GEF -BSS-AADI
PROJECT ON INCLUSIVE EDUCATION

Project report: August 2011 to January 2012

TABLE OF CONTENTS

1. INTRODUCTION
1.1 Context………………………………………………………………………………...1
1.2 Geographical location…………………………………………………………………2
2. PROJECT ACTIVITIES
2.1 Sequence of activities with timelines………………………………………………….4
2.2 OBJECTIVE: To increase access to educational opportunities for children withdisabilities
2.2.1 Understanding children with disabilities through assessments……………………..3
2.2.2 Intervention for addressing medical needs …………………………………………5
2.2.4 Children’s profiles ………………………………………………………………….8
2.3 OBJECTIVE: To equip teachers with information and skills to address diversity
2.3.1 First two trainings……………………………………………………………….…..82.3.2 Training in Delhi……………………………………………………………….…..10
2.2.3 School visits………………………………………………………………..………12
2.4 OBJECTIVE: To equip teachers, parents and community volunteers to access
community resources, to address the needs of people with disabilities.............................14
2.5 OBJECTIVE: Document best practices for inclusive education
2.5.1 Challenges………………………………………………………………………….15
2.5.2 Learnings…………………………………………………………………………...17
3. KEY ACCOMPLISHMENTS…………………………………………………...….17
4. FUTURE STEPS ...…………………………………………………………………..18
5. LIST OF ANNEXURES…………………………………………………...………...20

BSS-AADI-GEF PROJECT ON INCLUSIVE EDUCATION (BAG:IE)
Project report: August 2011 to January 2012

1. INTRODUCTION
This project is a collaborative initiative of three organizations, Bodh Shiksha Samiti(BSS), Action for Ability Development and Inclusion (AADI) and Goodearth 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 objectives of the project are:
• To increase access to educational opportunities for all children, including children
with disabilities in the catchment area
• To equip teachers with information and skills that address diversity in theirschools, with a focus on children with disabilities• To equip teachers, parents and community volunteers to access community
resources, to address the needs of people with disabilities• To document best practices for inclusive education, at the end of the project
period
1.1 Context
Historically, persons with disabilities have been marginalized and excluded from theircommunities, all over the world. They continue to be excluded today as well. This
exclusion occurs across all spheres of life.
India is a country where numerous groups are marginalized based on caste, poverty,
gender, disability etc. Persons with disabilities in India remain one of the mostmarginalized and vulnerable groups. They continue to be largely invisible and facediscrimination on a daily basis in their lives. The majority live in rural areas and a vast
majority belong to a lower income group.
According to the 2001 census, persons with disabilities constitute 2% of the total Indian
population. Non governmental organizations working directly with persons withdisabilities estimate that, persons with disabilities constitute 4 to 6% of the total
population. The low figures in the census 2001 are attributed to people being left out,
people hiding their disabilities because of the associated stigma and the impairment focusof the definitions adopted.
Only a few have access to educational services, which have largely been segregated innature. Irrespective of various policy initiatives, the present coverage of students with

1

BODH- AADI- GEF

disabilities in general education is estimated to be merely 0.74%1. Special schools arevery few in numbers and exist mainly in urban centers. Special school services areavailable due to the sporadic efforts of non governmental organizations (NGOs), which
dominate the disability sector.
1.2 Geographical location

Alwar is a district in the state of Rajasthan, in India. The district has 12 sub-divisions or
blocks. According to Census 2011, the total population of Alwar district is 3,671,999.
The literacy rate is 71.68%. While 85.08% of the males in the district are literate, only
56.78% of women are literate. This reflects the low status of women in the community.
There are 5,281 schools in the district, according to the 2008-2009 DISE district report.
The total number of children enrolled in schools is 138,179 of which 4,735 are children
with disabilities.

1

The total number of children enrolled in schools in India is 187,867,596. The total number of children
with disabilities enrolled in schools for the entire country is 1,402,817.

2

BODH- AADI- GEF

Thanagazi and Umrien blocks are the two most socio-economically deprived blocks in
the Alwar district. When BSS initiated its work in these blocks, in 1999, the educational
status was in an abysmal state. Female literacy as per the census 2001 was as low as 26%
in Thanagazi.
2. PROJECT ACTIVITIES
2.1 Sequence of activities with timelines
Activity
Pre project exploratory survey
Project ApprovalFirst teacher training at Bodhgaon in Alwar
Second teacher training at Bodhgaon in
Alwar
Understanding children with disabilities
through assessments
Medical follow up in Delhi : First visit

Dates
29 and 30 April 2011
August 201125, 26 and 27 August 2011
20 and 21 September 2011
22 to 26 September 201112,13 and 14 October 2011

Medical follow up in Delhi : Second visit
Medical follow up in Delhi : Third visit
School visits

19 and 20 October 2011
7 November 2011
First visit: 8 and 9 November 2011
Second visit:16 and 17 November 2011
December 2011
8 December 201121 December 2011

Medical follow ups at Delhi : Fourth visit
Project Review meeting
Delhi training planning meeting-BSS and
AADI team
Third teacher training in Delhi

10,11,12, and13 January 2012

The following sections provide brief descriptions of the above mentioned activities whichhave been organized under their respective project objectives.
2.2 OBJECTIVE: To increase access to educational opportunities for children withdisabilities
In fulfillment of this objective specific activities related to children were carried out,
which included assessments and medical interventions.
2.2.1 Understanding children with disabilities through assessments
Assessments of children from BSS Schools were conducted at Bodhgaon, from the 22nd
to the 26th of September. All the sixty eight children with disabilities, identified during
the survey of 10 schools (at the exploratory stage of the project) were invited toBodhgaon. In all sixty one children turned up to meet the team, during these days. Theycame to Bodhgaon, accompanied by their teachers and family members.

3

BODH- AADI- GEF

The objective of the assessments was to gather baseline information, about the children
and provide suggestions for issues which needed immediate intervention. These issues
were related to different life domains like learning, mobility, and self care. Questions
related to medical needs and disability certificates were also asked. Furthermore the teamattempted to challenge any instances of extreme isolation or stigma, being faced by achild.
Six multidisciplinary teams used the care plan forms (translated in Hindi) to collectinformation about the children and their families. Equipments required for impairment
specific assessments, had to be taken from Delhi, due to its lack of availability at
Bodhgaon.

Group activity for families and children in Bodhgaon

Each day began at 9 a.m. with a group activity for rapport building and informal
observations of children’s abilities, skills, interactions, confidence etc. by the teams.
After the group activity the team interacted with children individually. Each team had toobserve 4-5 children a day and give suggestions to the BSS staff to follow. The AADI
team had to ensure that no information or crucial recommendation was left out. In theevening the entire team had a debrief meeting, to identify learnings and challenges. The
team also visited the homes of some children, to acquire a better understanding of theirfunctional abilities, in familiar environments.

4

BODH- AADI- GEF

An AADI team member with the mother of a child with disability named Kali,during a home visit

After this activity, plans for medical interventions for children, were made in Delhi and
Alwar.
2.2.2 Intervention for addressing medical needs
The team gave suggestions for medical interventions to forty six children, out of the sixty
children they met in September. While eight children were referred to medical resourcesin Alwar, thirty eight children were referred to medical resources in Delhi. This became anecessity as the children needed urgent medical attention but the hospitals in Alwar were
found to be inadequate. They lacked the requisite experience and skills to address theneeds of children with disabilities. To facilitate their stay in Delhi AADI provided
accommodations for all the children and families in its premises. In all, out of the forty
eight identified children, twenty six children reached Delhi. The reasons for somechildren and families not being able to reach will be explored by the team, in its future
work.
First Visit for ENT Check-up & Hearing assessments
The first visit was made from the 12th to the 14th of October, for ENT and hearing checkups. Families of 12 children with hearing difficulties and other ear problems wererequested to come to Delhi accompanied by the BSS Coordinator. Finally 6 children with
their family members came to Delhi. They met doctors at an ENT Hospital. On the same

5

BODH- AADI- GEF

day, the measurement of the ears of children, for ear molds was taken by Star Key, an
NGO.
S.No Name

GuardianVillage

1

PushpaRameshwar Swami

Hari Singh Ki Johad

DOB/Age Suggestions
from medical
professionals
13/07/95 Hearing Aid

2

MasheshPrabhu Dayal

Kalameda

10/11/02

3
4
5
6

Poonam
Jhabbu Gujjar
KrishanSunil

Laxman Singh
Sisram Gujjar
Ganga Ram Regar
Bhughar Gujjar

Ambedkar Nagar
Ambedkar Nagar
Ambedkar Nagar
Meena Cooperative

08/11/04
20 years
02/07/98
13/07/07

Ear Operation

Ear Operation
Hearing Aid
Ear Operation
Speechimpairment only
Table 1: List of children who visited Delhi for medical consultation for hearing

Second Visit for Vision, Hearing, Physical & Neurological Assessments
A second group visited Delhi on the 19th and 20th of October. Out of the 24 children listed
for the second visit 18 children with their guardians came to Delhi. They met the doctors
at Venu Eye Hospital, St. Stephens Hospital and Kiwanis Aid. Doctors examined thechildren and shared the next steps with the families and BSS staff. At the eye hospital, 5children out of the 11 shown were suggested eye surgeries.
S.No Name

1
2
3
4
5
6
7
8
9
10
11

GuardianVillage Name

Age

Suggestions frommedicalprofessionals
Ritik
Rajesh Swami
Hari Singh ki Johad 18/06/08 Eye Surgery
SumitraRam Karan Gujjar
Hari Singh ki Johad 18/02/04 Eye Surgery
RakeshRam Karan Gujjar
Hari Singh ki Johad 05/05/07 Eye Surgery
HemrajHari Ram
Kalameda
15/07/03 Glasses
Giraj
Mool Chand Regar Ambedkar Nagar
25/12/97 Eye Surgery
JiteshMadanlalBhal ki Dhani
01/06/02 Glasses
DineshBhal ki Dhani
15/01/00 Eye Surgery
Aarti
Banwari Lal
Ambedkar Nagar
11/02/02 Glasses
DeepakBasanti Lal
Ambedkar Nagar
01/01/04 Glasses
Pawan
Jagdish Raigar
Ambedkar Nagar
03/07/00 Medication and
Glasses
Changa Ram Prabhudayal
Bhal Ki Dhani
12 years Referred to a
PhysicianTable 2: List of Children in the second visit for medical consultation for vision

Five children with physical difficulties visited St. Stephens Hospital. Two children were
examined by an orthopedic specialist, two children by a neurologist and one child by aurologist.
6

BODH- AADI- GEF

S.No Name

Guardian’s Name Village

12

VishwasSonu

Pannalal Balai
Rotishad

RoshanLal
MukeshDheeraj

Jagdish Dhanka

3
4
5
6
7

Radi
Hari Singh ki
Johad
MukeshMool ChandHari Singh ki
GujjarJohad
Shampoo Vanshidhar Gurjar Tavrala
Ambedkar Nagar

DOB/Age Suggestions from medical
professionals
11years MRI (Neurologist)
16/05/01 AFO (Kiwanis) & again
consult orthopedic specialist
11/02/
No surgery (orthopedic
specialist)
02/04/04 Surgery related to Urine
problem (Urologist)
04/05/05 Prosthetics (Kiwanis)

Jagannath Meena
Shriram Gurjar

Bhal ki Dhani
12 years Prosthetics (Kiwanis)
Hari Singh ki
12/03/07 CT scan & medication for
Johadepilepsy (Neurologist)
Table 3: List of children in the second visit to Delhi for medical consultation for physical &neurological assessments

Three children went to Kiwanis Aids for consultation and measurement of prosthetics andorthotics. Measurements were taken for all three children and they were promised adelivery of the aids within 15 days. Two other children were examined in Alps, a hearing
aid clinic and one of them was diagnosed with hearing loss and was suggested the use ofa hearing aid. The other child did not respond in the clinical settings and requires further
examination.
Third visit to Delhi
The third visit was made on the 7th of November. Three children along with their family
members came to collect hearing aids from Star Key.
S.No. Name Guardian’s name
VillageType of aid
1
Girraj Mool Chand Regar
Ambedkar Nagar
Hearing aids with ear molds
2
Pushpa Rameshwar Swami
Hari singh Ki Johad Hearing aids with ear molds
3
Jhabbu Sisram Gujjar
Ambedkar Nagar
Hearing aids with ear molds
Table 4: List of children who received hearing aids

Fourth Visit to Delhi in December 2011
In the fourth visit three children Jyoti, Sunita and Sonu came to Delhi. Sonu came tocollect AFO’s from Kiwanis and to consult the orthopedic specialist. The orthopedic
specialist advised Sonu to use the AFO on a regular basis. Jyoti was given medicines forear discharge.
The child named Sunita had been referred for a visual check-up in Alwar. The Alwar
hospital identified a hearing problem as well and referred her to an ENT specialist. The
7

BODH- AADI- GEF

ENT specialist in Delhi advised immediate surgery, to prevent further damage to her ear.
She underwent the surgery and the operation was successful. The family took the
initiative to visit the hospital on their own, after 10 days for a follow-up.
2.2.4 Children’s profiles
The AADI team documented their observations into individual children’s profile forms.
All the available information, about a child, was collated and documented in these
profiles. It included the team’s recommendations. Profiles were handed over to therespective teachers during the teacher training in January 2012, with further explanations.
2.3 OBJECTIVE: To equip teachers with information and skills to address diversity
Three group teacher trainings were held during this project period. The first two teacher
training sessions were held at Bodhgaon, for the teachers of the ten schools. The firsttraining was held from the 25th to the 27th of August and 22 teachers participated in thistraining. The second teacher training was held on the 20th and 21st of September and wasattended by 30 teachers. The third training was held in Delhi from the 10th to the 13th ofJanuary 2012 for 52 teachers. The methodology adopted in all the trainings was mainly
activity based, group and individual work.
2.3.1 First two trainings
The first two trainings presented the same modules for different sets of teachers. The
objective of the first two trainings was that the teachers would:••••

Understand diversity and the social model of disability
Understand impairments
Understand community mapping
Become familiar with assessment and care planningThus, the first module, on the first day was titled ‘Diversity and Social Model of
Disability’. It was a crucial module for perspective development and thus an entire day
was devoted to it. It aimed to build the teachers understanding about the similarities
within children, their needs and rights. It highlighted the fact that every child was uniquein their own way. They therefore, fulfilled their needs, in their own unique ways.
Children with impairments added to the already existing diversity in the classroom,
school and society. The module emphasized, that all children have the capacity to learn,in their own style and at their own pace. It is external barriers which create difficulties inchildren’s learning. A truly child centered approach to education would allow every childto learn, including children with disabilities.
The next session focused on mapping community resources. It was followed by a daylong session on ‘Understanding Impairments’ on the second day. Efforts were madethrough presentations and simulation activities to understand different impairments andtheir impact on learning.
8

BODH- AADI- GEF

The last session was on assessment and care planning, on the third day. The teachers
were expected to become familiar with the care plan tool and the process of using it togather comprehensive information about a child, family and the community. The training
ended with a discussion of the learnings and on the way forward. A trainer reports ‘It washeartening that all participants agreed to work with children with disabilities in theirschools, within the understanding of the social model of disability’.

Simulation activity for experiencing physical impairments

Simulation activity for experiencing visual impairment

9

BODH- AADI- GEF

2.3.2 Training in Delhi
After the second training, there was a project review meeting held in Alwar. In thismeeting, a decision was taken to organize a training at Delhi for all the 52 teachers.
AADI and BSS team members met on the 21st of December, to plan the four day training.
The aim of the four day workshop was to increase the skills of teachers in lesson
planning, teaching subjects and evaluating achievement and progress in an inclusiveclassroom. It was conducted from the 10th to the 13th of January 2012, by AADI inpartnership with a team from BSS.
The first session, on the first day began with a sharing by BSS teachers, about theusefulness of the teaching strategies, shared by the AADI team on earlier occasions. It
was followed by a session on lesson planning, as practiced by BSS teachers. Thereafter,
the AADI team provided inputs for making inclusive lesson plans, which would help
teachers in addressing the needs of children with disabilities, within the same class.
The second day began with a session on teaching languages to children with disabilities.
It emphasized the adoption of multi sensory and creative methods for teaching. This wasfollowed by a discussion, on accommodations and modifications of classroom practices
and teaching learning material, to include all children. In the next session, the BSS
participants shared their methods of teaching Math. This was followed by a session
focusing on including children with disabilities while teaching math. It stressed on
creating more opportunities and adaptations for specific impairments.
The third day started with the participants giving their feedback on the teacher trainings.
The next session focused on building an understanding on mental impairment. It
underlined the fact that, learning depends on the opportunities provided to a person, tolearn a particular skill. There was a discussion on the importance of using various senses,
in teaching any concept, to any child. The impact of a child’s disability on the family was
also discussed. Thereafter the participants went on a community visit, to the AADI Rural
Community Based Rehabilitation Program (RCBR) in Balabgarh, Faridabad in the
nearby state of Haryana. There they attended a community meeting, a session on working
with families and met a parents group.
The fourth day began with a sharing of the participants’ experiences, of the community
visit, with the AADI facilitators answering their questions. This session identified theneed for intensive work within the communities, in order to impact a child’s life in amore holistic manner. This was followed by a session on expectations, achievements andprogress of children’s learning. Through discussions it attempted to broaden the groups
understanding of success. Discussions emphasized the need to disengage the definition of
success, in education, from its current interpretation of being equated with academic
success.

10

BODH- AADI- GEF

Training in Delhi at AADI

11

BODH- AADI- GEF

2.2.3 School visits
School visits were planned with the objective of understanding the school environment,teaching practices in the classroom and child related planning. The teams also discussedwith the teachers, their initial suggestions about children. They also attempted to elicit
training needs as identified by BSS teachers.
School visits were planned according to the convenience of both the organizations, after
the completion of the first two teacher trainings. Visits were made by the AADI team intwo batches. The first visit was on the 8th and 9th of November and the second visit wasmade on the 16th and 17th of November.
School sites were visited by each team comprising of 2-3 members. The division wassuch that each member was responsible for 10-12 children and 3-4 schools forobservation. For more uniformity in observation a format2 was prepared to document
observations. The schools at the following locations were divided between the two teams,
for visiting.
TEAM 1Radi indok
Kala Meda
Meena co-operative
Indok
Khairati ki Dhani

TEAM 2
RamaliAmbedkar Nagar
TavralaBhal ki Dhani
Har Singh Ki JohadChildren of class 1 &2 of Bodh shala(school) at Khairati ki Dhani

2

See Annexure No. 2

12

BODH- AADI- GEF

Class 1 children standing in front of their class under the tree with the blackboard at Meena
Cooperative. Children sit outside for seasonal reasons (to catch the sun in winter) and sometime
because there may not be enough classrooms in the school building

Class 6 children doing practical in the school at Meena Cooperative

13

BODH- AADI- GEF

Children studying outside in the school at Bhal ki Dhani

The observation process included meeting the teacher, looking into the planning register,observing the child in class, looking at his books and doing specific worksheets toascertain the difficulties. Thereafter school level group meetings were organized during
each visit. In this group meeting, the team gave specific suggestions for each child andgeneral suggestions related to school practices. Discussions were held with the BSS staff
about their perceived needs for support and training requirements. In many school visitschildren were absent on the day of the visit, thus they could not be met.
2.4 OBJECTIVE: To equip teachers, parents and community volunteers to access
community resources, to address the needs of people with disabilities
The Alwar district resource mapping began in September. To identify various resources
the team visited the offices of the Sarva Shiksha Abhiyan, Social Justice andEmpowerment Division, Rajiv Gandhi Hospital and Dr Shroff charity Hospital3. These
visits helped in the identification of the provisions available to children and people withdisabilities, as well in identification of the relevant authorities for various tasks. One of
the results of these efforts was that twenty children4 received disability certificates.
2.5 OBJECTIVE: Document best practices for inclusive education
To facilitate the reflection and planning process five5 review meetings were organized.
Out of these five, two meetings (8th and 21st December) were with the BSS team3

See Annexure no. 3
See Annexure number 4
5
Meetings were held on the 17/10/11,7/12/2011, 8/12/2011,21/12/2011 &28/1/2012
4

14

BODH- AADI- GEFmembers. The reflections helped in identifying issues, lessons learnt and challenges whileplanning the future steps in the project.
2.5.1 Challenges
Medical interventions• There were a large number of children requiring medical intervention. The team
had to prioritize medical interventions, as without this the educational aspects
could not be addressed. As there were no resources in the community children had
to be referred to Delhi. To ensure sustainability and continued monitoring,
capacity building of local medical and rehabilitation resources would be required,
which will take a long time.
• It was a challenge to convince families to come to Delhi for medical intervention.
This becomes a greater challenge when the organizations in Delhi do not deliveron time as in the case of the Kwanois Aid. Regular meetings and assessments ofthe support required by families is needed to ensure regular medical follow-ups.
• The expenditure incurred for follow-up of surgeries also remains a concern forsome families. Due to this they may avoid surgery. Thus there may be a need forsponsorships to be arranged for surgeries• Girls in adolescent age with hearing and physical difficulties are finding it
difficult to come for medical consultation. There is a need to explore the reasonsfor this absence, for it to be addressed.
Children• Many children did not come for assessments and many were absent in the schools,
when the team visited. The team may need to work out a strategy to meet them toensure they are reached, for instance visit them at their homes.
• High support children are being left out and can’t reach schools in the community.
This is sometimes due to a lack of mobility aids or because of the difficult terrain
or because of lack of connectivity to towns. The team was only able to meet one
child with high support needs. It will need to make more efforts to reach all
children being left out.
• A strategy is required to address the needs of children with disabilities who were
dropping out of Government schools.
• Many older children are also being left out. There is a need to think of strategies
for including them as well. For instance BSS can try to include children inadolescent age through bringing flexibility in its curriculum.
• There is a need to work on the present behavior amongst peers and amongchildren and adults. This is required to build an understanding amongst them
about the impact of their behavior on a child with disability• There was a need identified for small group and individual work after school
hours. It was considered important that these hours would cater to all children,whenever required. This would prevent this hour from becoming associated withany difficulties in learning.

15

BODH- AADI- GEF

Working with families• Families do not have very high expectations for children with disabilities. They
felt they would be looked after or do domestic chores and be useful. The team has
to find ways of addressing this issue, in its community work.
• Addressing socio cultural aspects and how to intervene to prevent abusive
situations was also a challenge for the team. Changing mindsets in the community
will take time and AADI’s suggestions in this domain need to be integrated in
BSS’s overall community work.
Teachers• Many of the given suggestions were not followed up by teachers. A strategy tomaintain continuity of support to teachers, to follow up suggestions, is needed.
Otherwise they may lose motivation when faced with difficulties in
implementation. This is also desirable to make the process of skill transference
more effective.
• Children with intellectual impairments remained a concern for BSS teachers.
• Availability of teaching learning material in the classrooms also needs to beaddressed.
• The BSS teachers need training for promoting and facilitating the use of aids
among children with disabilities.
• During training teachers need to reflect on their own attitudes towards disability
as well.
• To address the above concerns some identified areas for further training are:
- Methodology of teaching children with different impairments: hearing, visual, andintellectual- General methods for including children with various impairments in theclassroom by identification and removal of barriers- While teaching the use of the cycle of concrete material-semi concrete-abstractand back to concrete material needs to be emphasized. This is required to ensure
generalization and consolidation of concepts in various settings- Inclusion of individual needs in lesson plans and preparation for multi groupteaching for all children- Methodology for working with older children whose academic work is 3-4 years
behind- Work with families and communities in areas other than education, for exampleself care, communication, participation, establishing relationships and routine, etc.
- Working with communities and families to explore attitudes, information,
understanding about disability as well as identifying physical barriers- Assessment of children who do not seem to have apparent impairments but are
still under achieving.
- Creating relevant teaching material for working with children including children
with disabilities.
AADI team• During school visits it was a challenge for the team to observe, without being
intrusive. It was also a challenge to support teachers, to include the child withdisability, without being directive.

16

BODH- AADI- GEF

••The team had to juggle between keeping the BSS staff motivated, be appreciative
about what they were already doing and bringing about the required changes by
providing suggestions.
Sometimes family members would belittle themselves for not knowing enough.
To prevent this from happening, the team shared its belief that families are equal
partners in finding solutions. It continuously stressed, that the family’s knowledgeof the child was of equal importance and value, as their knowledge of children
with disabilities.

2.5.2 Learnings•••

All children in the schools would help the adults to clean up their classrooms
everyday. In rural environments children tend to have more responsibilities forhousehold tasks than in urban environments.
Many of the out of school children identified did not have any impairment. They
were out of school due to other factors which the teachers needed to address.
BSS will have to integrate awareness raising about disability in their community
awareness raising activities. This would include different issues about healthawareness in a rural community. The results of the current medical interventions,
could provide evidence to promote health awareness and advocate for developing
health resources in the local community in the near future.

3. KEY ACCOMPLISHMENTS
•

•

•
•
•
•
•

In principle, BSS has believed in inclusion for a long time. However in practice, it
was not able to include children with disabilities. This project has strengthened
BSS belief in inclusive education and the process of including issues faced bychildren with disabilities in its work, has begun. Thus the AADI team has
succeeded in creating a sense of ownership, about the issues faced by children
with disabilities, amongst BSS staff.
BSS teachers have begun to understand that teaching children with disabilities is
not a separate issue, in teaching practice. All the teachers in 10 schools of BSS
have begun to believe that children with disabilities will learn, with the help ofsome changes in teaching strategies and teaching material.
BSS is committed to work towards all teachers, acquiring an understanding of
disability at an equal level.
In the future BSS is committed to include issues related to disability, in all its
regular work with teachers including meetings, trainings and workshops.
BSS is willing to start work in the other 30 schools as well.
Efforts are being made to include all children with disabilities in schools,
irrespective of the extent of impairments.
A total of sixty eight out of school children with disabilities have been identified
in the catchment area, by the AADI team. More children with disabilities wereidentified by teachers after the trainings as well.

17

BODH- AADI- GEF

•
•
•
•

The team has been able to deliver three comprehensive trainings, which will
provide the base for further skill development. Fifty two teachers have attended
these trainings.
The AADI team has been able to form relationships with the BSS team andfamilies irrespective of the difference in the language.
AADI was able to deliver customized holistic intervention plans for each child
identified. It has been able to continue to pursue the implementation of the plans
and the progress made up by the children, with the teachers
Twenty six children’s lives have changed significantly by accessing basic medical
services

4. FUTURE STEPSAt a project design level some future steps identified are:
• An increased effort in developing health services is required. This will lead toprevention of children acquiring impairments of a permanent nature. Children
with disabilities can be identified and work can start as early as possible toprevent further impairments.
At an organization level• Disability will be included in all of BSS community development efforts• BSS can facilitate Panchayats (local level governance organizations)and otherorganizations to work on the issues faced by persons with disabilities• BSS will conduct a census in 40 villages to identify persons with disabilities• Sensitization of the community regarding disability through schools. BSS candirectly work with 40 village communities through discussion on one to one basis.
• Disability can be included in pre- school programs of BSS and no extra resources
are required for this.
• AADI will begin initial work with teachers and at the community level in theother 30 BSS schools.
• AADI needs to plan for further training. These trainings should include skill
development in ‘working with families and communities’ as requested by BSS.
• A plan needs to be prepared, for continuation of support to teachers and reaching
the remaining children with disabilities who need support.
At a micro level the next steps planned are:• Hospital visits in Delhi for more children are planned in February 2012
• Next meeting with GEF will be in March 2012.
• To talk to Kiwanis for the delay in the delivery of prosthetics
In conclusion it can be said that BSS teachers are very open to learning, they want todevelop the requisite skills to work with children with disabilities and they work hard toinclude every child in the education system. BSS’s values and philosophy are visible intheir schools. Their teachers demonstrate these in their hard work and behavior. AADI
has demonstrated a commitment to its vision and principles for facilitating inclusion of
persons with disabilities, within their communities. Through its trainings, it has brought
about an initial confidence amongst teachers, that they will be able to teach children with
18

BODH- AADI- GEF

disabilities within their classrooms. GEF sustained support has laid the foundation forthis joint effort.
Thus even though marginalization, diversity and power disparities continue to impact the
lives of persons with disabilities negatively; all the three organizations remain committed
to bring about a change, by working together to address these issues.

19

BODH- AADI- GEF

5. LIST OF ANNEXURESANNEXURE NUMBER 1: List of children who came in Bodh Goan for assessments
ANNEXURE NUMBER 2: Class Observation Format
ANNEXURE NUMBER 3: Resource mapping scanned documents
ANNEXURE NUMBER 4: List of children/persons who recently got the certificatesand concessions

20

BODH- AADI- GEF

ANNEXURE NUMBER 1: List of children who came in Bodhgaon for assessments
S. Name
Gender Age/DOB
Guardian Village
MedicalNo’s nameIntervention
Required
1 SumitraF
18-02-2004
Ramkaran Hari
For Vision
Swami
Singh Ki
Johad
2 RakeshM05-05-2007
Ramkaran Hari
For Vision
Swami
Singh Ki
Johad
3 RitikM
18-06-2007
RajeshHari
VisionSwami
Singh Ki
Johad
4 DheerajM12-03-2007
ShriramHari
For epilepsy
GurjarSingh Ki &Hearing
Johad
5 SonuM
16-05-2001
RohtashHari
PhysicalSingh Ki
Johad
6 Pushpa
F13-07-1995
Rameshw Hari
Hearingar Swami Singh Ki
Johad
7 Mukesh
bay

F

21yrs

Moolaram

Hari
Singh Ki
Johad

Physical

8 GirrajM25-12-1997

Moolchand raigarAmbedkar NagarHearing & Vision

9 SeemaF

9yrs

AmirchandAmbedkar NagarNo Need10 DeepakM

01-01-2004

BasantiLalAmbedkar Nagar

Vision11 PoonamF

08-11-2004

LakmanSingh

Ambedkar NagarHearing

12 Kishan lalraigarM

10/1003

Deshraj

Ambedkar NagarNo Need

13 Krishan
RaigarM

02-07-1998

Gangaram
RaigarAmbedkar NagarHearing

14 PawanM03-07-2000

JagdishRaigarAmbedkar Nagar

Vision15 ArtiF

11-02-2002

BanwarilalAmbedkar Nagar

Vision21

BODH- AADI- GEF

16 Roshan
DhankaM

04-05-2005

JagdishDhankaAmbedkar NagarPhysical

17 Jhabbo

M

10-09-1992

Choti
Devi

Ambedkar NagarHearing

18 Umeesh
19 PriyankaMF

15-07-2000
02-02-2003

Kishanlal
BabolalJat

Ramali
Ramali

PhysicalHearing

20 Mangali

F

14-11-2002

OmprakashRamaliNo Need

21 Rahul

M01-07-1998

Dhoori
Devi

TavralaEpilepsy, followup(Jaipur)

22 Rohtash
23 Shampoo

M
F

9yrs
20-04-2004

TavralaVanshidha Tavralar Gurjar

No Need
Physical

24 Manni

F

09-05-2000

Chitarmal
GurjarTavralaNo Need25 Jairam

M

25yrs

BadriPras
ad Meena

Bhal Ki
Dhani

No Need26 Changaram M

13yrs

PrabhuDayal

Bhal Ki
Dhani

Vision27 JiteshM

01-06-2002

MadanlalBhal Ki
Dhani

Vision28 DineshM15-01-2000

Bhal Ki
Dhani

Vision29 RoshanM

8yrs

SureshDhankaBhal Ki
Dhani

Physical(adaptation
in Sole)30 Mukesh

M

12yrs

Jagannath
Meena

Bhal Ki
Dhani

Physical

31 Kripa

F

8yrs

Ram
Karan
GurjarMeena
CooperativeHearing

32 Kalli

F

10yrs

Mayaram
GurjarMeena
Cooperative

No Need33 Hariom
Meena

M

8yrs

Amar
Singh
Meena

Meena
CooperativeHearing22

BODH- AADI- GEF

34 SunilM

13-07-2007

BhudharGurjarMeena
CooperativeHearing

35 Sunita

F

05-07-2000

Murarilal
GurjarMeena
CooperativeVision (Alwar)

36 Dhouli

F

20-08-1999

Kanaram

Meena
CooperativeVision (Alwar)

37 KhemaF

9yrs

ShivlalGurjarMeena
CooperativeVision (Alwar)

38 Jyoti

F

10 yrsMotilalMeena
CooperativeHearing

39 Santara

F

05-08-2005

KaluramKalameda

Hearing

40 MaheshM

10-11-2002

PrabhuKalameda

Hearing

41 HemrajM15-07-2003

HariramKalameda

Vision & Hearing

42 RoshanM

09-09-2005

hanumanKalameda

No Need43 Vishwas

M

11yrs

PannalalRadi

Vision &Neurology

44 Mamraj

M05-08-2003

KishorBalai

Radi

Hearing

45 Jitendra
Balai

M

16yrs

KishorBalai

Radi

Physical46 Devendra

M

10yrs

Radi

No Need

47
48
49
50
51
52

M
M
M
M
M
F

02-04-2002
28-02-2000
08-08-2004
03-04-2002
14yrs
15-03-2001

IndhokIndhokIndhokIndhokIndhokKharatiKi
Dhandi

VisionNo NeedNo NeedNo NeedNo Need
Physical

Rahul
YogeshRajeshVijendra
Ajay
ReshmaBai

JairamKailashSohanlal
YadramKaluram
Pappuram
Gurjar23

BODH- AADI- GEF

53 Mamli

F13-05-2000

Pappuram
GurjarKharatiKi
DhandiHearing

54 SarojF

07-05-2005

Lilaram
GurjarKharatiKi
DhandiHearing

55 KhamoshiF12-11-1994

Pappuram
RaigarKharatiKi
Dhandi

Physical

56 PayalF

11-10-2008

Rajendra
Sain

KharatiKi
Dhandi

Physical-Shunt(Jaipur)

57 ManojM15-07-2005

Pappuram
Balai

KharatiKi
DhandiNo Need58 RajendraM

15-07-2008

Nanagram
Balai

KharatiKi
DhandiNo Need59 Dhouli

F

Around10yrs

KharatiKi
DhandiENT

60 Hansram

M

11-02-2003

Sukhram
GurjarKharatiKi
DhandiNo Need61 Jagdish

M

08-07-2003

NatthiKharatiKi
DhandiNo NeedTotal-61

44 for Medical
follow-up

24

BODH- AADI- GEF

ANNEXURE NUMBER 2: Class Observation Format
1. Classroom based– space for moving, lighting, nearness to the blackboard, nearness
to the teacher, seating space, firm table top/something to keep the book/notebook on,
distance between eye level and book/copy, writing material suitability (Anything else
please add on !!)• Type of groups formed – static groups, changing groups according to need
• Material space – accessible, convenient to handle, children /level appropriate• Plan- preparation for class plus child focus?
2. Child based – Is the child included in all activities? Is the child left out at any point
in time in any of the processes? Class work, lunch time, play time, othercurricular/extra curricular activities (singing dance, drawing/painting, theatre etc)
• Specific focus on level of functioning vis-avis other children? Is it drasticallydifferent from other children in class?
• See the work of the child – both current work and previous work. Seeworksheets/notebooks/oral work/class participation in Maths and Reading.
• Observe against the difficulties marked out in the care plan /teachers report.
3. Teacher Specific - get to know the planning process for class/individual
groups/individual child/child with impairment or specific need
• Instructions – clarity, specificity, focus and relevant to the child/group• Style/method of teaching – how far is it geared towards all children andspecifically for the child in observation. Material used and experiential learning,building on previous information/skill, contextual, building from simple tocomplex, kind of reinforcement given – is it similar to all children or the disabledgets more of it/less of it? Expectation from the disabled child? – More or less thanthe other children? Any adaptations?
• Style/method of communicating – with all children and specifically with the childbeing observed – any difference in level of language, kind of instruction,
reciprocity in communication? Anything specific observable in the kind of
information given to other children about the child with disability
4. Any other• Child based• Teacher based – all children and specific to the child with disability

25

BODH- AADI- GEF

ANNEXURE NUMBER 3: Resource mapping reports
Sarva Shiksha Abhiyan

26

BODH- AADI- GEF

Social Justice and Empowerment Department

Dr Shroff Charity Hospital

27

BODH- AADI- GEF

ANNEXURE NUMBER 34: List of children/persons who recently got thecertificates and concessions
S.No Name

Village

1
2
3
4
5
6
7
8
9
10
11
12
13

JhabbuKrishanRaigar
RoshanVishwasJitendra
MukeshJairamChangaram
Rajender
Mamli
KhamoshiReshmaBai
Kripa

14

Kalli

15

Hariom

16

Sonu

17

Dhiraj

18
19
20

Umesh
Manni
Rahul

Ambedkar Nagar
Ambedkar Nagar
Ambedkar Nagar
Radi
Radi
Bhal Ki Dhani
Bhal Ki Dhani
Bhal Ki Dhani
Khairati Ki Dhani
Khairati Ki Dhani
Khairati Ki Dhani
Khairati Ki Dhani
Meena
Cooperative
Meena
Cooperative
Meena
Cooperative
Hari Singh Ki
JohadHari Singh Ki
Johad
Ramali
TavralaTavralaDisability
Certificate
3
3
3
3
3
3
3
3
3
3
3
3
3

Railway
Concession
3
3
×
3
3
3
3
3
3
3
3
3
3

Bus Pass

3

3

3

3

3

3

3

3

3

3

3

3

3
3
3

3
3
3

3
3
3

3
3
3
3
3
3
3
3
3
3
3
3
3

4 children will go in last week of January for certification.

28

BODH- AADI- GEF