Dear Friends,
The Strategic Direction and changes in AADI were influenced by its Vision of an Inclusive World and thePrinciples and Rights as given in the UNCRPD, reproduced in the adjoining page. These have been a
constant reminder to us in the work during the year.
The year 2013‐14 took forward the initiatives of the last couple of years so as to strengthen the processesof the new paradigm. These processes became the basis for further training and advocacy. During the year
we were also able to take on activities in sync with our Vision and expand our reach. The work at anindividual level was strengthened with each ADIT team (Ability development and Inclusion team) taking ona cross disability and life span approach in their work along with linking with resources in the communityand building community resources.
The Jeevika project on livelihoods, initiated with the support of United Way, is an exciting venture into
inclusive employment opportunities for people with disability. We have also initiated a partnership withThe Hans foundation for our work in the rural areas to focus on habilitation and rehabilitation aspects andalso to create opportunities in retail marketing for people with disabilities in the urban areas. The workwith schools and children in and out of schools has continued and the insights from the experiences filteredinto the training and advocacy activities. The work on the “New Law” intensified during the year, which was
also fraught with differing views in the sector ranging from stalling the process of law making tosupporting amendments with a view of progressive realization.
The project on Inclusive education with Bodh Shiksha Samiti continued during the current year. The
advanced Course for Physiotherapists/Occupational Therapists, facilitating accessible polling stations,coordinating the alternate report on Convention on the Elimination of All Forms of Discrimination against
Women (CEDAW), for integrating issues related to women with disability, were some of the new initiatives.
Each of the areas along with the financials and human resource at AADI is detailed in the following pages.
On behalf of the Board, Staff and members at AADI, I thank each one who walked with us in this journeyand supported our work through very many ways. We have a long way to go and are confident of yoursupport as we move on. Thank you again.
In Peace,

Syamala Gidugu
Executive Director/Secretary
The process of ensuring that people with disabilities enjoy their human rights isslow and uneven. But it is taking place, in all economic and social systems. It is
inspired by the values that underpin human rights: the inestimable dignity of eachand every human being, the concept of autonomy or self-determination thatdemands that the person be placed at the centre of all decisions affecting him/her,the inherent equality of all regardless of difference, and the ethic of solidarity that
requires society to sustain the freedom of the person with appropriate social
supports
Disability and Human Rights – United Nations
Gerard Quinn and Theresia Degener

Annual Report 2013‐141Vision, Mission Statements
Vision:Our strategic objectives are to:

AADI’s vision is of a world in which persons withdisabilities 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 thechild 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 arefurther marginalized by poverty and genderinequalities.
Through our work we will:
•

•

•

•
‐
‐
‐
‐

Facilitate, nurture and support opportunities
for leadership and greater involvement ofpeople with disability in decision‐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 levels ofpolicy and its implementation within theircommunity.
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 2013‐14

•

•

•

Reduce the service gap: by increasing access toservices, ensuring quality of services,
addressing all life domains – education, health,
livelihoods, recreation, shelter, well‐being,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 theparticipation of users/user groups in our work,building capacities of people with disability andfacilitating participation in decisions about
activities pertaining to their lives, influencing
membership of people with disability in local
governance and other leadership positions
within the community.
Reduce stigma and exploitation: by increasingawareness about rights and needs of people
withdisability
through
information
dissemination, media watch, social watch, andright 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 withdisability and their carers. Strengthening capacitiesof all stakeholders will be central to our work. We
will work towards being collaborative, participative,
strategic,transparent,
equitable,
non‐discriminative, accessible, and accountable in allthat we do. We will follow the norms of safety andquality assured services in our work.

2

Table of Contents
Executive Director’s Note
Vision, Mission and Strategic Objectives
I.
1.
2.

Community Based Rehabilitation
Rural Community Based Rehabilitation…………………………………………………………………………………
BSS‐AADI‐GEF Project on inclusive education (BAG: IE)………………………………………………………..

II.
3.
4.

7.

Sambhav – Making Inclusion Possible
Care Plan Services…………………………………………………………………………………………………………………
Access to Clubs and Events……………………………………………………………………………………………………
A. Clubs
B. Events
Inclusive Educational Resources Development ……………………………………………………………………
A. MCD Schools project
B. Eicher Schools
C. Nehru Memorial Museum and Library (NMML)
Inclusive Work and Employment Opportunities……………………………………………………………………
A. Jeevika
B. Ujala
Sambhav: Resource Centre – State Nodal Agency Center (National Trust)……………………………

III.
8.
9.
10.
11.
12.
13.

School of Rehabilitation Sciences
Advanced Course for Occupational Therapists, Physiotherapists & Development Therapists.. 25
Training of Trainers for Caregivers………………………………………………………………………………………… 26
Training of Presiding Officers, Polling Officers and Volunteers………………………………………………… 26
Training of Nursing Students placed in Asha Kiran………………………………………………………………… 27
Supporting Internships of Students from other Training Institutes………………………………………. 28
Resource for Other Training Bodies and Institutes……………………………………………………………….
29

IV.
14.
15.
16.

Advocacy and Awareness Raising
Rights of Persons with Disability 2014…………………………………………………………………………………….. 31
CEDAW Committee Report‐India ……………………………………………………………………………………………. 33
Newsletter………………………………………………………………………………………………………………………………. 33

V.

Financial Statements……………………………………………………………………………………………………………

34

VI.

Staff List………………………………………………………………………………………………………………………………..

35

VII. Governing Body……………………………………………………………………………………………………………………

36

5.

6.

Annual Report 2013‐14

4
7

10
14

18

21

24

3

PART I: COMMUNITY BASED REHABILIATION
1. Rural Community Based Habilitation and Rehabilitation
Rural Community Based Habilitation and Rehabilitation Programme is based in Ballabhgarh block of
Faridabad District of Haryana since 1982. Its focus is to facilitate the creation of a responsive communityand development of inclusive services, which fulfil the rights of persons with disabilities.
It works in 83 villages which are governed by 65 Panchayats and 9 colonies in the peri‐urban areas.
Presently 915 persons with disabilities and their families are part of the program and 104 were identified
this year.
Throughout the year all registered persons with disability across the different age groups were provided
ongoing support with the aim of linking people to rehabilitative services, to educational resources and towork and employment opportunities. Capacity building of families of persons with disabilities andcommunity resources was also undertaken which included advocacy and awareness raising activities.

Direct interventions in the program focus on working directly with the individual. It attempts to link persons
with disabilities to specific inputs for decreasing the impact of impairment in different domains of life.

Babita a person living with aphysical impairment was
finding it difficult to lookafter her children and dohouse‐hold
work.
This
situation became worse whenshebecamepregnant.
Initially she did not want to
try the different suggestions
provided by the team toaddress the difficulties she
was facing. After a lot of
persuasion she agreed to try a lower mobility aid to enhance her functional
abilities in her daily activities related to self, home and looking after her
children. She soon realised that she was able to manage the different
activities very comfortably with the use of the aid. After this she became
more open to a dialogue with the team.

To ensure inclusion and participation in the community persons with disabilities are linked to resources in
the community like education, health, employment etc. They are also linked to schemes and provisions
available from the Government.
Annual Report 2013‐144

13 years old Dheeraj goes to schooland loves playing cricket. But it
became very difficult to go to schooland play due to pressure sores in his
feet. The family was reluctant totake him to hospital. One young
adult with disability was told tomeet the family to share similardifficulties and how he had foundsolution. This sharing motivated thefamily to access local healthservices. After surgery the foot wascorrected and soon the pressure
sores in both his legs also healed.

Families are one of the primary stakeholders and resources available to persons with disabilities. This
aspect of the program focuses on increasing information and building skills of families to address the needsof persons with disabilities. It also helps families to establish links with each other.

Annual Report 2013‐14

5

To ensure inclusion and participation in the community there is a need to develop the available resources
to provide inclusive services. Awareness raising is essential for information dissemination and creating
more positive attitudes towards disability. Advocacy becomes essential to bring about long term changes inpolices and provision

Inclusive games

Annual Report 2013‐14

6

2. BSS‐AADI‐GEF Project on inclusive education (BAG: IE)
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). The project is located in
Alwar district of Rajasthan. It aims to ensure that all children have access to quality education, includingchildren with disabilities, within the catchment area of the thirty nine BSS schools. This is the third year of
the project.
Approximately 696 children with various medical or healthissues have been identified in the six clusters. This year 316
children have been identified. Out of these 56 percent weremale and 42 percent were female. Sixty percent belong to theage group of 6 to 10, followed by 27 percent belonging to theage group of 11 to 15. The health issues range from children
having multiple impairments to ear infections or visual acuity
issues.

Impairments/Other health issues

No. of children

Multiple Impairments(Any combination of more than one impairment)

29

Visual Impairment(Only pure visual impairment)

7

Hearing Impairment

29

Physical Impairment

29

Intellectual Impairment(24 children are still being monitored as it is not clear if they haveintellectual impairment or their slow pace of learning in class is due to other reasons)87

Only speech problems

44

Ear related medical issues(including ear discharge, ear infections)232

Eye related medical issues(including acuity, redness, watering eyes)

217

Various general medical care issue/other areas of concern

22Grand Total

696

A brief overview of the activities undertaken under the project for the reporting year follows:
Activity

Dates

Training of Teachers from 36 schools

4,5,6,7, 8June 2013

New Teachers Trainings

21, 22 December 2013

School Visits26, 27August 2013(2 teams); 19, 20, 21 September 2013(4 teams);
11, 12, 13, 14November 2013(2 teams); 18,19, 20 November
2013(4 teams)

Assessments

20, 21 December 2013

Planning & Demonstration in School

10,11, 12February 2014(2 teams); 20,21, 22 February 2014(4teams); 14,15, 16 April 2014(2 teams); 21,22, 23 April 2014(4teams)

Visit by Bodh Supervisors in Delhi for
Meeting/training/Planning23, 24April 2013; 9, 10 August 2013; 18, 19October 2013; 16,17, 18
January 2014; 21, 22March 2014; 23, 24May 2014

Annual Report 2013‐147

Understanding Children through Assessments
Assessments of children from BSS Schools were conducted at Bodhgaon by a multidisciplinary team (a totalof 5 people). This time round 32 children were called for assessments from all 6 clusters. Children wereidentified by the teachers themselves. Out of the total 32 called, 26 children came over a period of threedays from all 6 clusters, accompanied by their teachers and family members.
Accessing medical care services
Out of the total 696 children identified till date, approximately 303 children were supported in accessing
medical care services this year and approximately 380 visits for medical interventions were facilitated thisyear. Approximately eleven children underwent ear operations and seven underwent eye surgeries. This
year 291 new children were referred to medical resources in Alwar and 32 new children were referred to
medical resources in Delhi.
School Visits
In these visits a total of 128 children were met and 30 schools were visited. AADI and BSS cluster
coordinator visited schools with the objective of understanding the educational progress made by children
and resolve any other issues raised by teachers at the school level or the family level.
Planning and Demonstration in schools
Efforts to make classes more inclusive through demonstrating various teaching practices, focused on
making teachers realize that planning was essential to address the needs of a diverse class. Besides thisthey needed to make accommodations in the teaching learning material, make mixed ability groups,
encourage peer support, adapt the curriculum and adopt activity based and child centered teachingstrategies which are effective for classes with diverse learners.
ClusterFirst demonstration
school name

Second demonstration
School name1

Bhal Ki Dhani

Ambedkar Nagar

Shyampura

2

RadiIndok

Khairati Ki Dhani

Indhok3

Talvriksh Nala

Talvriksh Nala

Ban ki Dhani

4

Dhevronki Dhani

Dhevronki Dhani

Ringspuri

5

Haud Ki Dhani

Aagar

Haudki Dhani

6

Dev Ka Devra

Devka Devra

Seelibawri

S. No

The demonstrations were welcomed by all teachers and helped in establishing a conviction amongst
teachers and coordinators that inclusive education can be a made a practical everyday reality in theirschools.
Teacher trainings
Two teacher trainings were held this year. The first training was attended by 170 people. During thetrainings the BSS Coordinators took the lead in the training process for most of the modules. The training
was focused on the role of the teacher, the aim of education, child centered approaches, understanding
early learning, intellectual impairment, life skills and on teaching language and mathematics.
A two day training for 29 teachers was held in the month of December for all the new teachers who hadjoined any of the 36 schools of Bodh linked to the BAG project. This training focused on perspective
building about disability, follow quality child centered practices, understanding different impairments. The
teachers response was positive as they appeared to have enjoyed the primarily activity based training.

Annual Report 2013‐148Simulation activities for visual impairments.
Teachers were made to wear glasses which restricted
their visual fields and then asked to do fine motor
tasks like tracing

Simulation activities for physical impairments. The
person was asked to put beads in a bead standwithout using his hands

Supervisors and Coordinators Meetings
This year also the capacity building of eight coordinators was a major focus as it was felt that enhancing
their skills would build their confidence to support teachers in schools. Six meetings were held with the aimof increasing skills to address the needs of and monitoring of inclusion of children with disabilities inschools. Worth trust learning aids for persons with visual impairments were also shared with BSS teamCommunity meetings
This year community meetings were organized in all clusters for information dissemination about thebenefits of early identification of impairments, of early medical intervention and its positive impact in thelife of a child especially related to ear problems. In all 23 community meetings were organized.
The participation of community members ranged from only
ten in some meetings to sixty in other meetings. While insome villages female members were present in larger
number in others there were more male members. In many
places after the community meetings people came forward
to get their young children examined who were facing ear
discharge problems and who were not yet going to school.
Approximately 67 new children in all clusters were identified
for further medical interventions.

Annual Report 2013‐14

Clusters
Bhal Ki Dhani
RadiIndok
Talvriksh Nala
Dhevronki Dhani
Haud Ki Dhani
DevKa Devra
Grand Total

Number ofcommunity meetings
held
2
5
6
3
4
3
23

9

PART II: SAMBHAV MAKING INCLUSION POSSIBLE
3. Care Plan Services
The care plan process aims to facilitate access to services by linking persons with disabilities and families toresources in the community. It also provides guidance to persons with disabilities and families about therights of persons with disabilities, using a life span approach.
The care plan process started in July 2008, with the aim of developing comprehensive services for a personwith disability taking into account abilities, barriers, avenues for participation and opportunities 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.
Currently the program provides a platform for walk‐in‐service to anybody who has a need – a family, aperson with disability, professionals, volunteers,
students etc. This program is largely supervised by thesenior team members who assist in maintaining thequality of service, especially in the area of
understanding needs, capacities of the person withdisability, barriers which hinder their performance andspecific assessments required.
A total number of 2169 people have been registeredsince it began. Three hundred and thirty three new
families and persons with disabilities were reached thisyear. The majority were males and between the agegroup of 6 to 18 years.
The teams were able to contact 798 persons with disabilities this year and attempted to work in thefollowing framework.

Link to Community Resources
798
Personswith
disabilities

Access to Events
Capacity Building for Community resources,families, persons with disabilities and people
working with persons with disabilities
Therapeutic, Rehabilitation/Functional individual
Intervention /Direct Intervention

Annual Report 2013‐14

10Parent Trainings
The process of holding trainings for parents of children and adults
of different age groups was initiated last year and continued thisyear as well. The focus of the parent training sessions is on
perspectives in disability and parenting skills. The 2 day parent
training for parents of children within the 0‐6 year age group washeld in August. Approximately 20 parents attended the training.
In November, a 2 day module was developed for parents withchildren in the 6‐12 year age group and approximately 25 parents
attended the training. Since parents have similar issues, hearing
from one another is a helpful process.

Cambridge Primary School
The Cambridge Primary School in New
Friends Colony, Delhi is a co‐educational,
English‐medium, private school. The
youngest students are admitted in the Pre‐school class (age 3+) and stay till class V,
after which they graduate to the seniorschool at Srinivaspuri. There around 550
children in the primary school. AADI’s
relationship with the school began when oneof their students studying in nursery came to
AADI for support. During school visits, theteam met the counselor and theheadmistress, and came to know that theschool has taken in other children with
autism and learning difficulties. The school
management expressed an interest in aphysical access audit of the school.
A team was formed for the audit consistingof a senior coordinator and a physiotherapist along with resource persons with physical and visual
impairments. The team visited and surveyed every place within and around the school building. An audit
Annual Report 2013‐14

11tool developed by AADI was used to structure the information. Pictures were taken of different barriers inevery area including classrooms, corridors, toilets, play area, canteen etc. Recommendations were also
given for every small area according to the CPWD guidelines developed for Indian context. Reference wasalso taken for specific school related guidelines from Singapore. A compiled report has been submitted tothe school and the implementation plan will be developed with the school.

Tables and benches need to be rearranged

Steps leading to western music room

During this period the team continued to support two children at the individual level in the school. Parents
had shared that teachers wanted mother to accompany the child daily to school or have a shadow teacher
as the child would not stay in the class for very long. To try and understand the child abilities, style oflearning and reasons for behaviors the team conducted various assessments. It also made classobservations to understand the reasons for the child’s reported behaviours. Class observations were madefor all classes which had children with disabilities. It had discussions with the class teachers and the school
counselor.
Based on these certain recommendations were shared with the family and the school. It was brought to thenotice that changes in routines like summer break can be phases which may disturb a child with autism
Annual Report 2013‐1412more than the others. So it was important to know the impact of changes on a child and give him time tosettle down in class. Some other strategies were also shared like prior preparation for any change, planning
shorter tasks with breaks in between, sharing day’s routine at the start of the day with all, etc. Presently, heis attending school regularly without his mother accompanying him. In both instances parents were also
guided to follow a consistent approach with the child and attempt to understand the reasons for his
behaviours.
During this process a need for teacher training about the prior preparation of the teachers was identified.
To address this need, an orientation was conducted for pre primary and primary teachers at the start of theacademic year. During the orientation the importance of planning transitions well was emphasized, as theteacher’s change as the child progress across classes.

Gargi Sarvodaya Kanya Vidyalaya
Gargi Sarvodaya Kanya Vidyalaya is a Government co‐educational school located in Green Park extension. It
has classes till 12 and also has a pre primary section. There are about 1500 children studying in this school.
AADI began a relationship with the school by facilitating admission of 4 children with disabilities. Over a
period of time, school has given admission to 3 more children with disabilities without AADI’s intervention.
The focus of the relationship has been on building capacities of teachers and school in working with all
children including children with disabilities.
With individual children the team worked towards encouraging children with disabilities to be thespokesperson for their needs in the school. It worked on the gaps in academic work through individual
sessions. Newer children admitted by the school were also offered services at AADI which they accepted.
The teachers were guided on how to support children in class. They were encouraged to make inclusive
plans by themselves after the team had demonstrated their suggestions. They were guided to include
objective type questions in an evaluation based on child’s style of communication so that all children could
be part of a test.
Training on transfer skills was organized for teachers and support. Provision of support staff was a major
issue earlier but this year the school on its own found a solution for support staff by discussing it withparents. The appointed staff is paid by school and parents. The support staff has become confident inaddressing mobility of children with disabilities on their own.
The team had review meetings regularly with the principal and teachers to monitor the progress ofchildren. The school was encouraged to provide writer support, instead of just calling in sibling to write theexams. After these discussions the school provided writers and did not call the siblings.
Parents continued to be informed about the provisions of RTE and newer families were informed aboutprovision of Disability Certificate and Pensions. Parents were also encouraged to seek membership in
School Management Committees (SMC).

Annual Report 2013‐14

13

4. Access to Clubs and Events
To improve the quality of life of adults with disabilities various clubs are organized at AADI. These clubs alsoorganize events and members also get together to celebrate many occasions. The processes adopted arerights based and ability focused. Persons with disability
participate in decision making and the day to day
activities of the clubs. The various activities provide
opportunities for capacity building in different areas
like communication, relationships, social skills andother life skills. Clubs and Events are the opportunities
for adult members to learn life skills.

A. Clubs
Art ClubMusic ClubIn the Art club thisyear members learnt
and created their own
interpretationsoftribal art of fourstates:>Bihar’s Madhubani
paintings,>Maharashtra’s worli
art,>Madhya Pradesh’s
Gond art, and>AndhraPradesh’skalamkari art.

Enjoying painting

Gardening ClubMusic club was held twice a month thisyear. The members explored various kindsof music and sounds in nature. They
explored innovative and interesting
instruments at an exhibition put up by the
National museum. The members also
explored various body movements inrelation to changing pace and rhythm ofmusic. By January a resource person Mr.
Nilendu, joined the group. He had many
sessions with members discussing anddemonstrating various musical instruments
like African drum. Some of the members of
the club who could play instruments likeflute, tabla got an opportunity to play the
instrument in the club.
Cooking clubThis year club meetings
were held weekly. All
through the year themembers
actively
participated in preparing
flower beds, planting
saplings, preparing pots
for sale etc. The
gardening club alsobegan internship for two
members to further Making sandwiches at the cooking clubstrengthen their skills.

Annual Report 2013‐14This year the club focused onlearning how to prepare snacks anddrinks that are easy to make andrequire minimum support. Members
discussed recipes, saw videos of
preparation,
made
lists
of
ingredients and did the required
purchasing. After this they tried
making the out the chosen dishes in
the club14

B. Events
Kalakriti Fusion
The members of the Art Club decided to have exhibition of thetribal art that they had been doing in the Art club which is held
twice a week. They planned and organized the whole event byforming different committees like Information and Invitation,
Welcome, Venue and display, Food, Certificates, Brochure etc.
Kalakriti Fusion was held on 4th May 2013. It was inaugurated by
Mr. Atul Bakshi, a renowned artist in stain glass painting. The
exhibition was attended by around 120 guests.

Organizing Kalakriti Fusion

Visitors at Kalakriti

Kalakritiaur Prakriti
The next Art Exhibition, Kalakritiaur Prakriti was held in
November 2013. Members chose the theme of diversityof nature. The unique presentation was in the form of aforest where paintings of nature, flowers, leaves, animals
were displayed. Anubhav Nath, Director of Ojas Art
inaugurated the art exhibition. It was attended byapproximately 140 guests.
Preparing the display

Forest Display

Annual Report 2013‐14

15Summer Drinks Festival ‐Thanda‐ Thanda, Cool Cool
The in house summer event of Thandathanda cool‐ cool
was organized by the cooking club. The recipes of thedrinks had been discussed and revised two to three times.
The energy at the event was infectious as the members put
posters, set their tables and decorated them with flowers
and napkins. About 60 AADI members joined the event andrelished the cool drinks.
Managing the Drinks Stall

Food Bazaar
Food bazaar was organized by the cooking club on 20thDecember as part of the Christmas celebration. The
cooking club members decided on the menu, baked a cakeand managed two stalls. The Ujala production team too
participated very enthusiastically and served ‘Kadhi
Chawal’ to the guests. Members from care plan service
prepared delicious sandwiches. Around 135 members werepart of the Food bazaar and Christmas celebrations.
Managing the food stalls

Vrikshotsav
The Vrikshotsavwas held by the Gardening club of AADI
On the day of Vrikshotsav, the decoration committee
worked hard to do up the place with rangolis and potted
plants. There were display boards prepared by the teamshowing the process of team work and skill training. The
chief guest and members planted three tree saplings. The
atmosphere was further charged by members carrying
placards and shouting of slogans like “vrikshlagao,
Jeevanbachao”. There was a sale of potted plants which
had been prepared by members and it received a very
good response. Vrikshotsav ended with a nature walk.

Shouting slogans and planting saplings

Jasn‐e‐Basant
Jashn‐e‐Basant, the 2014 Flower Show was organized bymembers of the gardening club in association with the
Vasant Vihar club on 1st March 2014. Plants to be
displayed were collected both at AADI and Vasant Viharclub which led to a great and interesting variety. Ashray
Adhikar Abhiyan, an NGO working for homeless people
participated in the event by contributing pots and plants.
The colourful event of celebration of spring was held at
the Vasant Vihar and was attended by around 150 guests.
Naming the plants

Annual Report 2013‐14

16GaMereMan Ga: Bollywood BeatsMusic Club organized a grand musical evening and inviteda band, Rudraksha. In the preparation phase, members
compiled suggestions for songs and had a meeting withthe band to finalize the list of songs and the sequence inwhich it is to be played. Two club members compeered
the progamme and 110 people attended.

Rudraksha Performing

Other Activities
The warm winter project – Sankalp 2013was the 5thyear of the warm winter project and the final delivery
was done in the end of January 2014. A new tea Process began in May 2013. The members of cooking club
who had been familiar with the tea making process became actively involved in making tea for all the AADI
members. A Diwali Party was planned by the DOR members and they decided to invite the members fromcare plan service. Members interacted with each other and had an opportunity to make new friends. They
played antakshari and enjoyed cholebature and gulabjamuns.

Sorting clothes

Annual Report 2013‐14

Packing clothes

175. Inclusive Educational Resources Development
A. MCD Schools project
The North Municipal Corporation of Delhi (North MCD), South Delhi Corporation Of Delhi(SDMC) andAction for Ability Development and Inclusion(AADI) entered a partnership last year and began working in
the three schools allocated with the aim of facilitating the provision of quality educational opportunities toall children with a specific focus on children with disabilities
Project Objectives:

To identify gaps/barriers in inclusion of children and specifically children with disabilities in the identified schools
in provision of quality educational opportunities for all children in the current educational system
To address the barriers through capacity building of teachers and other officials with the required knowledge,
skills and attitudes
To collate and disseminate empirical evidence generated during the project towards the ultimate aim of
impacting macro level policies

Project activities in the first year (2013‐2014)
The three schools of NMCD are: M.C.D School, Charkhewalan, M.C.D School, Phatak Badwala and M.C.D
School, New Ballimaran. In the first year the team focused on building a relationship with the school staff
and children, build an understanding of the three schools assigned and conduct teacher trainings.
The first visit was to meet all the three principals on May 7, 2014 in the Phatak Badwala School where theinformation of the project was shared by the teams. This was followed up by school observation visits.
The first teacher training was organized for two days in November 2013. The topics covered during the training were‐
understanding diversity; understanding disability; right to education of children with disabilities; information about
different impairments‐visual, hearing and intellectual; addressing the needs of children with different impairments inthe classroom‐including teaching learning material, tips for classroom management, child centered practices; andfinally understanding barriers and how teachers can facilitate the removal of barriers faced by children withdisabilities in the classrooms.

First Teacher Training

Second Teacher Training

The second teacher training was organized in 2013 in December, on the 26, 27, 28, 30 and 31 of the month. The five
day training focused on building the perspectives of teachers by connecting them back to the purpose of teaching.
This was done through a book discussion of the classic Divyaswapan, a panel discussion of children with disabilities
going to different government schools and their teachers, tips to promote these by resource person Ms. Bimla Bharti,
a film about an inclusive school.

Annual Report 2013‐1418

Ongoing class in MCD School Charkhewalan
Besides the group trainings the team made approximately thirty visits to these schools. These visits were made tohelp teachers implement plans made after the trainings, support children with disabilities in the class (only in MCD
Charkhewalan School), demonstrate the school assembly and to organize trainings. The team along with the MCD
School at Phatak Badwala, also organized an admission drive.

Th

School Admission Drive on 7 March 2014

The two schools of SDMC are: MCD Primary School, Sangam Vihar (Blocks C and K 2).
In the first year the team focused on building a relationship with the school staff and children, build an understandingof the two schools assigned and conduct teacher trainings. Some work towards admission drive was also undertakenin the community.
In one school several classes were observed and two teacher meetings were held. During the observations andmeetings a few children with impairments were identified in the school who need to be assessed and teachers as wellas parents need to be guided. A two day training for teachers was conducted on 4th and 5th April. It was attended by
11 teachers on day 1 and 6 teachers on Day 2.

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B. Eicher Schools
AADI in collaboration with GEF agreed to work in three Eicher Schools for developing inclusive education in.
One Eicher School is located in Alwar, the other in Faridabad and the third in Parwanoo. This year the
primary focus was on the Eicher School in Faridabad but some initial work also began in the school locatedat Parwanoo.
The process first began in the school located at Faridabad in the year of 2011 ‐2012with the conduction of athree days teachers training program. This year school visits were made for gathering information aboutchildren and teaching practices. Class observations were done by three teams in the month of July andAugust 2013. Observation focused on understanding the physical and learning environment from preprimary classes to class ten. Care plans and assessments were done for approximately thirty seven childrenreferred by the school in November & December 2013. Eleven parents meeting were to be held as well. A
teachers training will be held in July 2014 for pre primary and primary sections of the school.

C. Nehru Memorial Museum and Library (NMML)
Nehru Memorial Museum and Library runs a children’s center and links with children in the community. As
part of their objective to include children with disabilities they decided to work towards inclusive
extracurricular activities in some government schools and invited AADI to be the resource agency. Two staff
members from AADI along with two external resource persons did a 3 day workshop with children ofclasses 3,4 and 5 from Sarvodaya Kanya Vidyalay, Shahpurjat. This included 6 children with disabilities
studying in the school. The workshop activities were designed around increasing self‐awareness of thechildren, knowing their peers and friends and acknowledging and accepting the diversity existing aroundthem.

Annual Report 2013‐1420

6. Inclusive Work and Employment Opportunities
Inclusive opportunity is a process that ensures livelihood for people with disabilities through offering
inclusive and accessible opportunities to all people. There is also a focus to explore employment
opportunities through internships in and outside AADI. The Jeevika project and the Ujala processes aim tocreate such opportunities for persons with disabilities.

A. Jeevika
Through the Jeevika project, AADI is working towards challenging and changing mindsets, creating more
avenues for participation of persons with disabilities in the job market and providing the necessary support
to do so. The project is focusing on developing a diversity and inclusion policy and increasing employment
through the employability program
Design and promotion of Diversity and Inclusion Policy
This program aims to address barriers for youth with disabilities in open employment by facilitating
institutions to adopt inclusive policies. To achieve this,a number of organizations were identified andcontacted for developing partnerships and later on linking persons with disabilities to internships/
employment opportunities.
A draft Diversity & Inclusion Policy has been developed after consulting various expertsin the field of
employment and a review of literature on inclusive work environments. AADI was also part of thecommittee set up by the Department of Personnel and Training, Ministry of Personnel, Public Grievances &Pensions, to develop guidelines for the creation of a non‐disabling work environment for Government
employees with disabilities. On 31st March 2014, the Office Memorandum was released by the Department
which included most of the recommendations made by the Committee.
The Employability ProgramThis program aims at preparing persons with disabilities for the market by strengthening their abilities andproviding them opportunities to rehearse their skills. The Employability Program has two components of
preparation for work and internships/work opportunities.
Preparation for work: This helps people learn and rehearse their skills before they are linked with work
opportunities. It involves training in the areas of communication skills, time management, work values,
rights at workplace, working in a structured manner, skills for forming relationships, any other domain
specific skills. Besides focusing on the development of work skills, there is a need for creating opportunities
to explore different work options before anybody can take a decision on their choice of activity. This was
ensured through industry visits, complemented by inputs by role models and experts who are people withdisabilities in a workshop mode.
This year 46 members in the age group of 19‐35 years were identified (with one person being 42 years old).






The maximum number of people have an intellectual impairment (23), followed by cerebral palsy (13).
The rest (10) have visual impairment, orthopedic condition, deteriorating conditions, mental
impairments (ADHD, LD, mental illness), speech and hearing impairment and one with vocal cord palsy.
22 candidates have formal education till class VIII (3), Class X (6), Class XII (8) and some are graduatesor pursuing graduation(5). Seven candidates have additional qualifications related to computers/data
entry/web designing.
Of the 22 people, about 20 have good skills of communication, mobility and socialization. They are
independent in their activities of daily living. They are keen to be linked to work opportunities related
to their interests, qualifications and previous experience.
The other 24 members have varying skills and abilities. Most have functional skills of communication,either verbal or non‐verbal. They are more or less independent in self‐care and domestic care activities.

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21

They have expressed a need to enhance their social and communication skills, and widen their circle ofinteraction beyond the family.
Internship program: Internship is a system of supported vocational skill development that AADI had
initiated and it has gained further impetus under the Jeevika project. Internships provide opportunities forpeople to acquire experience in a field, determine if they have an interest in a particular career and gain
confidence in their existing skills. The internship is reviewed from the point of view of long term
sustainability and the link to life beyond the internship, in partnership with the person. Internships can beat AADI or outside AADI
The internships initiated at AADI are as follows‐Front Desk, Photocopying, Store inventory, Bulk Mailing,
Finance Accounting systems, Café, Thrift shop, Purchase, Newspaper Bag making, EPABX & Gardening.
For creating avenues for internships/ skill development outside AADI, over 20 organizations were visited
to explore the possibilities of livelihood and internships. This included certain flagship companies & PSUs of
the Government. Out of these 15 offered their support. Some of these organizations are Lemon tree hotels,
Vatika group, Prakriti Nursery, Sweccha, Gitanjali Salon
One person was
identified for aninternshipinalibrary. He began
working as a libraryassistant at AADI.
He learned rapidly
and the team began
exploring avenues
outside AADI forhim. Since April
2014 he is working
as an intern at thelibrary of the Delhi
School of Social
Work,
Delhi
University.
Rahul and Santosh are brothers. Rahul is 39years old and Santoshis 33years old. They both have intellectual
impairment. Their father does ironing in a nearby South Delhi Colony. They can both communicate verballyand can express their needs. They enjoy interacting with people and going out. They can undertake simple
tasks and are eager to learn skills. They were given the opportunity to train in vehicle cleaning under
supervision. The tasks were divided between the two. They are now able to initiate the task and can execute
it almost by themselves. Santosh still needs guidance to complete the task effectively while Rahul is almost
independent. They have also started commuting independently from their home to AADI and back. The
focus for them is to transfer this skill to the community so that it becomes a means of livelihood. (Names
have been changed)

B. Ujala
It is a unit where persons with disabilities produce block‐printed handmade paper products. It aims to raiseawareness about capacities and abilities through the product work. It runs in collaboration with network ofpeople with disability contributing in all aspects of product development from sourcing, manufacturing,packaging to marketing. This year the team members took a joint decision to introduce a new product‐thecloth diary in four sizes.
Annual Report 2013‐14

22

The Ujala products are marketed through Ujala Shop located at AADI, special orders and also throughvarious melas held at different corporate offices, colleges, other educational institutions across the year.
This year, Ujala participated in over 33 melas at various corporate offices, RWAs, and colleges. Ujala also
put up its stall at the Australian High Commission and the Surajkund Crafts Mela.

This year the Ujala shop was transformed into theconcept of NAVRANG‐celebrating diverse colors inlife.‘NavRang’, is a Hindi term meaning many colors
and has been set up as a social enterprise by AADI,
Saarthak and The Hans Foundation. NavRang
celebrates the diversity that exists amongst people
and, in particular, believes in the inherent capacity of
individual persons with disabilities. It provides aplatform to showcase the individual’s talents,
abilities and skills.
Shifting the shop

As a socially conscious enterprise, NavRang will link with other like–minded organizations to create
meaningful occupations for people with disabilities. It is intended that these occupations will provide foropportunities for skill development that will promote increased independence and a better quality of life
for people with disabilities. NavRang also offers avenues for product development by different artisans(people with/without disabilities) in collaboration with design institute/students of design institute.
Through an annual calendar of events, NavRang will celebrate the diverse abilities and talents of individuals
and groups involved in the enterpriseThus the shop was shifted to a larger and more accessible space on the AADI premises. The new space was
identified, refurbished and was ready to use by March 2014.
Besides all the above nine students from colleges and schools got the opportunity for internship in Ujala
which helped them to understand participation and inclusive processes..

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7. Sambhav Resource Center
State Nodal Agency Center (National Trust)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 and software for
persons with disabilities besides demonstrating concepts of Universal Design and independent living. It
showcases various ways in which the principles of universal design can be applied in different domains oflife. In the four years since its inception in February 2010, almost 3200 visitors have come to Sambhav.
About 800 persons visited Sambhav this year. Some of these groups were physiotherapy specialist from
Australia and United Kingdom; nursing students from St. Stephen’s Hospital; Caregiver trainees from Action
for Autism; Students of NIFT (National Institute of Fashion Technology). Delegates from Afghanistan visited
Sambhav to learn about reasonable accommodation and independent living in the disability sector.
The resource center is utilized by the teams in the care plan process for conducting assessments in various
domains. It was also utilized for providing hands on training to ten persons with disabilities in computer
skills.
Some Feedback from the visitors:
Meeta Vadera‐ A wonderful comfortable world providing ease of living to individual with disabilities
Aafreen Banu ‐As an architect, I understood the need of inclusive design and the rights of Persons with
Disabilities
Naseem Khan‐ We found the Resource centera model learning for community, offices, families to adopt tomake their environment accessible.

Nursing Students visiting Sambhav

Annual Report 2013‐14Child writing using a pencil gripper

24

PART III: SCHOOL OF REHABILITATION SCIENCES
8. Advanced Course for Occupational Therapists (OT’s), Physiotherapists(PT’s) & Development Therapists (DT’s)
For their habilitation and rehabilitation needs in the areas of health, mobility and self‐care people withdisabilities need to access the services of OT’s, PT’s and DT’s on a regular basis. However, professionals lack
the required in depth understanding of the impact of impairment on functioning. They also require skillbuilding in the areas of assessing both a person’s capacities and the barriers to participation they may befacing. At present, most interventions tend to focus only on medical areas rather than linking therapy withwhat a person wants to do in their lives and intervening both, to reduce the impact of the impairment andto challenge the various barriers a person with disability may face. With a focus on bridging this gap inknowledge and skill, SRS piloted the Advanced Course for OT’s, PT’s and DT’s in December 2012. This six
month training programme on a part‐time basis was for approximately 200 hours and ended in June 2013.
Nine students enrolled for the course and 5 students completed the course. Two people dropped out due
to other work commitments and 2 people dropped out due to maternity leave during the course.
The different components of the course included an understanding of current perspectives in the area of
Disability and Human Rights; understanding needs and resources of a person with disability and their family
and developing individual careplans; understanding the impact of different impairments on functioning;
specific assessments in the areas of mobility and self‐care based on the International Classification of
Functioning; developing comprehensive intervention plans including reducing the impact of impairment
and use of aids and assistive technology as well as challenging barriers; and conducting physical audits.
To understand in depth the perspective, needs, resources and skills of a person with disability, eachparticipant was assigned a resource person with disability who conducted various activities with theparticipant through the duration of the course. Participants felt that the continuous interaction withresource people helped them understand and apply the concepts learnt in a practical manner. They werealso able to understand the impact of impairment and the ways in which the impact can be reduced.
Participants also felt that the course helped them deepen their understanding of the ICF and felt that
overall they had benefitted from the course.

Resource person and team member
during the access audit sessions of the Advanced Course
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25

9. Training of Trainers for Caregivers at Delhi State Level with National
Trust:
There is an acute shortage of trained caregivers for people with disabilities. In the past, AADI has
participated in different initiatives taken by National Trust to train Master Trainers in different States. Oneof the gaps of such a training program is the lack of supervision available for Master Trainers during the
conduction of the course in their States and the matching of caregivers to care seekers. In order toovercome these gaps, National Trust launched a pilot program for training of caregivers in Delhi. It was
decided that trainers from different organizations working in Delhi would be trained. These course
directors would further train 20 caregivers from the community in which they work. As all the organizations
were community based organizations, it was envisaged that they would be able to identify care seekers aspart of their community work. National Trust also set up a cell to collate information on care seekers andmatch them to caregivers.
AADI designed and conducted a 2 week training of Course Directors. Trainers from different leading NGOsin the field of disability from Delhi were identified. These included Muskaan, Action for Autism, ARTH‐
AASTHA, Handicapped Children’s Parents Association, Amar Jyoti and National Association of the Blind. The
Course Director’s Training focused on teaching them the learning outcomes, methodology and skills needed
to conduct the 1 month course for caregivers with a 6 month internship period. The caregivers training
module has various components which includes perspectives in disability as well as skills or caregiving withpractical demonstration on facilitating movement, self‐care and communication. A total of 11 course
directors were trained from 6 organizations. 5 of these organizations in turn conducted the training course
for caregivers identified from the communities in which they work. During implementation of the
caregivers course by the trainers, resource people were available for problem solving and were also
monitoring the course. Where required certain modules such as self‐care and mobility, were conducted byresource people from AADI.

10. Material Development and facilitating training of Presiding Officers,
Polling Officers and volunteers for Accessibility for Persons with
Disabilities in the polling stations for the General Elections 2014 in Delhi.
AADI collaborated with the office of the Chief Electoral Officer, Delhi to sensitize all polling personnel andvolunteers on supporting a person with impairments at the polling stations. Guidelines for developing
appropriate accessible infrastructure for seamless travel for a person with disability within the polling
station were also developed. These included ramps constructed according to guidelines, availability ofwheelchairs at each venue, appropriate signage, and communication cards for people with hearing
impairment. A short video film was developed to cover aspects of supporting a person with different
disabilities as well as guidelines for developing appropriate infrastructure. Since there were 2500 pollingvenues with in Delhi with over 11,000 polling stations and corresponding numbers of personnel andvolunteers, this method was the most feasible for imparting training to a large number of people. Forshooting of the film a mock accessible polling station was set up in one of the government schools.
Technical consultancy for this project was provided by Ms Shivani Gupta from Access Ability.

Annual Report 2013‐14

26

Setting up of the ramp at the accessible polling station
for shooting of the film

Within booth accessibility for a wheelchair user
(Photograph from the film)

Use of communication card for communicating with adeaf person(Photograph from the film)

Imparting information on the use of a companion for a visually
impaired voter(Photograph from the film)

11. Training of Nursing Students placed in Asha Kiran
Asha Kiran is a residential facility run by the Delhi government for people with mental disabilities. The
home is in poor condition. Over the years the facility has become overcrowded and does not haveadequate human resource to be able to address all needs of a people living there. AADI continues to be amember of Advisory Body to the Delhi Government on decongestion of this state run home.
Many people in the home have high support needs and require a one to one caregiving support. Every year
during the winter months the number of deaths in the Home increases. In order to minimize the risks, outof approximately 1000 residents, 90 were identified as having physical and health related needs which
needed to be immediately addressed. In the month of December, AADI, Muskaan and Arth‐Aastha
collaborated to complete physical and health related assessments of these 90 identified residents andmade suggestions for their immediate care. Since implementation of suggestions would depend on theavailability of trained caregivers, Asha Kiran identified 100 students from a nearby nursing college to do aninternship at Asha Kiran and address this need. A three day orientation on perspectives with practicaltraining in self‐care, mobility and transfer techniques was conducted for these students.

Annual Report 2013‐14

27

Nursing Students at the Training held in Asha Kiran

Practical Demonstration of Transfer Techniques

12. Supporting Internships of students from other Training Institutes
Three students from School of Inspired Leadership (SOIL) were placed in AADI from July 2013‐March
2014. Besides an orientation to disability and the rights perspective, they were placed with people withdisability who are doing their internships in the inventory and the finance processes. They also helpedin other activities such as linking people with different employment opportunities through desk
research in finding disabled friendly corporates and other organizations and forming linkages withthem, participation in different organizational events and resource mobilization.



Two students from the Delhi School of Social Work were placed at AADI from October‐Mid April 2014.
They had the focus of understanding inclusion and diversity and had a chance to interact with different
people with disabilities linked to different AADI processes. They also got an exposure to the work in therural program and participated in the advocacy processes for the passing of the New Bill.



One student each from the SP Jain institute of Management and the Tata Institute of Social Work (TISS)
were placed in AADI for about a month in March‐April 2014. They were both involved with adult
livelihoods program and also gathered information on accessibility of museums and historical places
and the process for availing the disability certificate from the hospitals in the South Districts in Delhi.



3 students from Ashoka University were placed in AADI from August 2013 –May 2014 as part theExperiential Learning Module in order to complete the Young India Fellowship Course undertaken by
them. The aim of the project was the development of an educational toolkit for an inclusive primary set
up. The various components included reviewing literature and undergoing training in issues related toeducation, disability and inclusive education; preparing a project template; analyzing the current
situation through field visits to schools; compiling the available material and assessing its application
for children with disabilities; studying the syllabus to map core concepts and skills in primary education;interviewing with principals, teachers, children in school and out of school, trainers/faculty, parents;
identifying gaps; reviewing for the modifications required to suit the needs of all learners includingchildren with various impairments; developing prototypes; working with consultants and experts;
participating in review/monitoring exercise of project; compiling information and producing drafts andfinalizing project reports.

Annual Report 2013‐1428

13. Resource for Other Training Bodies and Institutes
AADI serves as a resource for other training bodies and Institutes. As part of that role it conducts andparticipates in seminars, workshops and inspections. The highlights in this area of work are as follows:

As a technical resource for the Rehabilitation Council of India, AADI was part of the teamconducting an Inspection of the Special Education (Cerebral Palsy) course run by the Vision Institutein Faridabad. The team also made a presentation in a teleconference organized by RCI, on theimplications of cerebral palsy on motor development. It participated in different seminars such as
the seminar on Human Resource development & challenges for India organized by RCI.



AADI was invited by the Ministry of Social Justice and Empowerment to give inputs into the ADIP
Scheme and CBR guidelines. AADI’s suggestions have been included in the final scheme.

The team participated in a two day workshop organized by NCERT for reviewing all the NCERT
subject text books from grade 1‐5. Suggestions were given on adaptations needed in content andmethodology, keeping in mind the diversity and needs of children with disabilities. As a result of
the workshop a handbook for including children with disabilities in different activities got
published.

AADI also participated in RTE implementation and monitoring workshops organized by the RTE
forum and NCERT and the National consultation on RTE organized by NCPCR. In both these forums,
the implementation of the RTE was discussed giving an opportunity to share our experiences inthese National Platforms. A Delhi Chapter of the RTE forum was also formed of which AADI is amember.



Two people from AADI participated in a National Level Seminar on Human resource Development
and Monitoring. This one day seminar looked into the resources needed for education keeping all
marginalized groups in mind.



There were a number of opportunities to participate in impairment specific trainings which helped
in information sharing and gathering on the specific impairment and its management‐ two staff
members attended a three day session on deaf blindness organized by Sense International, two
staff members attended a two day workshop on Intellectual impairment organized by Muskaan,
one person attended a workshop on sensory integration for people with autism organized by Dr
Amrapalli, one person participated in a two day workshop on new interventions in working withpeople with Autism organized by Action for Autism and people participated in a four day workshop
in Chennai on interventions for people with intellectual impairments.

Two people participated in a three day workshop on Universal Design and Assistive Technology
organized by Spinal Injuries Center. The focus was on assistive technology for assisting people
across domains and across impairments. Students from National Institute of Design also presented
research on new technologies such as a wheelchair to climb stairs and a wheelchair withadaptations such as head lights to help in night time mobility.



Four people participated in a two day workshop on ICT Accessibility: Opportunities for Persons with
Disabilities and Advocacy Organizations. This was organized by Disabled People’s International withthe technical support of Barrierbreak and the information shared was very useful.

Two people participated in a five day workshop in Bangkok on CRPD Compliant Budget Analysis.
This was the culmination of an initiative by Disabled People’s International where National
Disability Network Partners from Tamil Nadu and Orissa were involved in conducting an analysis of

Annual Report 2013‐1429the National, State and District level spending on disability. The workshop in Bangkok involved apeer review of the work done by various partners of this project from different countries including
India, Fiji, and Philippines. It gave AADI an opportunity to learn from the work that has beenongoing regarding disability rights budgeting and a framework for replicating such a model of workin Delhi.
Two people from AADI conducted a one day training of Staff and Trainees of Kalyanam Karoti(atotal of 100 people), an NGO in Mathura on disability perspectives and facilitating communication
for people with disabilities as part of their Continuing Rehabilitation Education (CRE).



As part of the linkage with SOIL Institute, AADI made a presentation to students of various courses
on the work done by AADI and opportunities for involvement of SOIL students.



AADI participated in an NGO partners meet organized by NIIT Foundation

As part of the initiative to sensitize children from schools AADI collaborated with Nehru Memorial
and another NGO working on social issues to work with 120 students from Sarvodaya School tointroduce them to the concept of inclusion through various games and activities done in an
inclusive group. AADI also participated in the sensitization of 60 students from Valley School
Bangalore. Students were sensitized on disability perspectives through an interactive session withyoung people with disabilities.

Annual Report 2013‐1430

PART IV: ADVOCACY AND AWARENESS RAISING
14. Advocacy for tabling and passing of the New Law ‘Rights of Persons
with Disability 2014’
This year AADI participated in a major advocacy campaign for the tabling and passing of the Bill “Rights of
Persons with Disability 2014”. The existing 1995 Disability Law is not aligned with the United Nations
Convention on Rights of Persons with Disabilities ratified by India in 2007. In 2010, the Ministry of Social
Justice and Empowerment agreed to a new law. A committee was formed to draft the new law. Membersof the committee included persons with disabilities and representatives from NGOs. After 2 years of
discussions, a draft was given to the Ministry in 2012. The draft was put on the Ministry’s website in
September 2012. On December 12th 2013, the draft got the approval of the Cabinet. Although it was
anticipated that this Bill would get tabled in the Rajya Sabha in the winter session of the Parliament butthat did not happen. The matter took urgency as with the dissolution of the Lok Sabha due the upcoming
elections, the Bill would die if not tabled in the Rajya Sabha.
In order to highlight this issue, a dharna was held outside Shastri Bhavan on December 19th 2013. Meetings
were held with the Minister and senior officials in the Ministry of Social Justice and Empowerment. Since
the Parliament was to reconvene in February 2014 to take forward the vote on account, it was suggested
that we should lobby with all political parties to cooperate and allow the Rights Bill to be tabled.
On December 24th a meeting was held of representative of all the NGOs and DPOs in the NCR region to
discuss the way forward. AADI was part of the core group that was formed to take forward this advocacy.
On December 27th a press conference was held with representatives of the Disability Rights Group, theNational Platform for Rights of Disabled People to bring forward this issue

Candle light vigil was held on December 31st 2014 at Jantar Mantar

A candle light vigil was held on December 31st 2014 at Jantar Mantar to express concern on the delay inpassing the Bill. Approximately 50 people from AADI participated in this. A series of meetings were held
over the next month with senior representatives of all major political parties to apprise them of thesituation and to seek their cooperation when the Parliament is re convened.
In January the sector was surprised by the draft version of the Bill which had been approved by the Cabinet.
It was significantly different from the draft available in the public domain on the Ministry of Social Justiceand Empowerment’s website. This led to a furor in the sector. In response AADI as part of the Disabled
Rights Group put together a list of non‐negotiable amendments amongst which were the critical
Annual Report 2013‐1431amendments on the definition of persons with disabilities, non‐discrimination and legal capacity. These
amendments were then approved by the cabinet and circulated to the Rajya Sabha members on
6thFebruary, but unfortunately were not tabled.
On February 1st 2014, a press conference was held to update
the media on the issue and to announce the Maha Rally
being organized on February 3rd 2014, at India Gate. This
rally was a huge success where over 10,000 people from allover the country participated.
Maha Rally at India Gate on February 3rd 2014

On February 7th, the Bill got tabled in the Rajya Sabha but got referred to the Standing Committee. From
February 5th onwards, candle light vigils, sit‐ins and dharnas were organized at different locations including
outside the offices of the BJP, Congress and CPI (M) to keep the pressure on to try and get the Bill passed
within this session of Parliament itself. Approximately 20 people from AADI, including people withdisabilities participated in each dharna.
Participation in Candle Light Vigil held at Jantar
Mantar on February 5th 2014

At the same time different leaders from allparties were also met to continue the advocacy.
From February 18th onwards, the Rights Bill
advocacy group joined the Lok Sansad, a groupformed to advocate for passing of otherconsensus Bills as well such as theWhistleblowers Protection Bill and Grievance
Redressal Bill. The group continued theParliament watch as part of their strategy andalso advocated individually with all politicalleaders. Once the Parliament session was over,the strategy shifted advocating with theCongress for the issuing of an ordinance. However this did not go through and the Bill remains with theStanding Committee for further discussions and deliberations.

Annual Report 2013‐1432

Parallel to this effort, AADI also mobilized a group of parents, alumni and resource people associated with
AADI to apprise them of the situation and to gather their support. An initial meeting was held on 11th
January and a follow up later in the month. The group came forward with various suggestions andparticipated by writing letters to leaders of different political parties, spreading awareness on the issue
within their localities and participating in dharnas and sit‐ins. It was also decided that a small street play be
developed and information disseminated through this medium. 4 such plays were held at different
locations in Delhi.

15. CEDAW Committee Report‐India from the Perspective of Women
with Disabilities
Disabled People India took the initiative and AADI became the secretariat for the preparation of analternate report and list of issues to be submitted to the CEDAW Committee by September before the presession on India, from the perspective of women with disabilities. This process was led by Dr. Anita Ghai.
Besides the AADI team, Dr. Shanti Auluck from Muskaan was also part of the team. The preparation
involved conducting a review of literature, collecting newspaper stories highlighting issues being faced by
women with disabilities and collation of opinions circulated to various leading women with disabilities self‐
advocates and other NGOs. After the initial collection of data the team met numerous times through the
day and sometimes at night to work on the drafts. It was finally sent on the 16th of September.
The CEDAW committee has accepted the issues raised in the submitted report and has included a separate
paragraph on women with disabilities in the list of issues raised to the Indian Government. After thisinvolvement, there is a greater awareness within AADI of looking at its activities from a gender perspective.

16. Newsletter
The second issue of the newsletter was released in April 2013. As the scope of the newsletter is expanding,expressions of people are making the team think and do an in‐depth study of issues. For example, an article
contributed by a person with disability for the second issue, on her visit to the Golden Temple in Amristar
made the team research places of worship in Delhi and reflect on their accessibility. The team looked at not
only the physical accessibility at these places but also the prevalent attitudes among a cross section ofpeople like members of religious committees, devotees, priests, volunteers, sewaks and so on towards
persons with disabilities and their right to access any religious place.
The third issue of the newsletter issue was a focused issue on voting rights for people with disabilities. It
carried both experiences of people with disabilities in previous elections and what they would like to see inthe future as well as information on the election process. The graphics used in the Newsletter were used by
the Office of the Chief Electoral Officer, Delhi to visually explain the voting process to voters at the different
voting booths.

Annual Report 2013‐1433

V. FINANCIAL STATEMENTS
SUMMARY OF AUDITED INCOME & EXPENDITURE ACCOUNT FOR THE YEAR ENDED
31ST MARCH 2014
PARTICULARSINCOME
DonationsInterest
GrantsIncome from other sources
TOTAL :
EXPENDITURE
Administration / Establishment
Depreciation
Expenses on the objects of the Society
TOTAL :
Amount transferred to Earmarked
Fund

31st March,2014
Rupees (in Lakhs)

31st March,2013
Rupees (in Lakhs)

91.52
43.40
30.09
134.49299.50

17.70
40.59
37.64
174.90270.8391.34
10.9
169.41271.65

97.81
11.27
156.50265.58

27.85

5.25

Compiled from the Audited Financial Statements of the Society
For CHANDIOK & GULIANI(CHARTERED ACCOUNTANTS)FRN No. 001199N
For Action for Ability Development & Inclusion
V.K.LALLA
SECRETARY / EXECUTIVE DIRECTOR(PARTNER)
M.No. 80847

SUMMARY OF AUDITED BALANCE SHEETAS AT 31ST MARCH 2014
PARTICULARSLIABILITIESCorpus Funds
Earmarked Funds
Current liabilities
TOTAL :ASSETS
Fixed Assets
Investments
Current assets And Loans & Advances
Income and Expenditure A/c
TOTAL :

31st March,2014
Rupees (in Lakhs)

31st March,2013
Rupees (in Lakhs)

602.93692.3670.43
1365.72597.78695.2373.31
1366.3279.31
432.00116.03738.381365.7285.05
432.0083.03
766.241366.32

Compiled from the Audited Financial Statements of the Society
For CHANDIOK & GULIANI(CHARTERED ACCOUNTANTS)Sd/‐
FRN No. 001199N
For Action for Ability Development & Inclusion
V.K.LALLA
SECRETARY / EXECUTIVE DIRECTOR(PARTNER)
M.No. 80847
Place: New Delhi
Dated: 11th November,2014

Annual Report 2013‐14

34

VI. STAFF LIST(As on March 2014)
Executive Director: Gidugu Syamala
Deputy Executive Director: Madhu Grover

Director: Renu Anuj

Managers / Coordinators of Activities■ Anita Lodhi ■ B. Anuradha ■ Charulekha Khandelwal ■ Manavi Jalan ■ Manjula Mehra ■ Meenakshi Sharma■ Neelam Dutt ■ Nidhi Jalan ■ Shahana Chakraborty ■ Meenu Manchanda ■ Rupa Rastogi ■ Sheetal Batra ■ Praveen
Kr. Singh ■ Darsana Khir ■ Shaila Khan ■ Jitender Tomar ■ Sarfaraz
Rehabilitators (Associates)■ Chandeshwari Tiwari ■ *Dev Bhushan Pandey ■ Narender Pal Kaur ■ Raminder Kaur ■ Sushma Kumari ■ Vinita
Rawat ■ Vinita Nagpal ■ Manuja Mishra ■ Dimpi Raisinghani ■ Shweta Ladsaria ■ Md. Saukat Hossain ■ Mohita■ Puja Lalchandani ■ Indernil Chakrovarty ■ Deepak Jain ■ Namita Bhutani ■ Shipra Singhal ■ Ruchika Kaushik■ Anushree Das ■ Yoginder ■ Jinu James ■ Abhinav ■ Mayuri Roy ■ Chanchal ■ Manpreet
Administration, HRD, Finance &Resource Mobilization Staff (Urban)
Manager/Coordinator of Activities■ R. K. Sahani ■ Gavender Kumar ■ Seema Ghosh ■ M.S. Sridhar
Associates / Asst. Executive Officer■ Harpreet Mehta ■ Saranjeet Kaur
Secretaries / Telephone Operator■ Meenakshi Sharma ■ Nisha Sawhney ■ Rajeev Uppal ■ Yuna Noor ■ 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 ■ Nand Lal 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 2013‐2014
Rural Centre at Dayalpur
Rehabilitators, Support Staff and Volunteers■ Chaman Lal ■ 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 2013‐14

Annual Report 2013‐1435

VII. GOVERNING BODY
Chairperson

Vice Chairperson

Mr. Sunil Mehta

Ms. Vandana Bedi

B. Com. (Hon.), (Delhi University)
Chartered Accountancy, (Institute of Chartered Accountants ofIndia, Delhi)
Chairman & Managing Director, SPM Capital Advisors Pvt. Ltd.
Alumni, Wharton School of Management, (University ofPennsylvania) U.S.A

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

Ms. G. Syamala

Chartered Accountancy( Institute of Chartered Accountants of India,
Delhi)
Practicing Charted Accountant

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

Founder Members

Dr. Divya Jalan

Ms. Sushmita Nundy

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

Founder Chairperson
B.A. (Hon.) (London School of Economics)
M. Phil. (Jawaharlal Nehru University, Delhi)

Members

Mr. Alok Sikka

Ms. Shukla Haldar

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

M.A. Fine Arts , (University of Chennai)
Diploma from London Montessori Centre (Kolkata)
Chief Facilitator, Panchatantra Montessori School

Dr Achal Bhagat

Dr. Mathew Verghese

MBBS(UCMS, Delhi), MD (Psychiatry), PGIMER, Chandigarh,
MRCPsych, Royal College of Psychiatrists, UK
Director, Division of Mental Health & Quality of Life , Medanta
Chairperson, Saarthak

MS Orthopedic (Surgery)
Director, St. Stephens’ Hospital

Ms. Kamla Bhasin

Mr. Praveen Kumar GurunathM.A (Economics) Rajasthan University
Advisor, SANGATMSW, (Community Development )Programme Manager , VSO

Ms. Veena Kumar

Ms. Madhu Grover

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

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

Annual Report 2013‐1436