents who remaineed out of scchool last year.
y
As an
n
initiative too reach outt to them, a group was started forr these adolescents. Th
here were 9 children inn
the group and about 58 sessionss were cond
ducted ove
er the year. Opportunitties were provided forr
interaction
n with their peers, developingdcommunicaation skills,, enhancingg self-awarreness anddincreasing awareness about their environm
ment and social issues. Functional skills of basic literacy,,
numeracy,, self-care and domestiic skills were also taugh
ht.

Annual Rep
port 2015-1
16

12
2

2.1.3 Access to Skills for Independent Living (18 years and above)
There are 219 clients in the age group 18- 25 years registered at AADI. Maximum number ofclients had intellectual impairments The number of males was higher about 146 as compared tofemales about 73. For the adult years, the focus was on creating opportunities for skill
development for livelihoods through Internships, clubs & events. These were also a means ofincreasing opportunities for social interactions with peers and engaging in community initiatives
like the winter campaign which aimed to collect clothes, pack them and distribute them tohomeless people.
NavRang and Ujala are social enterprises of AADI which aim to provide opportunities for livelihoodand skill development and showcasing abilities of persons with disabilities. The Employability
Program of the Jeevika project aims at preparing persons with disabilities for the job market bystrengthening and rehearsing the necessary skills. 14 clients have got employment opportunities
in different sectors (in family occupations as well as in open employment) this year.
Nav Rang- Celebrating Diverse Colors in
Life

Ujala

NavRang’, is a Hindi term meaning manydifferent colors. NavRang celebrates thediversity that exists amongst people andbelieves in the inherent capacity of every
individual including person with disabilities.

It is a unit where persons with disabilities produce blockprinted handmade paper products. It runs in collaboration
with network of people with disability contributing in all
aspects of product development from sourcing raw
material, store keeping, manufacturing, packaging andmarketing products. Ujala team was invited by different
educational institutes, corporate offices, RWAs to
showcase and sell the products.Two new members underinternship got the experience of selling Ujala products at
different corporates and other venues.

The Navrang shop showcases and sells the
products of Ujala along with the products ofother organizations like MESH, Navdanya,
Green the Gap, Kriti, Jugaad andJanmadhyam. Craftkari is the latest
organization to have become a vendor for The data of product sales at all the venues during Diwali
time and Surajkund Mela 2014-15 was digitized by another
NavRang.
internee member of NavRang. Ujala team also makes
Exposure and training in different retail skills newspaper bags used at NavRang shop and the Ujala stalls
like opening the shop, dusting and display at external venues.
and sale of items, billing and inventory
management, was organized for sevenmembers in NavRang.
One member who had been training at
NavRang shop got a contractual job in
administration in AIIMS. Another member
who was getting trained in various skills at
Navrang since October 2014 also began tolearn TALLY at AADI in April 2015. He got a
job offer as a sales person at a newly opened
store in Nehru Place selling CCTV & Drone
Cameras.

Sales at Ujala Stall
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13

Amit Sharma is today a twenty eight years old young man. While he was preparing for class XII exams, he
was facilitated by AADI to join a computer course at F-Tec and was linked
to Gyan Prabha Scheme of National Trust for scholarship.
Amit began to come to AADI regularly to refine the retail skills at the Nav
Rang store, which he had learned previously at a placement in Vishaal
Megamart. He was linked with the finance program to refresh andpractice Tally. Just at the time, he was offered a job at his cousin
brother’s newly opened store in Nehru Place selling CCTV, Video Door
Phones and other security systems. Amit took up the job and has beenworking there for almost a year now. He gained confidence in himself
and his ability to be financially independent. He got married to a girlfrom Jammu who had studied till class X and is now pursuing her
Amit at work in the store
education through Open schooling. Amit was encouraged to continue his
education and he enrolled with IGNOU under the BA Program. He was supported to focus on the
preparation and he passed the three exams that hehad appeared for in 2016. He believes that he has a happy future to look forward to!

Jeevika : Skill developmentRakhi Making : A 13 member team along with the facilitator discussed the need to makeeasy to tie Rakhis. The Rakhis available in the market were made disabled friendly bypasting each Rakhi on one inch wide satin ribbon and using velcro for tying or using verythin magnets. The magnets were so attached that they could be adjusted as per the size of
the wrist of the person.

Creating Rakhis Mehendi, adding colour to the festivity
Snehbandhan
NavRang celebrated the festival of Rakshabandhan at AADI by organizing Snehbandhan, the Rakhi Melaon 22nd August 2015. On the day of the Rakhi festival, rakhi stall was set up and manned by members. A
few members decided to put up stalls to sell bindis & bangles, earrings, stationery pouch, perfumes whilefour mothers had put up stalls selling ladies suits & pouches, tupperware boxes, artificial jewellery etc. A
major attraction for all the girls and women was the presence of two resource persons for making
beautiful designs with mehendi.

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





Jewellery Making: This group consisted of 20 members who apart from learning the skills of
making Jewelry took the initiative to learn other organizational skills, besides aspects of theaesthetics of designing
Newspaper Bag Making: The training sessions for making carry bags out of old newspapers
were conducted for 13 members. Out of the current group, five persons have got trained tomake small carry bags independently. The trainer of the group is a person with Cerebral
Palsy.
Block-Printing on Fabric: A team of three people attended the training session for two daysin a Fabric Block-Printing Unit at Punjabi Bagh to learn block-printing on fabric. As a team, it
was decided to block-print on white cotton Kota dupattas. The dupattas were printed by theteam which had learnt the printing. Cotton dupattas, table napkins were block printed andsold at different Navrang events at AADI.

EDaksh - Towards Digital Inclusion : Accessible Computer Training
Realizing the huge gap in digital literacy, AADI in collaboration with Canara Bank set up E Daksh,
a completely accessible IT training center to cater to needs of people across disability. It was
inaugurated on 28th Nov 2015 by the CMD, Mr. Rakesh Sharma. It has been a path breaking
enterprise. Both the organizations share a strong determination that the youth who will pass out
from this centre will find the much deserved and rightful place in the organized industry. The
outcome of the training is either employment and/or learning the skills for daily use.
EDaksh started with the first batch of training on 12th December 2015 with 14 students. The
basic IT literacy course designed is aimed at imparting a basic level appreciation of computers to
the students with emphasis on hands on training

Working with a weighted bracelet on to Track Ball Mouse being used for inputs
reduce movements

The layout of the training rooms is so planned as to ensure easy physical access for people withdisabilities. Furniture and seating accommodations have been designed specifically; hence
different kinds of tables and chairs are available. There are tables with in-built wedge, which canbe adjusted at an angle as per the user’s requirement. The table’s height can be adjusted simply
by using foot blocks under the table legs. Apart from the ergonomic computer chairs, there arewooden chairs which have movable armrests on either left hand side or right hand side. These
armrests can be slid down for a wheelchair user to transfer onto the wooden chair.
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Different kinds of ha
ardware andd Software
ology areas part of assisttive techno
eforavailable to make learning easierstudents with diverrse needs. Trackballmouse, laarge switch
hes, large keyboards
and softw
ware such a
as Dragon and JAWS
Pro Talkiing, facilita
ate the lea
arning forstudents with speccific impairrments ton learning.
overcomee barriers in
A Glimpsee of a compputer class is
i progress

Workshoops on Skill Develop
pment
The Emplo
oyability woorkshop forr young adults washeld in Au
ugust. The aim
a of the groupg
was to work
together tot develop the skills of commun
nication,planning, problemp
sollving and deecision makking.

hop
Employabiility Worksh
Creating avvenues for internshipss/ skill deve
elopment fo
or people withw disabiliitiesTrainning linkages exploreed with Geeetanjali Salon (Beauuty culturee) & Tatsaat, anotherr
organisation exp
plored as ann outlet for jewellery ittems made by individu
uals at AADI.

Lal Bahadur
B
Acaademy, Govvernment approvedafaacility has manym
vocational courses. Despitee
the mandate andathe willingness too take peo
ople with disabilities,dthe centres are nott
accesssible for peeople with physical dissabilities.

Lunch Box 17, an initiativve of an NGO,N
Swehhchha, has trained woomen fromm the slummmunity in Khirki
K
Extension to coo
ok and cater food for customers.
c
We aim too match theecommskillss of our clients in thee cooking clubcwith the work th
hat they arre doing, too avail thiss
oppo
ortunity for training.



Estab
blished linkks with Lajpat Bhavan tot explore options forr packing annd labellingg for one off
our clients,cSunnil. From Seeptember onwards,oth
he Society will
w take onn the stipennd and thee
traveel expenses for Sunil.



HR Vision,Va plaacement agency contacted us for placing canndidates with disabilities in opennemployment forr Data Entryy and BPO processes.
pFurtherF
disccussion to ffacilitate thee process iss
undeerway.

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6

Access tot Clubs and Events
The Clubs are the spa
ace for membbers to pursue their inteerest. The clu
ubs are also avenues forr people toslike selff-care, mobiliity, commun
nication skillss, and social skills,splanniing, and orgaanizing etc.
learn life skills
The four clubs,cnamelly the Art Club,C
the Garrdening Clubb, the Cookin
ng and the Music club happenhonregular ba
asis at AADI. This year a total of 123 members atttended thesse four clubs.. 282 person
ns attended
various evvents throug
gh the year like Goonj, Sursaptak, Snehbandha
an and 96 p
people participated inorganizing
g these eventts.

Art ClubThe membbers of the Art Club wantedw
to exploreeneww ideas of painting.
pTh
he concept of Still Lifee
painting was
w introduced to the members. This conce
ept facilitatted the meembers to looklat theesubject (likke flowers, vegetabless and fruits) given for painting an
nd interpreet it, througgh differenttmedium ofo paintings. They used differentt material asa well as pencil sketching for thet still lifee
painting. The
T membeers are ablee to accesss their filess on their own,ofrom an accessible rack. A
to serve ass a table forr him. It hassmember using a wheeelchair has a tray attacched to his wheelchairw
been modified to keeep the coloors and othher items on it withou
ut spilling. A crayon se
et was alsoohich has longer and plasticpholdeer which makesm
it easier to holdd. An accesssible workk
bought wh
station andd chest of drawerd
was made for membersmtoo work in thee Art studioo. Members of the Arttclub went to several art exhibittions like thhe annual exhibitioneoorganizedbby FOD. The
ey not onlyy
learnt to appreciate the paintiings which were exhibited but also to seee various aspects off
organizing and managging an art exhibition. These mem
mbers organ
nized the annnual art exxhibition att
AADI nameed Srishti withw the them
me of still liife.

Art Workkshop in Summer
S
Summer Art workshop
p was organ
nized in Jun
ne in which 23 childrenn participateed. It was ana inclusive
f children in age groupp of 6- 18 yeears, organizzed at AADI fromf
1st Junne to 12 Junee 2015. The
workshop fortheme for the worksho
op was best out of wastte. The workkshop was atttended by cchildren fromm care plan,
their siblinggs and childdren of staff members. The
T Art menttors Ms. Preenita Dutt an
nd Ms. Sapna Bhardwaj
facilitated thet worksho
op.

The cooking
cclu
ub memberrs contributted to the celebrationcand prepared cool manggo drink (aaam pannaa) for the
workkshop partiicipants.

A Summerr Workshop
Art
p in progresss
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7

Cooking ClubC
ng club thiss year chosee the them
me of healthh food. The members learnt to makem
saladss
The cookinwith a variety of easiily availablee ingredientts and dresssings. Some of the mmembers alsso tried theerecipes at home. Mem
mbers havee practiced and are noow familiar with the prrocess of makingmfoodda Raita etc.
e Four m
members haave startedditems like Veg Pulao, Matar-Kulcha, Halwaa, Salads, andcooking at home and//or supporting their moothers in coooking at hoome.
bers now taken on the ownership for keepingg the cookinng room cleean and tidyy. They alsooThe memb
support eaach other whilew
doingg chores. Accessible kiitchen item
ms like chop
ppers were bought toomake chop
pping easy. An accessib
ble tray withh handle waas specially designed and made.
Four members particiipated in Maggi
M
Festivval held at Lodhi
L
Gardeen where th
hey cooked Maggi anddserved it too the visito
ors.It was ann enriching experiencee for membbers to cookk two differrent varietyyof Maggie and serve itt to custom
mers simultaaneously.

Particcipation Off Cooking Cllub Membeers In The Maggie
M
Festtival

Music Cluub
There are 21 membeers who atttend the weeklywMusic Club. AA
ADI music cclub for thee first timeeorganized a summer camp for childrencin thet age grooups of 6-12 and 12-1
18 yrs in thee month off
June. Childdren had a very good time and th
hey learnt newnsongs, tried out ssome instru
uments anddvisited the Musical Instrumen
nts Gallery at Rabind
dra Bhavan
n. The camp culmin
nated in a
performan
nce on 6th JulyJ
which was attend
ded by theirr parents. BothB
childreen and pareents shareddsome veryy positive exxperiences of the worrkshop. Thee summer campc
was ffacilitated byb resourcee
people from Manzil-P
Preeti, Abhisshek and Saaad.
It was ann inclusive group of performerrs comprisiing both non-disablend and children withhdisabilitiess. The perfo
ormance was
w a mix ofo rhythm anda vocals.. Parents w
who were partpof theeaudience appreciatedd the enthhusiastic paarticipation of their children andd wanted more suchhworkshopss to happen
n. Two mem
mbers, Meggha and Tarvinder, alsoo got a chan
nce to participate in a
programme organizedd by Manzil at the Ameerican Centeer.
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8

Sursaptak“Sursaptak”, AADI’s music event held on 11th April, 2015, was enjoyed by one and all. The music clubmembers made a confident presentation of their skills in both rhythm and vocals. They created an orchestra
using clapping and musical instruments like drums, tambourine, ghungroo and utensils. Nilendu Das, apercussionist and Manzil mystics, a Delhi based band joined them to give a one of its kind inclusive
performance. This was followed by a performance by OSA Drum circle, their beats of African drums making
an instant connect with the audience. Mystics, who write lyrics and compose music of their songs which aresocially relevant, gave another performance which had the audience dancing away. The event wasorganized by persons with disabilities as part of various committees like venue, stage and sound,decoration, refreshments etc.

Goonj
Another musical event was organized on 12th March 2016 “Goonj” with participation of different musicgroups and individuals. These included AADI’S MUSIC CLUB, SONATA, OSA DRUM CIRCLE and individual
performances by ASHISH DHA, NIRVAN & ANUPAMA. The music club members performed a medley of songs
and also two full songs along with accompanying instruments. The music event was enjoyed thoroughly by
everyone.

Music Concert Goonj and Sursaptak

Gardening ClubAn account of all the skills learnt in the previous year at the Gardening Club was undertaken bymembers at the beginning of the year. The focus was on preparations for annual tree plantation
event, launch of AADI nursery and work on composting skills.

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Preparattion of Sapliings for thee NurseryThis year AADI Nurssery was inaugurated along withhhotsav eveent in the mmonth of July. Nearlyy
the Vriksh
100 plantts of 40 diffferent speccies were prepared byy
the gardeen club mem
mbers and ddisplayed. ThereT
wereepots, baskets, decorrative plants, plants in recycleddmaterial likelold botttles. It started with a bang anddmany plannts were soold. In the mmonth of Au
ugust a few
w
herb and vegetable plantation was done like Lemonnwhich were taken care by the gaardening group.

Flower shoow
The flower shows
was heeld in March at Gulmoha
ar Park club. This time thee theme wass planting usiing waste ass
well as org
ganic kitchenn farming. Pllants were preparedpin old commod
des, washba
asins, shoes, bottles anddother pots anda pans. Th
he idea was to spread th
he message aboutarecycliing and reusing things ass well as theeidea that ga
ardening neeed not be verry expensive. Organic kittchen plants,, herbs and sseeds were sourced frommVividhara an NGO workking towards organic planntation and saving the trraditional seeeds. The visiitors showeddlot of intereest in the sho
ow as well ass appreciatedd the contribution of people with disa
abilities.

Innovvative Decoorations
at thet Flower ShowLandd Life skills
Access to Leisure
Four adult members who
w were alwaysacoop
ped up at ho
ome planneed and went for outstaation trip tooorie supported by AAD
DI Staff. It was
w a new experienceefor few of them sincee
Dehradun and Musoothey had gonegout foor the first time witho
out the pareents. Members enjoyeed staying togethertinnhotel, visiting places ofo tourist interest and shoppings.

Glimpses ofo the Outsstation Trip

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0

Diwali Mela

Winter Fesstival

The Diwali Mela
M was heeld on 31st October.
O
All Winterfestivalfthe members actively participated ini planning was held on
o 19thof the eventt.
December 2015.
Members
On the day of the evennt, there werre different participatedstalls sellin
ng Diwali giftgitems, decorated enthusiasticallycandles & diyas,dladiess suits, cushiion covers, in organizing thefromtable mats, block printeed dupattas etc.
e Few of eventtothese stallss were putt up by peeople with planningPa
articipationn at the Gamme stalldisability. There
T
were sttalls by somee individual implementa
ation.
vendors andd NGOs like Yes We Can,, Craftkari, The eventt was planned in a way that there was
Kriti and Ju
ugaad. Adultt members werewlinked something of interest fo
or all age gro
oups.
to these NG
GOs to suppo
ort them on thet stalls.
There weree games for alla age group
ps which werre designed
Design yourr own diya was
w a speciall attraction to be accesssible to all. There
T
were sstalls selling handmade
for all. Gueests, especia
ally the chilldren were products likke handkerch
hiefs with croochet lace, crochetclacehappily cho
oosing colorrs and acceessories to plate coverr and Bandaarwar, Laced Table Matss etc. Theredecorate thheir own diyaas. It was ann enriching were otherr stalls selling gift items like jackets,, sweaters,
experience forf the one anda all.
woolen soccks, mufflers, wallets, bellts etc.
Children co
ould be seenn getting tatttoo done usingucolorswithout piiercing. Sma
all and younng girls weere happily
getting their hair brraided. Therre were sta
alls sellingokies and ccupcakes. Att the foodchocolates,, cakes, coo
court, peop
ple were en
njoying hot mixed vegetable soupwhich wass prepared and sold by the coo
oking clubmembers.

D
Diwali
Decorrations Stalll

The highlig
ght of the winter festiva
al was the phhoto booth
which hadd large bacckdrops of hot air ballloons andbuildings. Children annd adults allike were posingpandgetting theemselves cliccked. They were happilly showing
the photog
graphs to all.. Adding to tthe festive atmospherea
was the reecorded mu
usic and livee performannce by themembers of the Music Club.
CChildrenn at the pho
oto boot
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1

2.2 Capacity Building of families
Parent meetings and Trainings:
Families are one of the primary stakeholders and resources available to persons with disabilities.
The progress of the child is closely dependent on the environment the child is in especially foryounger children. It is important for parents to be in good mental and physical health in order tolook after the needs of the child. Work in these crucial years focuses on work with parents andtransferring skills to them to look after the needs of their child, focusing on developing
opportunities in life they would like to enjoy just as all other children do.
This year parent training and parent meetings were held with specific age groups like 0-3yrs, 36yrs, 6-18yrs, 25years and as well as for parents across all age groups. Information was sharedwith parents as per the need of the group like preparation for school, importance of going toschool ,on different schemes and government processes such as making a disability certificate
and availing Niramaya Health Insurance. The effort was to understand their needs, share AADI
processes and perspective, educating them and sharing information about accessing health,education, recreation services in the community.
During the meetings one of the needs that emerged is that of specific therapy, and parents alsosuggested transport as an issue for not accessing services. In all 83 families were linked toparent trainings and 33 were linked to parent meetings. The follow up was organized withindividual families.
2.3 Link to Community Resources
The care plan process aims to facilitate access to services by linking persons with disabilities andfamilies to resources in the community, with the aim of developing comprehensive services fora 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 the families to resources, developing/creating access to services/resources/events, training of parents/caregivers, crisis intervention;
direct interventions are a part of the care plan process.
Access to Health Resources
A total of 107 people were referred to various health resources in the community for 45 for Mental Health Issues
 10 for Epilepsy
 32 for Orthopedic Interventions
 9 for Surgical Interventions and 3 for Nutritional Guidance 38 people were accompanied by the team to facilitate access to Health Resources

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Access to Financial Resources

3.

146 individuals availed financial
assistance for various needs
including care giver support, aids
and appliances, educational fees,
medical services and medicines andtravel and transport.

Access to Government Schemes/Provisions
Support was provided to families to accessgovernment schemes & resources.

88 individuals acquired a Disability certificate

60 people registered/renewed Niramaya
Health Insurance Scheme
26 Legal Guardians were appointed by local
level committees.

36 linked to government disability pension

Sambhav Resource Center

Sambhav – Making Inclusion Possible is a project of National Trust in collaboration with AADI and
Saarthak. Sambhav is a National Resource Centre that showcases assistive devices, hardware andsoftware for persons with disabilities (PWD) besides demonstrating concepts of Universal Design
and independent living. A total of 458 persons visited Sambhav this year.
There were 146 Architecture students (School of Planning & Architecture) and Nursing students of
Jamia Hamdard, 94 professionals from various fields like acting professionals from England, A
Team of 3 from Japan & 2 MSJE officials 21 trainees and interns from SOIL, School Of Social Workvisited.
The resource center was also utilized by the teams in care plan process for demonstration andconducting assessments in various life domains. This year 162 families and persons with disabilities
were provided with demonstration and 35 assessments were conducted in the center. It was alsoutilized for providing hands on training to 46 persons with disabilities in computer skills.

Nursing students from Jamia Hamdard
University

Annual Report 2015-16

A member using Contrast Enlarged Font Colour
Key Board

23

SECTION II: CAPACITY BUILDING OF RESOURCES
There is a significant gap in the number and quality of human resources required to implement
rights based disability programs. The training is traditional and is steeped in the medical
impairment model rather than the social model of disability. The focus of our training this year
was to sensitize and build the capacity of human resource to provide inclusive services in the areasof education, employment and health to persons living with disability in their communities.
4. Inclusive
Education
Resource
Development
4.1. BAG Project in
Alwar, Rajasthan

5. Inclusive
6. School Of Rehabilitation Sciences:
Employment Resource 6.1.Training programs for Professionals
Development
6.2 Trainings / Workshops attended by AADI
staff
6.3 Supporting Internships of Students from
Other Training Institutes
6.4 In house Staff Training Program

4.2. MCD School
Project in Delhi

4. Inclusive Education Resource Development
4.1 BSS-AADI-GEF Project on Inclusive Education
The BAG project on inclusive education is a collaborative initiative of three organizations, Bodh
Shiksha Samiti (BSS), Action for Ability Development and Inclusion (AADI) and Good Earth
Education Foundation (GEF). It aims to ensure that all children have access to quality education,
including children with disabilities, within the catchment area of the thirty nine BSS schools.
The project is located in Alwar which is a district in the state of Rajasthan, in India. The district has
12 sub-divisions or blocks.
Till date a total number of 886 children with various medical or health issues have been identified
in the schools. Since the last one and a half years 570 children have been identified. Approximately
55 percent are males and 45 percent are females.
The objectives of the project are:●●●●

To increase access to educational opportunities for all children, including children withdisabilities in the catchment area
To equip teachers with information and skills that address diversity in their schools, with afocus on children with disabilities
To equip teachers, parents and community volunteers to access community resources, toaddress the needs of people with disabilities
To document best practices for inclusive education, at the end of the project period

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Activities envisaged
e
w
were
aimed
d at:
●

●
●

●

Increeasing the level of knowledge annd skill basse of the 175
1 teacherrs and supe
ervisors, tooenhaance the micromlevel skillssfor including children in th
he classroom
m processe
es-includingg
plannning, teachiing strategies, evaluatiion and accoommodatio
ons for diffeerent impairrments.
Integgrating this knowledgee base into BSS’s regulaar training processespsso that therre are moree
oppo
ortunities fo
or teacher to revisit and for them to continuee to learn fu
urther.
Conttinued capacity building of skill an
nd knowledge base of thet Bodh teeam which would leadd
to in
ntegration of these skkills into th
he BSS inte
ernal functtioning, training and monitoringg
processes.
Conttinuation off medical intterventionss.

Teacher annd School PrincipalP
Traaining in Maay 2015:
●
●

●
●
●
●
●

A fou
ur day trainning program was con
nducted in Bodh
B
goan attended b
by total 69 people -24
4princcipals, 42 teeachers and 3 coordinaators.
Trainning focused on formiing a commmon inform
mation base among teaachers and principals,,
undeerstanding current strrengths andd informatiion gaps; andaidentifyying challenges beingg
curreently faced and possiblle ways to overcome
o
th
hem.
Inforrmation on impact of impairmen
nt, strategie
es and matterial for laanguage teaaching in adiverrse class shaared.
Teachers prepaared multi-sensory teaching aidss and weree guided oon teachingg of Mathss
conccepts
Sessiion on undderstandingg and teacching of liffe skills, especially fo
or children
n who finddacademic learning difficult and uninteresting.
d responsib
bilities towaards the enntire schooll
The principal’s group dwelled on theeir roles andsool.
and specificallyfor ensuring inclusive processes in their scho
The teacherst
grroup had a discussiondo the impo
onortance of planning an
nd ways of planning att
vario
ous levels fo
or a diverse class, endeeavoring to be inclusivee

Principals sharingg a vision off their schooolsThroughh the songss they compposed at AA
ADI

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port 2015-1
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Teacher Training a
at Bodh Gao
on

25
5

Interventio
on for addrressing med
dical needs--Out of totaal 886
children identified till date appro
oximately 37
76 requiredd
supports inn accessing medical care services during this period
and approxximately 46
64 visits werre made to facilitate thhese
medical intterventionss.
●

Apprroximately 27
2 children underwentt ear operations andeye surgeries.
s
T local medical care resources identified
The
in AlwarA
blockk continue to be acccessed by the local
Eg
EyethisCheckup
uod and onlyy
medical services. 328 visitss were madde to these local resou
urces duringperio
52 visits were mademto Delhhi for operaations etc.

●

S
Eye Center,C
Thaanagazi took the initiattive to orgaanize eye chheckup cam
mps again inn
The Shroff
BSS schools.
s
A totaltof 237
7 children reeceived spe
ectacles afteer an eye exxamination. They plann
to coontinue orgaanizing suchh camps.

Education Research CenterC(ERCC) Trainings in May 201
15:
The orienttation of th
he memberrs of the Education ResourceR
Ceentre (ERC)) was atten
nded by 13
3people andd was held on 21st andd 22nd May 2015 in Ku
ukas. On firsst day, theyy were updated aboutt
work carrieed out in th
he last four years undeer the BAG project.
p
ERC
C members shared their roles anddresponsibilities.

ERC trainning in Octo
ober 2015
Organizatio
ons visits werewplanned for ERC teeam of Bod
dh to get exposure regaarding educcation workk
with childrren with dissabilities. Six ERC mem
mbers came to attend thet trainingg. As per plaan, the ERC
Cteam visiteed ‘Suniye’ and ‘NAB’ organizatio
ons to get exposureereegarding wo
ork with ch
hildren withhhearing an
nd visual imp
pairments. ‘Suniye’ believes in fulll inclusion.
In conclusiion AADI annd BSS teamm, worked wellw togethe
er. Joint effforts have leed to positive changess
in children
n’s lives, teaachers, principals and coordinatorrs skills. Furrther innovvations are required tooaddress peersistent isssues like irrregular atteendance. Th
hus as stateed last yearr as well, evven thoughhmarginalization, diversity and powerp
disparities conttinue to im
mpact the lives of peersons withhdisabilitiess negativelyy; all the three organizzations rem
main committted to brinng about a change, byy
working toogether to address thee issues and appearedd to have madema positive differe
ence in theelives of children.
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6

4.2 MCD School Development
AADI is working on a 5 year project in 5 schools run by the Municipal Corporation Delhi (MCD), 2
with South MCD (SDMC) and 3 with the North MCD (NDMC). Work in these schools involves
capacity building of teachers to address the diversity in their classrooms.
Trainings:
Training in widening the perspective of teachers into addressing the needs of all children including
the ones being left behind or out was done in both the North and South MCD. In North MCD the 3schools in Ballimaran –Charkhewalan, New Ballimaran and Fatak Badwala. Meeting with the 3
principals, observed the classes of the new teachers and held a meeting cum training of 9 newcontract teachers. We have also connected with the 3 classes of Teach for India (TFI) fellows,which are English medium but doing quality work with the children.
Teachers meeting cum training in Sangam Vihar school was organized for 11 new contract
teachers. There was good interaction and some teachers could share their experiences withchildren who are slow and behind. They were given “Divaswapna”, a story of a teacher’s journey
against odds to connect with the students and help them to learn with joy. A list of 11 children
with disabilities in the school was shared by the principal. The teachers were guided as per theneed of the individual client. Physiotherapist and educator from AADI assessed the child. A
wheelchair was recommended for outdoor mobility and they were asked to come to AADI for
follow up.
Community Awareness Raising:Two community awareness raising visits one each in Ballimaran and Sangam Vihar along withanother street theatre group were conducted. Both included persons with disabilities as part of
the team, directly interacting with the community. Teach For India fellows organized an
information sharing and interactive session for the entire school staff, children and parents. They
shared through a presentation all the schools resources, capacity, student details etc. They had
also invited the local RWA president, the MLA and commissioner. We took the opportunity andshared about AADI and its work in MCD schools. A project on Swachta Abhiyan was started withthe teachers. The idea was to understand that basic hygiene is as necessary for children as theteachers themselves.

Community Awareness Raising through Street Play
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27

5. Inclusive Employment Re
esource De
evelopmeentWorking withw employyers to senssitise them tot the abilitties of peop
ple with disaabilities andd the needto provide adaptation
ns and assisttive technology at the work place, is an integgral compon
nent ofehe key issuees is the lackk of exposure of thecreating reesources forr inclusive employment. One of thindustry too the abilitiees of peoplee with disabbilities in reaal work situ
uations. Inteernships at job
j sites
helps to chhallenge this mindset ofo the industry, as theyy realize that people wiith disabilitiies havethe knowleedge and caapacity to perform variious job rolees. It is ofteen negative attitudes and the lackof reasonaable accomm
modations ata the work place, thatt adversely impactsitheeir contributtion, andnot becausse of an inability to perrform the roole.
AADI was selected too be part off the core groupgof thee Persons withw disabiliity Sector Skill
S Councill(PwD SSC)), to devellop skill seets for different vertiicals, in coonsultation with Sectoor Skills off
industries like hospitaality, retail,, banking and the IT in
ndustry. Naational Skill Developme
ent Councill(NSDC) wasw
coordinnating this process. AADI put together recommen
ndations fo
or assistivee
technologyy and reaso
onable accoommodation
ns for peop
ple across disabilitiesdaas part of ana Advisoryy
Note for diifferent job roles at thee request of NSDC.
An initiativve was undertaken tow
wards creatting films too showcase successes in the emp
ployment off
disabled young adults, of covering differen
nt sectors like Hospitaality, Retail,, IT/ITES an
nd Banking..
Four peop
ple with dissabilities werew
selecteed in the urban
uarea,, to docum
ment the liffe journeyss
towards work,w
besidees the impaact of beingg economicaally self suffficient on ttheir lives. TheseT
filmssare being made in coollaboration with Splat Studio. The scripting and shooting of the four films iss
complete anda work onn the editinng has begun.
Mohit AroraA
is a 26 years old person started wo
orking as aprobatio
onary officerr at the Pu
unjab and SSind Bank Jehangirpuri,
J
Delhi. Mohit
M
was alw
ways a hardw
working and a bright student. Beforee
joining thet bank, he used to takee tuition to ssupport his fa
amily. Mohitt
has Cereebral Palsy.
Mohit wantedw
to get into bankinng. He was fa
acilitated by AADI to joinna coachhing centre whichw
prepares aspiring candidates to face theeinterview
ws confiden
ntly. The coachingcga
ave him th
he requireddconfidennce and Moh
hit could clear the intervview. He gott selected inn
Punjab and Sind Ba
ank. His firstt appointment was in Punjab
Pstate.
Mohiit was appreehensive of jooining the ba
ank in Punja
ab as he wass
worriied about hiss father’s heealth conditioon. He was supportedstoorefer to the headd office at Deelhi where th
he HR perso
on supporteddhim and he was transfeerred to Delhi from Punja
ab. He underwent trainin
ng in the Delhhi head office and joineddin the Jehanngirpuri brannch. He is now
w well settleed as a proba
ationary officcer at the Punjab and Sin
nd bank.

Mohit ata Punjab an
nd Sind Ban
nk

Mohit likess to meet new
w people andd make friends. He loves to write poeetry and veryy soon his poetry is goingg
to be publisshed in Punja
ab & Sind Bank magazinee. Today he isi most satisffied with his present worrk profile. Heetakes out tim
me to teach children fromm nearby slu
ums. This is his
h way of con
ntributing ba
ack to the soociety.
His mantra for life is: NeverN
to give up. He wish
hes that the parentspof all children prrovide opporrtunities anddtthey cann manifest th
heir true poteential.
support so that

Annual Rep
port 2015-1
16

28
8

6. School of Rehabilitation Sciences
6.1 Training programs for Professionals
Half day training was conducted for teachers from the VISHWAS, an organization whichruns an inclusive school. The focus was to orient teachers on alternate communication
methods for children with disabilities. Prior to the session, observations of children weremade within the classrooms. This session was attended by 15 teachers and served as abase for a more detailed and specific session which will be conducted in the next quarter.

Training held at VishwasAfter a massive advocacy effort conducted by activists with disabilities with the Bureau ofCivil Aviation Security (BCAS) and Central Industrial Security Force (CISF) on the issue of
mistreatment of people with disabilities at airports by security staff, the CISF has agreed totake on training of its personnel across 37 different cities. AADI has been listed as one of theresource organizations for training and sensitization of CISF officials. Even within Delhi, there
would be approximately 4500 personnel to train where 20 trainers would be required.



Sensitization and perspective building sessions on disability were conducted at Jesus & Mary
College and Kamla Nehru College. The impact of the session was that 2 students are now
volunteering at AADI.



A 3 hour session on the condition of Cerebral Palsy and Interventions was held for 20
students of the Advanced Diploma in Child Guidance and Counseling conducted by NIPCCD.
The session was interactive and a first exposure to childhood neurological disability for mostparticipants and was well received by participants.

A session was conducted for 65 Master trainers of SSA from different States of the country
on Inclusion of Children with Cerebral Palsy in classes. Master trainers will further train SSA
resource people, placed in government schools, in their States. The session provided an
initial sensitization for the Master trainers on possible accommodations and minimizing ofenvironmental and attitudinal barriers.

Two sessions, one on locomotor disability and one on inclusive education were conducted
for approximately 20 students of the Diploma Course in Special Education conducted by
Action for Autism.

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29

6.2 Trainings / Workshops attended by AADI staff
The different Trainings and workshops attended this year have helped keep abreast of latest
developments in the field, contribute to National level discussions and take the learning back to
people with disabilities and their families. Highlights of different seminars and conferences
attended are given below:

Two staff members attended workshops organized by TIE (The Indus Entrepreneurs)‘Towards an Inclusive workplace: series of workshops on different models for training and
Employment’. The workshops gave insight into the need for sensitization, job mapping, prevocational training etc.



The 2 day meeting of the National Committee on the Rights of persons with Disabilities
organized by NCPEDP was attended by 7 staff members. The meeting focused on
Accessibility in the Built Environment & Accessibility related to ICT and brought together
ways of addressing barriers in this area & facilitating the group of persons with disability as
leaders.



A meeting of organizations registered with National Trust was held at Muskaan and attendedby 1 staff member.

Participated in the regional roll out workshop for ‘Handbook on Including Children with
Special Needs’ organized by NCERT. The purpose was to orient approximately 55 trainers
from 10 different states on the curricular adaptations and accommodations needed forchildren with disabilities at the primary level.

Participated in a review workshop conducted by NCERT to review language books (Barkha
Series) and give suggestions on how to make them more user friendly. Suggestions were
given on improving the clarity, illustrations and layout. These will be collated by NCERT.



NCERT workshop
Participated in the orientation conducted by Equal Opportunity Cell, Satyawati College, Delhi
University of students with disabilities. Information was given on AADI and its work. There
was an opportunity to interact with faculty members teaching a student associated with
AADI.
Equality +20, a two day conference was attended by a group of 8 people from AADI. This
included 4 staff members and 4 youth with disabilities, 3 from the urban programmed and 1

Annual Report 2015-1630

from the rural programmed. Equality +20 was jointly organized by NCPEDP and American
India Foundation and supported by Mindtree. It was organized as a celebration of 20 yearsof existence of the Persons with Disabilities Act of 1995. Different leaders of the disability
movement, including Ms G Syamala from AADI, spoke on the history of the disability
movement and the passing of the 1995 Act. There were sessions on disability, built
environment and transport; ICT and Accessibility and Employment. A book “20 Stories of
Change,” highlighting 20 stories of people who used the law to access their rights and createa change in their lives . It was a good experience for the younger members with disabilities
as they got a lot of information on the current issues.


A half day workshop “The Power of Roles: Ideas that Matter in Disability Work was organizedby Muskaan and was attended by 1 person. Resource people from the Keystone Institute,the training wing of Hans Foundation conducted the training.



A one day workshop on International Classification of Functioning, Disability and Health washeld in Bangalore, organized by Mobility India. Ms Catherine Sykes, Professional Policy
Consultant WCPT and WHO Co-chair Functioning and Disability Reference Group was theresource person. The workshop covered the basics of ICF and the coding system. Examples
of how ICF is being used were demonstrated. For many participants it was a first exposure to
ICF. AADI’s ICF based assessment tools were shared with the resource person who gave
inputs and suggestions.



One person attended a one day National Conference on Special Abilities, breaking down the
Barriers & Role of Industry organized by CII to understand the current scenario for people
with disability in the employment sector, to understand the barriers.



2 day Techshare workshop was attended by 4 people from AADI and was useful inunderstanding the role of technology in improving accessibility and breaking the barriers in
different sectors like education, employment, recreation etc.



3 day Music Education Seminar organized by IGNCA was attended by 2 people with the focus
of linking music to education for people with and without disabilities. AADI presented on theexperiences of the learning with adult members of the music club.



A 2-day training organized by NCPEDP on conducting Access Audits was attended by 2
people from AADI. It was useful to get familiar with international standards of measurement
and formats for reporting.



Two day workshop organized by IICP on Ageing and Cerebral Palsy and on Feeding andSwallowing Difficulties in Cerebral Palsy, conducted by Susan Balandine, Speech andLanguage Pathologist from Deakin School of Health and Social Development, Australia wasattended by one person.

A one day workshop “Towards an Inclusive society Workshop series-3”, organized by TIE(The Indus Entrepreneurs), was attended by one person. The workshop provided a forum to

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31

learn from experiences of people from corporate sector who have adopted inclusive
employment practices and highlighted the need for sensitization, job mapping and working
in collaboration.


A one day meeting was attended by 2 people at Delhi School of Social Work, Social Work
Department, Delhi University to discuss the field work and placement of their students.



2 inspections were conducted for RCI of Spastics Society of Tiruchirapalli and NIEPMD in
Tamil Nadu. Both these organizations conduct courses affiliated to RCI.



Meeting was held at Ambedkar University to discuss issues with accessibility in the campus.
A follow-up meeting was held in AADI and suggestions given to improve access.
6.3 Supporting Internships of Students from Other Training Institutes



Four interns from School of Inspired Leadership (SOIL) have completed their internship at
AADI in the last year. 3 new interns from SOIL have joined from the end of June for a year’s
period, They are being given an exposure to the work at Ujala and are also being linked to
the various aspects of the Jeevika work. The focus of the internship is to support the Jeevika
process of skill training and linking to employment of adults with disabilities. They have beenpart of various activities such as the employability workshops, interacting with people withdisability and understanding the specific and general soft skills at work.

Shiva Dawar from the Symbiosis Institute of Media and Communications, Pune completed amonth’s internship at AADI in June. He helped to put together the script for theemployability films on four adults with disability.

One student from The British School was given an opportunity to be part of different AADI
activities including interacting with people with disabilities at Ujala for about 4 days as an
exposure to an NGO working in the field of disability.



2 students from Jesus and Mary College are interested in work with young people withdisabilities in the areas of Art and providing academic support. At present they aresupporting in the Art Club.
6.4 In house Staff Training Program

The first sessions of the year took forward the trainings from last year on working effectively
as an ADIT team member, focusing on addressing all needs of the person across age groups.

This was followed by training on the area of data collection and documentation. Based on
feedback from last year, a new format was developed for the monthly collation of work
done with individual clients. The staff was trained on using the tool and after completing one
set of collations a follow up session was also conducted.

An area that came up as a further need for training was on the use of Excel. A subsequent
training for 15 ADIT team staff members was conducted by the organization ‘I volunteer’ on
the use of ‘Excel’ for data collection, collation and analysis. The session was interactive andAnnual Report 2015-1632

the people found it very useful. There needs to be internal follow up of the training toconsolidate learnings.

Staff Training Conducted by ‘I volunteer’A comprehensive training program for assessments was conducted. During the months ofAugust and September, sessions were held on early years, reading, math, communication,
mobility, self care, life skills, computers and work skills assessments. The focus of thesessions was to reiterate and review the importance of the area as well as to introduce ADIT
team members to the assessment format in that area.

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SECTION III: AWARENESS RAISINGThe film ‘Margherita with a Straw’ is the story of a disabled women’s discovery of her
sexuality. TV channel Headlines Today had one of the episodes of their chat show ‘Couchingwith Koel’ on this theme, with the shooting held at AADI. The director of the film, Shonali
Bose and the actress playing the lead, Kalki Koechlin were both interviewed by Koel Purie. A
group of approximately 25 people with different disabilities were part of the audience andgot a chance to raise disability related issues.

The Panelists

The audience during the shoot

Two young people with disabilities had a chance to participate in an interaction with the
Global Advisor on Disability to the World Bank, Ms Charlotte Mc Cain, and put forward theirissues. Ms Mc Cain was keen on having an interaction with young people with disabilities tohave an understanding of their issues before meeting up with the minister for humanresource development the following day. It was a lively interaction of young people where
issues like physical inaccessibility in schools and colleges, attitude of teachers, inaccessible
school/ public transport, unavailability of sign language interpretation, unavailability ofbooks in alternative formats, low payment to scribes, attitudes of employers, extra expenses
incurred by students with disabilities on private transport, assistive aids etc. were discussed.

Approximately 15 people from AADI participated in the peaceful candlelight vigil organizedby the Disability Rights Group to protest against the delay in the passing of the proposed
New Law.

Candlelight Vigil
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SECTION IV: FINANCIAL STATEMENTS

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SECTION V: STAFF LIST (AS ON MARCH 2016)
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 ■ *Neelam Dutt ■ B. Anuradha ■ Shahana Chakraborty ■ Meenu Manchanda■ Sheetal Batra ■ Praveen Kr. Singh ■ Darsana Khir ■ Jitender Tomar ■ Sarfaraz
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■ Minakshi Sharma ■ Nisha Sawhney ■ Rajeev Uppal ■ Yuna Noor ■ Vinay Viz
Jr. Assistants / Receptionist■ Muthu Subramanium ■ Neena Sharma ■ Pankaj Kapoor ■ Sanjay Sharma ■ Uttam Mandal■ Chetan Razdan ■ Atul Mohan Mehta ■ Gurucharan Singh
Non-Technical Staff■ Ajit Baxla ■ Amar Singh ■ Anita Devi ■ Bimla Chauhan ■ Birender Kumar ■ Gyanesh Tyagi■ Hans Narayan ■ Jai Singh ■ John Kindo ■ Jokhu Ram ■ Kaleshwar Singh ■ Kamini Prasad■ Meen Bahadur ■ Meena Singh ■ Meera Devi ■ Nagender Yadav ■ NandLal Sharma ■ Nirmala
Devi ■ Om Prakash (Jr.) ■ Om Prakash Chauhan ■ Ratankali ■ Shanti Paswan ■ Sovan Singh■ Sunehar Singh ■ Surender Mishra ■ Suresh Kumar ■ Upender Yadav ■ Vishwajeet* Left during 2015-2016
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 ■ Richpal Kaur ■ Roshini Sarah ■ SarbatiLal■ Sukhbiri Devi ■ Kailasi Devi ■ Omvati Devi ■ Rajwati Devi ■ Shakuntala Devi ■ Phoolwati Devi
■ Kela Devi ■ Kela Bati
* Left during 2015-16

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SECCTION VI : GOVERNING BODY
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 :Mr. Alok Sikka
B.A. (Delhi University)
Post Graduate Diploma in Journalism
Journalist
Ms. Kamla Bhasin
M.A (Economics) Rajasthan University
Advisor, SANGAT
Mr. Praveen Kumar Gurunath
MSW, (Community Development)
Program Manager, VSO

Dr. Mathew Verghese
MS Orthopedic (Surgery)
St. Stephens’ Hospital
Ms. Veena Kumar
M.A. English, (Kanpur University)
Volunteer, Resource Mobilization
Ms. Anjali Kapoor Bissel
M.Sc. (Health Care Administration)
Hospitals Administrator
Indraprastha Apollo Hospitals

Mr. Sanjay Dutt
Chartered Accountant
Equities Broker and / Investment Banker Adviser

Mr. Rakesh Thukral
Graduate
Managing Director
Edelman India Private Limited

Mr. Amit Misra
MBA- International Business,
Indian Institute of Foreign Trade, New Delhi
Management Consultant, IMS Health

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

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

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37