Success is a journey, not adestination.
It requires constant effort,
vigilance andre- evaluation .
Mark Twain

2019-20
ANNUAL REPORT

Action for Ability Development and Inclusion
2, Balbir Saxena Marg, Hauz Khas, New Delhi-110016
Tel: 011-26569107, 26864717; Fax: 011-26853002,
Email: aadi@aadi-india.org • Website: www.aadi-india.org
Facebook : www.facebook.com/aadi.india

Rural Community Based Rehabilitation Centre,
Dayalpur Primary Health Centre,
Ballabhgarh Block, Faridabad (Haryana)
AADI Community Centre
G-4/48, Sunder Nagri,
New Delhi - 110093

ACTION FOR ABILITY DEVELOPMENT
AND INCLUSION (AADI)

Equality and nondiscrimination

Right to life

Situations of risk andhumanitarian emergencies

Equal recognition
before the law

Access to justice

Liberty andsecurity of person

Freedom from torture or
cruel, inhuman ordegrading treatment or
punishment

Freedom from
exploitation, violence
and abuseProtecting the
integrity of thepersonLiberty of
movement andnationality

Living independently andbeing included in thecommunity

Personal mobility

Freedom of
expression andopinion, and accessRespect for
privacy

Respect for home and thefamilyEducation

HealthHabilitation andrehabilitation

Work and employment

Adequate standard ofliving and social
protection

Accessibility

Statistics and datacollection

Participation in
Participation in
cultural life,
political and public
recreation,
leisurelife
and sport

Rabindranath TagoreiEXECUTIVE DIRECTOR’S NOTE

Dear friends,
We are happy to share our Annual Report 2019-20. The efforts to challenge the barriers, andstrive towards inclusion of people with disabilities in every sphere of life were most visible during
the current year.
Participation of people with disabilities in public and political life is recognized in the UN
Convention on Rights of people with Disabilities and in The Rights of Persons with Disabilities Act,
2016. We worked with Election Commission of India (ECI) and Chief Election Office (CEO) Delhi
to facilitate the Right to Franchise of people with disabilities, in General and State (Delhi)Elections. Informing/Educating people with disabilities/families on their right to vote, supporting theprocess of getting Voter ID cards, and creating mock drills for casting their vote were part of theactivities across programs to ensure participation of people with disabilities. Lauding AADI’s efforts
in raising awareness on accessible elections, creating tools for training the officials, conducting
access audits of election booths, and holding election literacy clubs Chief Election Office, Delhi
awarded the State Award for Best Electoral Practices, to AADI.
One of the critical resources for successful inclusion is the availability of sensitized and trained
human resource. Therefore, to reduce the current resource gap, building capacities of mainstream
resources in various fields, e.g. education, health and livelihoods was undertaken during thecurrent year. The training programs ranged from half-a-day orientation/sensitization sessions to 3 5 days trainings on specific skills / areas required for promoting participation and inclusion. The
participants included school/college students, students from professional courses, working
teachers, special educators, physio and occupational therapists, primary level workers in thecommunity and other rehabilitation professionals. There were 842 people trained in the current
year.
Social change can only come about through advocacy by persons with disabilities. Awarenessraising campaigns, focusing on the capabilities and contributions of persons with disabilities,
fostering respect for rights and dignity of persons with disability will enhance the process of socialchange. 1927 persons were part of the awareness raising campaigns/sessions organized throughthe year.
Recognizing the specific needs of children/adults with disabilities in the areas of rehabilitation,
education, health, communication, life skills, and occupation etc., individual/group sessions were
carefully designed and conducted across programs. The aim was to build the skills of persons withdisabilities and facilitate their participation in decisions/activities pertaining to their lives at home,schools, work places and communities that they live in. In the current year we worked with 3258
children/persons with disabilities.
A new initiative in the area of Early Childhood Care and Education was possible with the supportof HCL Foundation. This is a three-month-old project, with the aim of building inclusive Anganwadi
Centers in Noida over the next few years. We look forward to the unfolding of this project and thelearning from it.
Grant from Punshi Trust enabled us to start yet another new initiative – in the area of Dementia
and Assisted Living.
The grant from IGL supported E Daksh, a project Towards Digital Inclusion.
Funds from Guardian India Operations Pvt. Ltd., Edelman India Pvt. Ltd., Rotary Delhi Central
Charitable Trust, Fab India Overseas Pvt. Ltd. and Lala Diwan Chand Trust supported ongoingii

activities in different projects – Urban Community Project, Rural Community Project, Educationand Sambhav –Making Inclusion Possible.
A continued grant from ORACLE gave the Jeevika project much impetus in the area of livelihoods
for people with disabilities.
Specific grant from Lal Family Foundation towards professional services of senior management
team and faculty of training programs established the base for consolidation, expansion andcontinuation of services.
We are grateful to all our donors – Institutional (Trusts, Foundations, and Agencies), Corporates
and Individual donors for their trust in AADI and for having supported the work.
AADI has a strong team of more than 100 people comprising of staff, consultants, Board members
and volunteers who have contributed selflessly to fulfill the Vision of an Inclusive Society.
The details of our work, financials and staff are provided in the following pages.
On behalf of the Board, Staff and members at AADI I extend a deep, heartfelt THANK YOU toeveryone who joined and contributed to this journey.
Lastly, I would like to add that 2019-20 ended on a distressing note, the impact of which continues.
The pandemic and its aftermath deeply affected many, especially people with disabilities for whom
the Disaster Management System did not have any provisions in place. AADI backed by the Board
formulated its own plan of action and addressed the needs of people with disabilities and theirfamilies. Simultaneously, as part of an informal NGO network we shared our resources inaddressing the needs of people with disabilities.
We take this opportunity to salute the spirit of human resilience and hope for a better tomorrow forall.
In Peace

Syamala Gidugu
Secretary, Governing Board
Executive Director, AADI

iii

Vision, Mission Statements
Vision:AADI’s vision is of a world in which persons
with disabilities are an integral part ofsociety, participating in the community andliving life to the fullest, with equitable accessto opportunities and services.
Our Mission:
The focus of our work will be to facilitate
enabling environments in the best interest of
the child and the adult thus ensuring
equitable, accessible, quality assured
services using a life span approach. We will
be informed and guided by the needs of
persons with disabilities who are further
marginalized by poverty and genderinequalities.
Through our work we will:• Facilitate,nurtureandsupportopportunities for leadership and greater
involvement of people with disability indecision-making regarding their own
lives and the processes within theircommunity.
• Influence and develop systems andprocesses to ensure that there is no
exclusion, exploitation or stigmatizationof the persons with disabilities at thelevels of policy and its implementation
within their community.
• Research, develop and implement
service delivery models that can beadapted according to geographical andcultural realities/ contexts.
• Build technical, financial and humanresource capacities of:- Persons with disabilities- Professionals- Larger Community- Build technical, financial and humanresource capacities of AADI

Our Strategic Objectives are to:• Reduce the service gap: by increasing
access to services, ensuring quality ofservices, addressing all life domains –education, health, livelihoods, recreation,
shelter, well-being, safety and permanenceof services.
• Reduce the inclusion gap: by mapping,sensitizing and building the capacities ofmainstream resources in education, health,
livelihoods, recreation etc.
• Reduce the participation gap: byincreasing the participation of users/usergroups in our work, building capacities ofpeople with disability and facilitating
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: byincreasing awareness about rights andneeds of people with disability throughinformation dissemination, media watch,social watch, and right to information
activities.
• Reduce the resource gap: Technical,
Financial and Human Resource by:increasing revenue streams, improving
knowledge base, and developing need
based
and
appropriate
professional
development programs
Values & Guiding Principles:
Our work is guided by the core human values ofrespect, dignity and the autonomy of persons
with disability and their carers. Strengthening
capacities of all stakeholders will be central to
our work. We will work towards being
collaborative,
participative,
strategic,transparent,
equitable,
non-discriminative,
accessible, and accountable in all that we do.
We will follow the norms of safety and quality
assured services in our work.

iv

TABLE OF CONTENTS

Page No.
Vision, Mission and Strategic Objectivesii

Executive Director’s Note

iv

SECTION I : KNOWLEDGE MANAGEMENT& RESOURCE CENTRE

1

1.

Policy, Advocacy & Research

32.

Institute for Ability Development & Inclusion

6

3.

Sambhav: National Resource Centre

10

SECTION II : HABILITATION AND REHABILITATION SERVICES

13

4.

Rural Community Based Program - Ballabhgarh, Faridabad, Haryana

15

5.

Urban Community Based Program – Sunder Nagri, Delhi

24

6.

Ability Development, Opportunities, Resources and Services - NCR

29

SECTION III : FINANCIAL AND HUMAN RESOURCES

43

7.

Resource Mobilization

45

8.

Financial Statements

47

9.

AADI staff (as on March 2020)

51

10.

Governing Body

53

List of Abbreviations

54

v

vi

SECTION IKNOWLEDGE MANAGEMENT& RESOURCECENTRE Policy, Advocacy & Research Institute for Ability Development &Inclusion
 Sambhav: National Resource Centre

1

KNOWLEDGE MANAGEMENT RESOURCE CENTRE (KMRC)

KMRC aims to provide access to information and knowledge resource to policy makers, service
providers, people with disabilities and civil society. The knowledge/information collated is used to-

Advocate for rights based on inclusive laws and policies
Support accessible and inclusive opportunities
Collate narratives and experiential knowledge of persons with disabilities
Support inclusive development in rights based communities

Over the next couple of years AADI envisages to build an Institute for Ability Development andInclusion.
The objectives of the Institute are to :Create a web based and mobile platform for policy makers, service providers, civil society
and disabled people which will provide access to information and knowledge resources
for all impairments and rights of persons with disabilities.
Research, design, disseminate and embed capacity building processes for law and policy
makers, disabled people, civil society and existing professionals from all fields including
education, health, mental health, human resource, law and architecture.
Conceptualize and conduct innovative and replicable training programs for both specificand inclusive service providers at all levels, in partnership with people with disabilities.
Develop standardized assessment tools and manuals for specific impairments and age
groups for disability specific service providers that would give guidelines for practiceincluding recommending reasonable accommodations, devising assistive aids anddesigning environmental adaptations, with participation of disabled persons in theprocess.

2

I.
1.

KNOWLEDGE MANAGEMENT RESOURCE CENTRE

POLICY, ADVOCACY & RESEARCHACCESSIBLE ELECTIONSHistorically citizens with disabilities were excluded from their right to political participation including
the Right to Vote. Even though the advocacy for political participation of people with disability
started in 2004, the Right to Vote for citizens with disability received an impetus only when
Election Commission announced “Accessible Elections” as the central theme on National VotersDay 2018.
Election Commission of India (ECI) set up National and State level Committees to oversee theprocess of ensuring accessible elections. People with disabilities, experts, representatives fromcivil society organizations, government officials were part of these committees.
AADI was part of both National and State level Committee and provided critical inputs in creating
guidelines and checklists to ensure accessible elections. Some of the important activities
undertaken were:








Meeting held at AADI with NGO representatives of different districts of Delhi, District Social
Welfare Officers (led by Dr. Madhavi), Sector Officers, Nodal Officers, ADE Planning fromoffice of the Chief Electoral Officer (CEO), to discuss roles and responsibilities to ensure
access to voters with disabilities.
In collaboration with Social Welfare Department Delhi- Created training modules for MCD and polling booth officials and trained them
towards the needs of voters with disabilities.
- Conducted training of 80 officers, Executive and Assistant Engineers regarding
accessibility features at polling booth and shared information regarding Assured
Minimum Facilities.
In collaboration with South District Election Officer (EO) EVM audited the polling booths in
Dera Village, Bhatti mines & Fatehpur Beri and report was submitted to the office of theCEO.
Active citizens from theatre club of AADI performed an educative street play to raiseawareness on accessible elections, urging diverse voters especially people with disabilities
to cast their vote.

During Vidhan Sabha Elections 2020, Election Commission announced postal ballot facility forabsentee voters to ensure larger voter participation. For the first time the postal ballot facility
offered to absentee voters, included person with disability (PwD) and senior citizens above 80
years at their homes.


The information was disseminated far and wide amongst organisations, persons withdisability and families.
Two persons with disabilities, Darsana and Sheel (sisters) cast ballot at their residence inPanchsheel Enclave.

“The staff from ECI who visited us was very helpful and cooperative. They used a three sided
screen to ensure secrecy of ballot. We were able to stamp our vote using ink. They
immediately sealed our vote in an envelope.” Darsana and Shee

3

Access Audit of Polling Booth

Meeting with different NGOs,
SDMs and District Social Welfare Officers

Street play by AADI on Raising Awareness on Accessible
Elections at DilliHaat!

Training of Polling Booth Officials by AADI Team

Awareness Program On Accessible Elections For
Persons With Disabilities At AADI.
Chief Guest Dr. Ranbir Singh, IAS, Chief Electoral Officer, Delhi

AADI was awarded the State Award for Best Electoral Practice on
25th January, 2020, The National Voters Day by Dr. Ranbir Singh, The
Chief Electoral Officer, Delhi

Music Club Members, AADI Performing At The AwarenessRaising Program Organized By South Districtth
At Siri Fort Auditorium On 4 May 20194

Vote Karenge Hum, Vote Karenge Sab

5

2.

INSTITUTE FOR ABILITY DEVELOPMENT &INCLUSION

Institute for Ability Development and Inclusion is the capacity building and knowledge
management wing which runs in tandem with community-based habilitation and rehabilitation
programs as well as the advocacy programs of AADI. The programs and knowledge collated andcreated at the institute, will eventually be available through the web-based knowledge platform of
AADI. It will develop Teaching-Learning Material that can be used by others conducting thetraining in future.
AADI has linked with organisations like Bodh, partners of HCL Foundation (HCLF) {Save theChildren, Cohesion Foundation} and partners of International Committee of the Red Cross(Mobility India, Christian Medical College {CMC} Vellore and Rehabilitation Centre Raipur, Sri
Nagar and Jammu) to build the capacities of their staff on Inclusive Services with focus on
Disability.
CAPACITY BUILDINGBODH SHIKSHA SANSTHAN
The aim of collaboration with BODH was to create visible processes, structures and systems in
Inclusive Education in all of their 30 schools in rural areas of Alwar District. From direct work withchildren and teachers in the first phase, the second phase focused on building capacities of the
Education Resource group (ERC) to ensure sustainability of inclusive educational services. The
modules for training were developed based on readiness and needs expressed by the group.
Training programs were conducted on understanding the components of Inclusive Education andalso on specific impairments and its impact on learning, inclusive and specific teaching strategies,
accommodations, promoting participation, and providing opportunities for inclusion. Modules on
specific impairments included Visual Impairment, Hearing Impairment and Intellectual impairment.
It was envisaged that the information/skills related to understanding impact of specific impairments
on learning would enable the group to better support the teachers for inclusive education.
Practical experience was provided through demonstration sessions in assessment anddevelopment of individual plans to address specific individual needs of children with disabilities.
The team worked with 36 children over a 3 day period.
Specific medical needs of children were addressed and discussions were held to integrate themedical needs with overall Medical and Health needs of all children.
One of the critical challenges that the project faces is the availability of an in-house resource
support to promote inclusion in all of the educational processes in BODH Schools.

New Initiatives
A)

Early Childhood Care and Education (ECCD): Project on “Building Inclusive
Anganwadis”
AADI in collaboration with HCL Foundation (HCLF) started this project in January 2020, under
their Uday program. This is the first inclusive program under project Uday in Delhi NCR region to
integrate disability with HCL Foundation’s Early Childhood Care and Education (ECCD) partnerorganizations.
HCLF has 8 partners, across the country, working in the area of ECCD. The project, “Building
Inclusive Anganwadis”, aims to sensitize all of ECCD partners on Inclusion and work in-depth with
two of partners situated in NOIDA - Save the Children (STC) and COHESION.

6B) The International Committee of the Red Cross (ICRC) and AADI signed a MoU to conduct
Advanced Level Training for therapists from ICRC affiliated centers Pan India. The specific aim
was to enhance the skills of therapists at partner organizations of ICRC (Mobility India, CMC
Vellore and Rehabilitation Centre Raipur, Srinagar and Jammu) in working with children with
Cerebral Palsy with a contemporary right based approach. Preparation for the training began
through field visits, studying existing assessment tools and planning an overview of the modules.
TRAINING FOR PRE-SERVICE AND IN-SERVICE PROFESSIONALS
AADI was invited as trainers by different schools, NGOs and government organizations, fortraining in various topics related to disability as follows:
S.No

Course/Training conducted forName of the Course/Training

1

Master of Public Health (MPH) students at
Indian Institute of Public Health Delhi (IIPHD)

2

Primary School Teachers of Delhi Public
School, East of Kailash

3Students of Diploma course in special
education
specializinginIntellectual
Impairment from Anant Centre
Urban community workers of Swabhiman and
SPARC (ODISHA and U.P.)

A short course by Indian Institute of Public
Health (IIPH) & AADI on Disability andPublic Health (5 days)
Perspective
building
inInclusiveeducation, communication and behavior
management
Training in Cerebral Palsy

4
56

Orientation of 2nd year bachelor’s students in
Speech Language pathology from Ali Yavar
Jung
National
InstituteforHearing
Handicapped (AYJNIHH)
Cross disability training special educators of
Delhi Government schools

Number ofParticipants
30 Medical andParamedical
Fraternity
20 Participants
40 Participants

Guidance and support for the Community
workers regarding Inclusive Education foryoung children with disabilities
Rights based approach to working withpeople with disabilities

15 ParticipantsWorking with children with Intellectual
Impairment in an inclusive setting

2 batches of 30
teachers each
(5 day module)
20 ParticipantsSessions on Cerebral Palsy and inclusive
Education. This included orientation to
AADI’s work and visit to Sambhav
Augmentative and Alternative
Communication (AAC) course: AADI
launched a 14-day Professional
Development Course in February 2020 on
AAC for working professionals, plannedover 7 weekends.
Sessions on building a rights perspective,assessment and interventions withchildren with Cerebral Palsy and theirfamilies

20 Participants

7

Second year students of Diploma and B.Ed
from Action for Autism (AFA)

8

Weekend Course for working professionals
including Special Educators, Developmental
Therapists, Counselors, Rehab therapists,
psychologists

9

A Two day conference organized by St.
Stephens Hospital and International
Committee for the Red Cross (ICRC) for
orthopedic surgeons and physiotherapists

10Internships offered to College students- NewYork University, School Of Inspired Learning,
Lady Irwin College, Gujarat National Law
University

Perspective building in Inclusive
education and communication.

11

Students from Universities/Schools &Corporates-Lady Irwin College, Institute ofHome Economics, Amity University, Guru
Gobind Singh College, Ambedkar University,
Tagore International School, St. Antonys
School, Manav Bharti International School and
Gyan Bharti school.
CSR based engagement event organized by
Dfrens for Corporate KPMG (which donatedfive wheelchairs to AADI)

An orientation to working with people wi 466 participants
disabilities

7

23 participants

Orthopedic
Surgeons,
Occupational
Therapists,
PhysioTherapists.
10 Students

Assessments being conducted and training with Dr. Mathews

Simulation Activity with the students of IIPHDAAC Course for working professionals

Orientation session –Manav Bharti International School and Gyan Bharti School

8

TRAININGS /CONFERENCES ATTENDEDBY AADI STAFF












Training on sexual harassment policy at work place conducted by Ms. Aparna Bhatt
Training on Job Access With Speech (JAWS) software for Sunder Nagri staff members by
Manuja Mishra
One day symposium on “Academic Writing” for research purpose at Jamia Milia Islamia
National Conference on Inclusive Education held in Shimla &AADI presented a research
paper on “Access to physical and learning environment in schools post implementation of
the Right to Education Act 2009 in India.”
Training on Communication Skills, Communication, Thinking Distortions & Communication
Spoilers conducted by Ms. Shweta Verma.
Training on Empathy & other processes which forms the base of work for any
communication conducted by Ms. Shweta Verma.
Workshop of working group for “cross disability” hands on training, of special educationteachers ((SETs), organized by Inclusion Education Branch, Directorate of Education,
Government of National Capital Territory of Delhi (GNCTD).
Meeting of NIFT Research Ethics Committee for review of “India Size Project Proposal”.
Meeting organised at National Skill Development Agency on “Inclusion of Persons with
Disability (PwD) in the NSQF Skilling Ecosystem”

9

3.

SAMBHAV: NATIONAL RESOURCE CENTRE

This is a national resource center set up at AADI. This is an exhibition cum demonstration andassessment center, promoting universal design in products and spaces used to address barriers in
the environment. Sambhav houses assistive technology (adapted and modified) for assisting
mobility, education, communication and activities of daily living including self-care towards
enabling greater independence and inclusion of persons with disability. Sambhav center is also a
training and awareness ground for capacity building on inclusion and communication courses.
This year 372 visitors were sensitized to the concept of universal design and inclusion of which
many were individuals from disability sector and NGOs from Delhi and neighboring states. College
and nursing students and many students from architecture courses from Amity Delhi, Pune,
Hyderabad, Lucknow and Punjab also visited Sambhav this year.

AAC Awareness Day-16th OctoberAn event was organized to raise awareness about Alternative and Augmentative Communication(AAC). The experiential experts, Jija Ghosh, Arpit Khansili and Vinayana Khurana, gaveorientation to the participants and the visitors.
Different Apps and software such as Jellow, AVAZ and Toby Eye Tracking were demonstrated to
all along with their trial sessions. Approximately 50 persons with disabilities, their families andprofessionals from inclusive schools and NGOs attended the event.
Encouraged by the scope of technology, a small group was formed on 2nd November under theguidance of Prof. Arun Mehta to make an App as per their need. The group consisted of 6 adults
with disabilities, their family members and 3 staff members who met fortnightly till March to learn to
use Scratch, a free App to make their own software.

Participants and visitors on the AAC Awareness Day

During this year 4 Special Switches from Enability Foundation for Rehabilitation were added to
Sambhav.
New Additions: A Samsung Galaxy Tab A to load the latest version of AVAZ that requires higher
specification tab.
 Toby Eye Tracker (gaming version) and installed some free games on it so that the user
gets used to the idea of using eye tracking to control the cursor.
 Latest version of Jaws Text to speech Talking Software.

10Toby eye tracking demonstration

Remarks from people who visited:“Amazing tools and adaptations to make life easier for people” Lillian Aluri from New York
University“The place is well designed to meet needs of people with disability, provides good ideas about
how little changes in the interior of the house can make it inclusive – Shaudha, Architecture
student

11

12

SECTION II
HABILITATION AND REHABILITATIONSERVICES

Rural Community Based Program
Urban Community Based Program
Ability Development, Opportunities,
Resources and Services

13

HABILITATION AND REHABILITATION SERVICES FOR PERSONS LIVING WITHDISABILITY IN DELHI AND BALLABHGARH
Article 26 of UNCRPD states that all State Parties shall take effective and appropriate
measures, including through peer support, to enable persons with disabilities to attain andmaintain maximum independence, full physical, mental, social and vocational ability, andfull inclusion and participation in all aspects of life.

4.RURAL COMMUNITY BASED PROGRAM, BALLABHGARH BLOCK, (FARIDABAD
DISTRICT, HARYANA) covers 82 villages (under 67 Panchayats) and works with a crossdisability and life span approach responding to changing needs irrespective of age. The
focus of the Rural Program is to facilitate the creation of a responsive community, which
fulfils the needs of persons with disabilities, and provide accessible services and promoteequal participation and opportunities to persons with disabilities.

5. URBAN COMMUNITY BASED PROGRAM, SUNDER NAGRI, EAST DELHI a new
initiative started in collaboration with Self Employed Women’s Association (SEWA), aims towork in urban poverty areas in Delhi and integrate disability into ongoing community work.
The aim is to facilitate an urban community based model for accessible services ensuring
participation and inclusion of people with disabilities in all aspects of community life. The
highlights are presented in the following pages.

6. ABILITY DEVELOPMENT, OPPORTUNITIES, RESOURCES AND SERVICES
The project includes:
A.

B.

Walk in services that provide avenues to people with disabilities,
families to share issues, gather information about resources andwork out solutions for increased participation across life domains.
Education

C.
D.
E.
F.

Life skills program including interest and hobby clubs
Ujala
E-Daksh(Towards Digital Inclusion)
Jeevika Livelihood Project

14

II.

HABILITATION AND REHABILITATION SERVICES

4. RURAL COMMUNITY BASED PROGRAM
The ‘Rural Community Based Habilitation & Rehabilitation Program’ is based in Ballabhgarh
block of Faridabad District of Haryana since 1982. The focus of the Rural Program is the creationof a responsive community, which fulfils the needs of persons with disability by providing
accessible services to all and promoting equal participation and opportunities to persons withdisabilities. This is being facilitated by trained rural rehabilitators, village volunteers, the larger
community and professional staff. This includes collaborative efforts with persons with disability,
families, local leaders, policy makers in the larger society; capacity building of professionals,
volunteers and institution from health, education, employment and other sectors; formation of
advocacy and support groups at the village, block and district level. Focusing on disability, poverty
and gender issues, the program works towards convergence of services that benefit all people inthe community. The goal of this is towards an equitable society in which every person withdisability is an integral part of the society, participating in the community and living life to thefullest, with equitable access to opportunities and services.
Coverage: Geographical area covered by the Rural Program
BLOCK – BALLABHGARH, DISTRICT- FARIDABAD (HARYANA)

15

Total Population of Ballabhgar
B
rh Block is 214894 (CCensus 20111).
0 persons withw
disabiility were supportedsin
i year 2019-2020
Total 2060

Numbe
er of Personnswithh Disability
regisstered andsupportted in 2019-20

Numberr of Clients accordingato Age &
Gen
nder

Male

FemaleTotaal

206
60

1407

1237

80
00
823
325
4
65 39 104

Male

Feemale607

549

Tottal0-6years

224
47-18years

18 +

c
an
nd updated about peop
ple with disa
abilities of all
a 81 village
es on regulaar basis.
Data was compiled
Male

Fem
male

1044

615

2
243

87
18
23

PL
AP

BPL

25

Not availableaN
Numberof clients cov
vered undeer APL andd BPL statuus
MA
AJOR HIGH
HLIGHTS OF
O THE WO
ORK
Two thoussand and sixxty personss with disabbilities and theirtfamiliees were suppported throoughout the
year.


The
e village vollunteers an
nd community workers
s in all villag
ges & semi urban are
eas worked
withh persons withw disabilitties and fam
milies to en
nsure that persons
pwith
h disabilitie
es have themanndatory doccuments to availaGoverrnment facilities, servicces & schem
mes.

16

Documents/Schemes

Number of persons with disability who
procured the documents in 2019-20
38
72
48
56
69
17
40
3
2
15
58
297

Birth Certificate
Aadhar Card
Ration Card
Voter ID
Disability Certificate
UDID
PAN Card
Driving Licence
Niramaya, ESI & Govt. Health support
Ayushman Bharat (Health Scheme)
Bank accountFamily Card

Scheme/ Benefit

Number of persons with disability who
received benefit in 2019-20
26
18

Disability or Caste based Scholarship
Financial Support for children not goingto school76
8

Disability Pension
GuardianshipInformation Dissemination
Four Hundred Eighty Seven persons were provided information about Government/Private
Sector vacancies, Rights of Persons with Disability Act (RPWD), Unique Disability ID(UDID), Pension and Mobility Aids.

Forty Five teachers of private schools were given inputs regarding RPWD Act 2016

Sixty Two teachers were given information about facilities provided by Haryana &Central
Board of Secondary Examination (CBSE) for examination.
COMPREHENSIVE WORK IN 25 VILLAGESAADI works through a team of 25 primary workers comprising of Asha workers,
Anganwadi workers and village level volunteers.



During the year the primary workers supportedoMedical, health, nutritional needs, and any emergency and its follow upsoEducation sessions for 78 children with disability in 25 villages.

oMobility training for 28 children with disabilityoSelf-care training for 139 children with disabilitiesoLife skills training sessions for 174 persons with disabilities

17

The presence of primary workers at the village level helped in easy flow of
information to people with disability and their families. They were able to identify
barriers and delays in the implementation of plans which were addressed
immediately by the coordinators of the program. This helped to establish credibility
and trust of people with disability and their families.
दयालपुर की ामीण कायकता सोनू के ारा िनयिमत प से िवकलां ग ब ों को पढ़ाई म मदद करने से ब ों म गित ई हैतो प रवारों ने कहा िक अगर िव ालय के अ ापक ब ों की पढ़ाई पर ऐसे ान द तो सब ब े आगे हो जाएँ ।ेरणा, गाँ व-बदरौला एक मूक-बिधर िवकलां गता वाली लड़की है , प रवार ेरणा कीेरणा के साथ पढ़ाई व घरे लु काय म कौशल िवकास तका िनयिमत काय चल रहा है ।ेरणा की पढ़ाई म मदद के िलएउनका आ िव ास बढ़ गया है ।ूशन लगी ई है । ेरणा कीगित व बदलाव से ब त खुश है ।ूशन अ ापक ने कहा िक ेरणा को पढ़ाने के तरीकों सेरायपुर गाँ व की रजनी व िकरण की म ी ने कहा िक आिद सं था से अगर हम नहीं जुड़ते तो पता नहीं चलता िक िवकलां गतापशन के अित र भी िवकलां गके िलए इतनी सारी सुिवधाय ह तथा कोई कानून भी है और रोज़गार व पढ़ाई म भीआर ण है । अब तो मुझे इनकी पढ़ाई पर ही ान दे ना है ।

CAPACITY BUILDING
Expanding the base of Primary Workers

16 members from the villages were inducted to be part of the primary work force andwere trained.
The training prorgram included the following topics:oDisability as diversityoDisability and equalityoImpairment and impact on life and livingoWorking with people with disability and their familiesमौजपुर की ामीण कायकता-सुमन ने कहा िक िवकलां ग/ब ों व उनके साथ काम करने से, मेरे अपने आशाकायकता के काय करने के तरीके म जो बदलाव आया है वो अब िदखने लगा है जैसे-लोगों के ित संवेदनशीलता म वृिद ईहै , बातचीत का तरीका बदला है ।

Training Anganwadis workers
In collaboration with ICDS supervisors, three-day training was conducted for 27 Anganwadis
workers from 8 villages.
The supervisors ensured the attendance of the workers on all three days. The topics were decided
along with the supervisors and workers which included:
ICDS services and inclusion of children with disability
Identification of children with disabilities

Importance of Nutrition and vaccination for all children.
Outcomes expected from the current curriculum and the importance of TLMs
It was an enriching experience for all and the workers were particularly happy with the session on
developing TLMs.

18

DIRECT SERVICES
Mobility and Self-Care
o

o
o
o

Mobility assessments were done for 41 children with disability below age group of 6 years.
Mobility training sessions were held for 58 children with disabilities. Twelve children were
provided 9 mobility aids.
Forty Five children (6-18) were given 45 mobility aids and 37 adults with disabilities were
given 37 mobility aids.
Self-Care training sessions were held for 104 children (0-6 years) and 447 children(6-18
years).
Five hundred and forty adults with disabilities were provided skill building in self-care. One
Hundred Fifty Two adults with high support needs were provided training in mobility, healthand personal care.

Bhavishya, is two and a half years old boy in village Ahmadpur. The village volunteer identified
Bhavishya during the polio vaccination visit. The village volunteer along with AADI staff visited
Bhavishya's home. The family did not accept the disability initially and pointed out underweight
and orthodox reasons for delayed development. The AADI staff and village volunteer visited
regularly and developed a strong bond with the mother. After two-three months, the motherstarted following the prorgram in the area of self-care, nutrition and mobility. Due to regular
inputs, Bhavishya showed improvement. The family too observed the progress. Bhavishya's
grandfather was not interested initially but after seeing the progress he was motivated to take his
grandchild to Bhagwan Mahavir Viklang Samiti, Delhi for Ankle Foot Orthosis (AFOs). His weightincreased and he started walking with the support of AFOs. He participates in his self-care.
Family is very happy and looks forward to the future.
CommunicationooForty Eight Children (0-6 Years) attended regular sessions for speech language andcommunication.
Speech, language and communication sessions were held on regular basis for 97 children(6-18 years)

HealthoooForty Four Children(0-6 years) were linked to health services like medicines, nutrition,orthopedic, cardiac, skin, ENT, urology, eye, respiratory and neurological consultations by
doctors.
One Hundred Seventy Nine children(6-18 years) were linked with mainstream healthservices for medicine for epilepsy, nutrition, blood disorder, orthopedic, cardiac, skin, ENT,
ophthalmological, respiratory and liver consultations.
Four Hundred Seventy Nine adults were linked with health services to access medicationfor epilepsy, orthopedic, neurological, ENT, dermatology, endocrine, gynecology,
psychiatric, renal, blood disorder, respiratory, cardiac, liver and ophthalmologicalconsultations.

19

EducationoooThirty Three children were admitted in primary schools. 24 children in the age group of 5 to
12 years are given regular inputs by 18 village workers. Regular sessions by village
workers motivated and helped parents to understand the importance of focused work.
One child with disability at the age of 14 got admission in middle school and one woman
with disability has enrolled for B.Ed in Tigaon.
Three Hundred Eighty Seven children(6-18 Years) are registered in schools. 348 children
with disability are regular in schools. Thirty eight adults with disabilities are in secondary
schools. Nineteen adults are in higher colleges. Five adults are in professional courses andeleven adults are doing vocational courses.

Thirteen year old, Mohit lives in village Sunpedh. Mohit studies in class 5 in Government Primary
School and is regular in school. However, his progress in academic work is slow according to histeacher. A sensitization prorgram was conducted for students of class 3-5 and all teachers tomake the environment conducive for children with disabilities. The demonstration of the teachingprocess was done in the school on a regular basis to showcase the inclusive teaching practices.
Afterwards the teachers and classmates started giving opportunities to Mohit to participate in theactivities like writing on board, reading, sharing of thoughts in the classroom. Mohit was
motivated to share his own food, playing games with peers. The teachers and classmates toogave support in education and other school activities. The home tutor taught Mohit forcompleting homework and helped in learning concepts. Whenever Mohit is absent in school, theteachers and classmates miss him and find out the reason for absence. Mohit's parents are
satisfied with his progress and Mohit is happy going to school. Mohit has intellectual impairment.
Life SkillsooFifty Five children (6-18 yeras) had regular sessions for life skills training
Six Hundred Ninety Eight adults received training in life skills like grooming, domestic
chores, farm work, community and daily functional skills

Livelihood
o

o
o
o
o

One Hundred Thirty two persons with disabilities are in open employment set-up and 141
adults work as contract labourers. A young woman with disability cleared SBI Entrance
Exam for Clerical Job.
One Hundred Two adults with disabilities are self-employed and run their own small shops.
Fifty adults with disabilities are engaged in their family occupations.
Four persons are preparing for government jobs
5 persons with disabilities got jobs-1 got a government job under group D and 4 got job in
private sector and earning Rs. 9000-15000/month

Irfan is a 19 years old young adult. He stays in village Fatehepur. He left studies after class
9th. He was at home and supported his family in domestic work. But the mother wanted him
to earn a livelihood. Irfan was interested in opening a grocery shop. Soon his training
started. He was first placed in his uncle's cloth shop where he learnt money calculation withsupport of the mother. Within a few months’ time, Ifran started his own small business. Hepurchased the packed food material and started selling these items in front of a school as amobile shop. All packed food items were sold on MRP and it was easy for Irfan to calculate.
Some income started coming in and this motivated Irfan to add more items in his mobile
shop. Now his income is increased and the family is very happy. Irfan has hearing
impairment.

20

JEEVIKA

o
o

o
o
o

o
o
o

Jeevika project started in year 2018-2019 as an Oracle supported project. One Hundred
and Twelve persons with disabilities were inducted into the project. The project helped tofocus on Employability Skills which included:
Module 1 – Included importance of work in one’s life. Understanding organized andunorganized sectors and types of jobs available.
Module 2 – Included formal and informal communication skills at work place. Causes ofcommunication breakdown and possible positive responses enabled the group to look attheir own communication skills.
6 Training workshops based on Module 1 & 2 were conducted and sixty six persons withdisabilities attended.
5 Persons with disabilities were placed in the community for internships after Jeevika
training.
4 Persons with disabilities completed Internship in June 2019 and 1 person with disability
completed in September 2019. Another 4 Persons with disability were placed in thecommunity for internships after Jeevika training
8 Persons with Disabilities completed computer course.
4 Persons with disabilities completed English Speaking Course conducted in collaboration
with British Council under the Jeevika Project.
5 Persons with disability attended one day seminar in India Habitat Center (IHC) conductedby Jeevika.
Renu is a 20 years old girl from village Khandawali. She did not want to pursue
education after class 9th. She was trained in domestic skills and grooming skills at homewith the support of village volunteer. She is now independent in cleaning, washingdishes, washing clothes and in simple cooking. Renu attended Jeevika workshops andwas placed for internship in JCB foundation to enhance her stitching skills. She learnt towork in a team. After the lockdown in March, she started stitching masks with support ofher mother. Renu has Intellectual Impairment.

The workshops held under the Jeevika Project were very useful. Some of the visible changes
included:oImprovement in communication skills, time management skills, team work and commuting
skills. Persons with disabilities also developed higher confidence levels to face the outerworld.
o
Improvement in looking after personal health, hygiene and groomingoEveryone wants to earn and be independentoPeople with disability were able to correlate respect with earningिविपन, गाँ व-दयालपुर, की मी ने का िक जब से िविपन बिश ण के िलये जाने लगे ह तब से िविपन केबगढ़ म परचून की दु कान पर रोज़गार कावहार म ब त बदलाव आया है । िविपन घर के कामों म भीमदद करने लगे ह, पहले के जैसे कोई लड़ाई झगड़ा नहीं करते ह, बस दु कान से आये, खाना खाया, थोड़ीदे र सब से बात की ओर सोने चले गये। अवकाश वाले िदन भी िकसी के भी पास पहले की तरह फालतू नहींबैठते व न ही कहीं आते जाते ह। जो सबसे सकारा क आ है वह हैका िहसाब भी बताने लगे ह। अब जो िविपन के भिवअब कुछ कम है ।21

यं आना जाना सीख गये ह व खचको लेकर िचंता थी िक वेा करे गे, कैसे होगा, वो

N
NEXT
STEP
PS





We
e need to in
ncrease thee number off trained / sensitized primary workkers at the community
levvel to ensuree availabilityy of supportt through th
he year.
To focus on a sustained
d and steaddy flow of in
nformation related to G
Governmen
nt schemes
andd provisionss.
Participation ofo people withw disabilitiies in commmunity serviices / commmunity life needsnto beworked upon in
i a more su
ustained ma
anner.
To focus on quuality and continuityc
off services inn the next ye
ear in all thee 25 villagees.

Few Glimp
pses of Ruural Program

Socialization

InternshipC
Capacity
Buildinng

22

J
Jeevika
Traininng

Valeedictory Event (Professional English Course - Conducted by British Cou
uncil)

23

5.

URBAN COMMUNITY BASED PROGRAM

The Urban Community Program was initiated in 2016 in Sunder Nagri in the Shahdara District,
Delhi in collaboration with Self Employed Women's Association (SEWA).The focus of the program
was to address gaps and barriers to create an enabling environment for improved quality of life ofpeople with disabilities.
Sunder Nagri is in Shahadara district which has a population of 1,67,87,941 out of which 2,34,882(i.e., 1.39%) are persons with disabilities (Census 2011). Most of the working population in Sunder
Nagri is engaged in unorganized and low wage work.1. Sunder Nagri consists of 16 blocks.
There was no updated data available of the total population of persons with disabilities in Sunder
Nagri, hence a household survey of 16 blocks was conducted in two phases by AADI inpartnership with SEWA Delhi. In survey phase 1, ten blocks were covered. In survey phase 2,
remaining six blocks got covered. Part of its analysis is as follows:
Total

Phase 1

Phase 2

Population covered

34,576

20,287

Number of households covered

6448

3976

Number of persons with disabilities identified

1039

582

Number of households with persons with disabilities

962

178

14.92%

4.48%

Percentage of households with persons with disabilities
CAPACITY BUILDING

Capacity building and skill training of SEWA community workers continued this year.
Approximately 185 sessions and training were done with the primary worker team throughout theyear. Every month, a half day training was organized for both the SEWA primary workers and
AADI team on specific topics like advocacy, communication, Epilepsy management etc. Thesesessions and trainings helped the SEWA workers build confidence; enhance communication andproblem-solving skills.
DIRECT SERVICES
In the year of 2019- 2020, 286 people were contacted to explore opportunities of education,internship, employment, inclusion, participation and the well-being of the person with disabilities. A
total of 344 clients have registered since 2017.
S.No.
1Total Number of ClientsContacted (old+ new)286

Number of First Contact

No. of Assessments

156

58

1

(Community Health Department, St Stephen’s Hospital, New Delhi; Mahila Housing Sewa Trust, New
Delhi).

24



Linkages with services for mandatory documents
In the year 2019-2020, AADI team and SEWA community workers worked with persons
with disabilities and families to ensure that they have all required (mandatory) documents
to avail various Government schemes and services.
Documents/ schemes

Number of people linked with schemes/services

Disability certificate
Disability Pension
Aadhar card
Birth certificate
Bank account
Voter ID card

22
21
9
6
5
1

Number of people linked with schemes/services
25

20

15

10

5

0
Disability
certificate (applied &received )Disability Pension( applied &
received )Aadhar card(
applied &received )Education

Birth certificate (applied &received )Bank account(applied &received )Voter ID card(
applied &received )Number of children

Total number of children contacted

60

Total assessments done28

Support for school admission

16

Children got admission

5

Individual session for support in education

20

Linked with new resources

425

Education








Sixty children with disabilities and their families were contacted for admission in schools.
16 children were supported in school admission through school visits and applying foradmission through online registration.
Five children got admission in different schools of Sunder Nagri. 1 child admitted inmainstream government school and other 4 children got admitted in mainstream private
schools.
Sixteen children are still out of school due to various reasons. Some children didn’t haveany proof like birth certificate. Parents of children with high support needs were concerned
about their children’s safety and care while some parents were not convinced about theneed to send their wards in government school
Twenty children were supported through individual/ one to one session at their homes andat AADI center at Sunder Nagri.
Four new educational resources (play schools) in different blocks in Sunder Nagri wereidentified.

Life Skills Program – Adult Years
Roshni Group
Apart from one-on-one sessions, the highlight of working with adults was the formation of the
Roshni group to enhance participation, decision making and skill building of adult clients. Besides
they were encouraged to take responsibility of their local residence area as contributing membersof society. The 17-member group was very enthusiastic, keen to learn and participate, and named
the group as Roshni themselves.
The members undertook an access audit of parks in Sunder Nagri. They visited the parks and thenprepared an assessment report, to be submitted to the MCD department responsible for upkeep ofparks. This process has got delayed due to lockdown. The members also planned and participatedin various events in the community like Independence Day, Teacher’s day and Children’s day
celebrations.
JEEVIKA LIVELIHOOD PROJECT
35 new adult clients who were inducted underwent the employability skill training for orientation to
the importance of work. Work with families continued to enable them to see persons withdisabilities as young adults with diverse abilities, aspiring for a life of independence, dignity andeconomic self-sufficiency.
Other highlights:

One client underwent the Professional English Language training conducted by the British
Council
Eight new internship sites were identified and 3 clients were placed in internship. Primary
workers were trained to support clients on their internship.
One employer started paying part internship and another started paying full internship thisyear.
Employers Meeting: Ten employers attended a meeting aimed for sensitizing them about
the needs and rights of persons with disabilities. It was the first time that employers had
such a discussion and expressed a willingness to extend their support to persons withdisabilities.

26

EVENTS

Summer Camp: Two children attended summer camp in different mainstream schools;
children with disabilities who were already going to Government schools attended summer
camp in their own schools under Mission Buniyaad. Seventeen children with disabilities
along with their siblings participated in an inclusive summer camp organized by AADI,
including five children with high support needs.

Independence Day Celebration: This was the first community celebration where adults
with disabilities participated in planning and organizing the event. They facilitated inclusive
games at a school which elicited a positive response and appreciation from the school andgeneral community, which in turn boosted their confidence.

Teacher’s Day celebration: Cards made by AADI team and Roshni group members were
given to each teacher of M.C.D schools, Sarvodaya schools and private schools in Sunder
Nagri. The Roshni members thanked them for their contribution to the field of educationand planted a sapling in each of the school visited.



Airtel Delhi Half Marathon: 3 clients participated in the Marathon this year.

Children’s Day Celebration: Children’s day was celebrated to strengthen our relationshipwith schools where we had celebrated Teacher’s Day. The ‘Roshni’ group adult members,
primary workers and secondary team designed few inclusive games to be played withchildren in their schools. School teachers and principals extended their support by offering
space & furniture. They also allowed out of school children with disabilities to participate in
the activities.

Experiences
Prakash (name changed) is 23-year-old person who lives in Sunder Nagri with his parents, elder
sister and younger brother. He passed his 12th class from regular school & successfullycompleted Diploma in Radiography course from Industrial Training Institute (ITI). He has
physical impairment (Congenital Torticolis) which limits his shoulder and neck movements. He is
helpful, social and punctuality is his hallmark.
Prakash under went an advanced training on digital X-ray machine with AADI’s support. After six
months of an internship placement, he gained experience and confidence to do some of the xrays independently. AADI supported with the stipend and the coordinator visited regularly toreview his progress with his supervisor.
Currently he is placed at the Radiology department of a private hospital where he is learning tooperate a new digital machine for X-ray. His confidence level in operating the machines has
increased tremendously and he now takes the portable machine to wards for x-ray and doesnight duty as well. The hospital has started paying his internship stipend partially.

27

Glimpses of Independen
nce Day and Te
eacher’s Day Celebrations

J
Jeevika
Trainin
ng

28

6.

ABILITY DEVELOPMENT OPPORTUNITIES, RESOURCES AND SERVICES
A. WALK IN SERVICES

The walk-in services provide avenues to persons with disability and their families to shareconcerns/issues, gather information about resources and work out ways to increase participation
across life domains. A care plan process is initiated for persons with disabilities who get registeredwith AADI. The care plan process aims to develop a comprehensive plan for a person withdisability taking into account the abilities, barriers, avenues for participation and opportunities
along with the impact of impairment.
Comprehensive assessments, building capacities, linking families with resources, developing/creating access to services/ resources/ events/training of parents/ caregivers, crisis interventions
and providing direct services are part of the care plan process. The process aims to ensure that
persons with disabilities have access to avenues to share issues, gather information about
resources and working out solutions for increased participation across life domains.
In the current year, there were 138 new registrations. 3603 clients have been registered since July
2008. During the current year, 557 people were followed up through individual/group sessions. A
further 664 clients were followed up telephonically to address urgent needs. 15 community visitswere conducted for resource mapping. Most individual/group sessions were followed up with home
visits and school visits. Wherever possible, individuals are linked to services appropriate to theirage group in community or at AADI for skill development.
The team worked to ensure that people with disabilities were able to procure the necessary
documents so that they were able to access the Government Schemes.
Documents

Number of Persons with Disability who Procured Statutory
Documents

Disability Certificate

841

Voter ID

280

Aadhar866

SchemesNumber of Persons with Disability who Availed Schemes

Legal Guardianship

117

Disability Pension

350

Sponsorship

22

Niramaya

205

Education/ Training
School Education

Number of Persons with Disability Enrolled
915

Higher Education

41

Vocational Training

25

29

B. EDUCATION

AADI provides educational services to children with disabilities from 3-18 years of age and works
with schools and teachers to create a positive & inclusive learning environment for all children,
including children with disabilities. A total of 120 children with disabilities were provided
educational support during the current year.
Direct services are provided to preschool children (2-9 years), school going children (6-18 years)
and those out of school (9-18 years)
 Pre School Preparatory Program: (2-9 years)
The program focuses on preparing children, their parents/families and neighborhood schools foradmission and retention of children with disabilities in schools. The key focus areas for theindividual/group sessions are- providing a structure to the child’s day, communication, self-care,mobility, peer interaction, and learning some pre academic skills. Individual/ group sessions areheld through the year. Parent education programs are concurrently held. Support is available foronline admission to private and government schools under disadvantaged group category. During
the current year, 10 children attended thrice a week group session for school preparation.
4 children got school admission in the current academic year.

Fun Times in Class

Program for In-School Children (6-18 years):

Most mainstream schools currently are not fully equipped to address the needs of children withdisabilities. 13 children attending different mainstream schools are continuing to benefit from theschool support program through individual and group coaching after school hours. Focus for thesesessions are on addressing gaps in specific subjects and making necessary accommodations toenhance learning. Additionally, skill building in mobility, communication and self-care is worked on
as well.
It is an ongoing program and children can join through the year for specific short term as well as
long term needs.

30

Co
oaching Sessio
ons

A total of 62
6 children were follow
wed up in schools. Thee work inclu
uded suppo
orting childreen, parents
and teache
ers for speccific needs.


ut of Schoool Children::(9-18 yearss)Ou

A group off 20 childre
en are being
g provided life skills traaining throu
ugh group ssessions at AADI. Lifeskill trainin
ng encompa
asses the basicbskills a person would need tot acquire sso as to maanage daily
life and pa
articipate in the commu
unity

Creativ
vely Learning TogetherT

31

Sharat’s* Journey with AADI
Sharat Behal, (name changed) is a 13 years old student of class 7, in a private school inSouth Delhi.
His mother shared that he had diverse interests like cooking, music, skating andswimming and his academic level was that of a class 2 student. He also indulged in a lotof self-talk and was hyperactive. He had specific inputs from rehabilitation experts formany years. He had been assessed at a premiere institute in Delhi which recommended
for his transfer to a Special School. Sharat’s mother felt that this move may not be goodfor him and was worried about the schools response to this recommendation. She wasadvised to approach AADI.
The teachers from AADI worked with the child, family, Sharat’s school and the institutewhich made the recommendation for transfer.
Based on an initial assessment, his current level of functioning and a list ofrecommendations were shared with the school. These were to enable him to be
included in all activities including academics and to enhance participation and learning.
The school agreed to the changes and suggestions were shared with the teachers to
support Sharat’s learning as well.
Weekly sessions were conducted at AADI for academic inputs and computer skill
development. The parents were suggested ways in which the child could be more
independent in functional life skills at home.
The Institute, which had earlier recommended for a transfer to the Special School, wasskeptical initially and agreed to look at future recommendations based on the provisions
for inclusion in RTE 2009.
Sharat continued to go to school, supported by the school special educator andteachers. The intervention resulted in a much-relieved family and a happier, calmer
child!
*Name changed to protect identity32

School Admission: Hrehaan*
Hrehaan was 6 ½ years old, when he came to AADI, from Shahpur Jat, South Delhi. His
father worked as a driver and his mother as domestic help. He went to a play school for
2 years till April 2019; post that he was sent to a creche when his mother had to go towork.
He had speech and communication difficulties and developmental delays.
After a baseline assessment and some individual sessions, he was linked to AADI’s
School Preparatory group. He was very regular in the sessions and took interest in
doing activities. Initially he had difficulty in concentrating, within few days though hestarted listening to instructions and completing activities. He took interest in doing
puzzles, counting activities, recognizing basic colours, matching cards of same shapes
and arranging blocks. He enjoyed interactions, dancing to music and singing rhymes.
We motivated his parents to apply for school admission and helped fill the online forms.
The process for admission in the private school under the EWS/DG quota will becompleted next year.
*Name changed to protect identity

Sushant’s* Journey
Sushant is a gritty and determined 17-year-old boy who has faced many odds in life. He
belongs to a family of meagre means that does not offer many opportunities for growth.
He never went to a school. His father has an Alcohol use Disorder and would often turn
physically violent towards Sushant. While Sushant was wandering in a neighborhoodpark, he was found by some volunteers of an NGO who helped Sushant register withAADI.
Sushant began to enjoy coming to AADI where he attended tutorials in numeracy andlanguage. He became part of the summer programme on ‘Self and Community’ where
he learnt about accessing important services in the community. He got linked to Ujala
store where he learnt packaging skills. He joined the theatre club where he exploredways of expressing himself, was guided on how to respond to unpleasant situations athome and look into his safety. Gradually, he developed self-esteem and became more
confident in his interactions. More than anything else, an inclusive environment helped
him make many friends, gain acceptance and experience dignity.
Today, Sushant looks forward to build on his work skills towards his dream of opening
his own shop and live a more independent life. He is a person with cerebral palsy.
*Name changed to protect identity

33

C. LIFE SKILLS PROGRAM – ADULT YEARSThe Life Skills Training Program for adults with disabilities endeavors to facilitate adults indeveloping everyday life skills which include communication, decision making, problem solving;social skills for interpersonal interactions, healthy relationships and most importantly a positive
self-image. The Life Skills Program aims that adults are able to apply these skills in real life
situations and circumstances.
The Process
Based on interests and needs, an individual with disability is inducted into the Life Skills Program.
The process of training is gradual and progressive to ensure skill enhancement of each member.
Since every individual’s strengths & limitations are different, every activity is customized withrequired accommodations to ensure participation and learning for each individual. The total
membership of the Life Skills Program is 61.
A wide spectrum of issues related to daily life is taken up through the series of interactive
sessions. The aim of these discussions is to enable individuals to understand the relationshipbetween the self and one’s surroundings. The training program works in partnership withparents/families. This is to ensure that new opportunities are available at home to enable a
purposeful daily routine. This collaborative approach helps parents understand their ward’s
strengths and areas where support is required.
Rupesh’s father, Mr. Virender shares, “Rupesh has become caring towards his younger siblings.
He now uses more respectful language both towards his juniors as well as his elders. He has
become more responsible towards his belongings and clears up after he finishes a task. He is
more aware of his environment and exhibits better understanding of it.”Rupesh once confidently shared with his peers that now he makes his bed in the morning assoon as he wakes up and does not postpone the task.
Summer Camp
During the months of May and June, different workshops were organized under the SummerCamp for young children as well as adults at AADI. The workshops provide a forum for learning
several life skills in a fun, creative manner in a spirit of adventure and discovery.
During the Summer Camp 2019, the activities undertaken in various workshops were:
Nutty-Butty Baking Workshop: Chef Ramneek Kaur educated the participants about some basic
baking skills as well as shared some excellent tricks of the trade.
Salads and Sandwiches Workshop: Chef Radhika Arora acquainted the aspirants with theessential safety norms of the kitchen followed by some basic cutting techniques.
The baking as well as the salads & sandwiches workshop was a great learning experience for all
the participants. The participants gathered knowledge about ingredients, flavors, special
techniques and culinary terms.
Personal Hygiene Workshop: included various aspects of cleanliness and hygiene, its purpose
and significance in daily life and health. The workshop succeeded in re-educating as well as
reinforcing the basic life skills among the workshop participants.
Terracotta Pottery Workshop: Participants enjoyed the feel of clay for the first time. Ms. Anita
Kaushik who conducted the workshop helped the participants build upon their creative ideas andput them in the form of clay pieces. The specifics of preparing the clay, keeping it wet enoughwhile working or patiently leaving it untouched was challenging and fun.
34

Photography Workshop: It was facilitated by the Delhi Photography Club (DPC). The participants
were educated upon various basic aspects of photography and trained in different techniques. The
most exciting part of the workshop was the visit to the Qutub Minar to gain a better understandingof the use of different techniques in photography.
The two-week summer camp culminated in a celebration which all participants attended
accompanied by their family members. All groups showcased their work proudly and confidently.
All participants were awarded a certificate of participation in the Summer Camp Workshop.
Self and Community Workshop
Four week summer programme on self and community was organized for an inclusive group ofadolescents and young people where they learnt about accessing essential and leisure services in
the community such as banks, police services and restaurants. A mixed methodology ofinteracting with resource people, visits, role plays etc was used to conduct the program.
Winter Campaign
The Winter Campaign is a commitment to contribute to the community we live in. This annual
activity is one way of reminding the society that people living with varying disabilities are also
aware contributing citizens. We partnered with the NGO Ashray Adhikar Abhiyan (AAA)that
works for the rights of homeless people in Delhi and manages over 50 temporary shelters
during the winter season.
Given that the need for personal hygiene products like soaps, shampoo, tooth paste, sanitarynapkins and adult diapers were of paramount importance, the campaign Sahyog-2019-20,
focused both on providing warm clothing and promoting wellness.
Every aspect of work in the Winter Campaign was a stage of learning a new skill or honing of an
existing life skill. Two AADI staff members visited shelter homes & met the beneficiaries there aswell as those living on streets. The efforts of the Ashray Adhikar Abhiyan team that works longdays and nights are remarkable and laudable.
Clubs and EventsMusic Club
Held weekly, membership to the Music Club is offered to people with disabilities who are
registered in Care plan program of AADI as well. During the current year, there were 15 members
as part of the Music Club. Music Club offers to its members an opportunity to:

Build skills in vocal/instrumental music

Build skills to enjoy music as a hobbyAppreciate musicUse music for entertainment and relaxation

The various activities of the club also provide opportunities to use life skills in a practical manner.
Art Festival, “Anubhuti 2020” held at AADI was another opportunity for the members to showcase
their talent. The group chose to put together a medley of folk songs from 4 different states namely,
Punjab, Rajasthan, West Bengal and Uttar Pradesh. The accent and the specific style of the folk
music of each state was focused, practiced and captured. The cheering and appreciation from theaudience was a great motivator for all the members.

35Art ClubThe Art Club held twicce a week throughoutt
the year ha
as provided a deep insight on how
w even justan hour off an Art sesssion a weekk can impacct the life off a person withw disabilitty. It is not onlyoa safespace to inndulge in a hobby but alsoaa space to learn a skill.
Each memmber of the Art Clubb takes hiss or her joourney forw
ward by uttilizing the wonderful
opportunityy to expresss themselvves freely underu
the guidancego the menttor, Ms. Preofenita Dutt.
Positive reeinforcemen
nt along withh the requirred facilitatio
on of adapttations needded for an individual’s
specific neeeds go hannd in hand. Accommod
dations in eq
quipment likke Table weedges, headd pointers,
sponge brrushes and roll out cra
ayons are some of the accommod
dations use
ed by the membersmin
the Art Clu
ub.
Cooking ClubC
Cooking ClubC
focusess on enhan
ncing basic culinary sk
kills of survival cookingg, specificallly the nonfire cookin
ng. Emphassis is laid on the con
ntinuum of non-fire coooking skills - from leearning therecipes to learning skillssin preparing simp
ple to sligh
htly complexx recipes. This year, the use off
Push-Dow
wn Table-To
op Scissor madem
it posssible for all members tot independ
dently open soup/pohaand other packets.
Initially sccared to tryy the table top scissorr, Meghna was
w ecstaticc after usinng it and en
ncouraged
her peerss, “डरो मत, यहय तो बहुत आसान
आ
है ।
Zaika
The membbers of thee cooking clubc
can grraduate to Zaika. It iss an opporttunity for membersmtoenhance theirtown cookingcandd related work
w
skills inn the hospitality secto
or. This ena
ables them
towards independent living and sharings
respponsibilities
s at home.
Zaika offe
ers once a week cookked meal se
ervice on priorporderss. Memberss learn to take orders
based on a pre-planned menu. TheyT
are theen trained in
n:








Esttimating thee ingredients requiredPlaanning and purchasingPre
eparing to cookc
CookingPreeparing the venue
Dissplay and se
ervingTakking feedba
ack and deb
brief

A safe workingw
ennvironment is ensurred in thee Zaika kitchenkby having appropriateaaccommoddations likee hand prottectors, height approp
priate table with a cut out for high hipped
platter (paraat) for kne
eading dough, choppin
ng and cutting tools, an
nd non-skid mats.
Remarks by a guestt after the meal: “Supper yummy. I only eatt kadi whenn it is perfe
ectly madeotherwise I don’t. I atte a lot of itt! It was too
o good. Alsoo, I loved and was insp
pired to seee everyone
working toogether in coollaborationn.”36

Art Festiv
val“Anubhuti--2020” was a three-dayy accessible and inclu
usive Art Fe
estival held at AADI whhere artists
from diversse backgrounds got to
ogether to showcasesthheir talent in
n visual artss and musicc. Students
from colleeges (Colleege of Artt, Gargi College),CNo
on- Govern
nmental O
Organizations like theHandicappped Childreen’s Parentss Associatioon (HCPA) and Cheshire Home,, friends off AADI andindividualss with disabilities particcipated in the festival.
Ms. Prenitta Dutt, an artist & meentor for thee AADI Art ClubC
curateed the exhib
bition along
g with Delhi
Photograp
phy Club. ThereT
weree more thaan 180 pain
ntings on display.
dTh
he Art Exhibition was
inaugurate
ed by Mr. Viikash Kalra, a renowne
ed self-taught artist.
Art festiva
al was madde accessiible for all. The avaiilability of sign language interpreters wasparticularlyy helpful annd empoweering for the College ofo Art’s asp
piring artistts as six off them hadhearing im
mpairment. All the art exhibits ha
ad audio descriptions in Hindi & English laanguage tofacilitate accessibility of the exhibition for peeople with visualv
impairment. Thiss facility wa
as available
on all three
e days of th
he festival.

37

D. UJALA
Ujala, a production unit, produces block-printed handmade paper products, functions incollaboration with people with disability who contribute to all aspects of product development fromsourcing to manufacturing, packaging and marketing. Apart from being a block printing production
unit, Ujala is also an avenue that provides training and internship opportunities to adults withdisabilities. This is a training unit for developing skills in the production of handmade products andother skills related to retail store.
This year Ujala promptly adopted the government’s directive for GST application on its products
and has completely ceased the use of non-biodegradable single use plastic packing material.
Currently, recyclable plastic over 50 microns is being used for packing.
The Ujalatakes pride in creating pieces which are at par with the level of professionalism andperfection seen elsewhere. Ujala products are sold through stalls organized by various corporatehouses, Residents Welfare Associations (RWAs), colleges, schools, embassies etc. aroundfestivals like Diwali, Raksha Bandhan, Christmas and New Year. This year Ujala products weresold through 39 such platforms across the capital and NCR.
Thirteen new avenues for representation and sale presented themselves this year - which were the
Oak North Global Pvt. Ltd. Gurugram, Suncity School, Gurugram, Ladies’ Club G.K–II, All India
Institute of Medical Sciences (AIIMS), Star India, JLL, E-learning Village, Barcode-IP, Swiss
Embassy, British High Commission, Aryabhatta College, Select City Walk, and International Crafts
Fair (SurajKund Mela 2020). In schools & colleges, items like diaries, photo frames, photo albums,
jewellery boxes, file folders, book marks, stationery kits, stationery sticky pads set and block
printed mugs were the favorites, while in Corporates and RWAs products like paper bags, clothbags, cash envelopes, tissues boxes, albums and saree bags were among the popular ones indemand. When Ujala products are appreciated in such ways it adds to the self-confidence andself-esteem of the team which then automatically reflects in its future work.
Highlights

Three new products were launched this year which were stationery kits, stationery sticky padsets, and digitally printed mugs with block printed patterns. These new products were as
much in demand for personal use as for gifting purposes.



The distinct art form of block printing on Cotton, Kota and Chanderi dupattas that was
introduced last year continued to steal the hearts of many customers this year as well. The
Chanderi & Kota dupattas were also hemmed with decorative stitches. These beautiful block
printed dupattas were also a favourite and high on demand on the Ujala stall during theannual Rakhi and Diwali melas held at AADI.

Bulk orders were received from All India Institute of Medical Sciences (AIIMS), the Azad
Foundation and Public Health Foundation of India (PHFI), Hriday, Concern India Foundation,
KRITI, Ginny’s Planet and a Gorakhpur based NGO GNK-Plan. The students from the Kamla
Nehru College, Gargi College, Lady Shri Ram and Ramanujan College too placed bulk orders fordiaries, folders, stationery kits etc. for gifting during their annual college festivals and seminars.
Special Orders were received where the products were personalized as per the customers’
demands. Here the color, design, size, specific block print and printing styles were distinctly
specified by the customers. Cloth diaries, folders, writing pads, wooden trays, bags, ID card
holders, gift boxes and wooly bags were the common products under this category.

38

NAVRANG
AADI, being a socially conscious organization is fully aware of the other marginalised sections ofsociety. NavRang is an endeavour to support the marginalized sections by facilitating display andsale of their products. NavRang showcases skills and abilities of beneficiaries of manyorganisations like Mesh, Kriti, Saarthak and individuals through display and sale opportunities of
their products along with products from Ujala.
All products displayed at NavRang are primarily handmade and eco-friendly. They include a wide
range of products like cloth handbags/ backpacks in different styles and fabric, household items
like table mats in cloth, painted mugs, paintings, key chains, decorated cards, jewellery items andjewellery cases of varying materials. Apart from the latest new products launched this year, theblock printed paper lanterns in bright hues were the latest favourites among the customers. A trip
to the Navrang shop is always a delight.

E. E-DAKSH (TOWARDS DIGITAL INCLUSION)
E - Daksh is an accessible & inclusive computer training center of AADI that was set up in 2015.
This skill training program provides an open and accessible environment in terms of infrastructureand furniture, a curriculum with specific accommodations such as Big Switch, software like JAWS,
Dragon Naturally Speaking (speech-to-text).
Students with socio-economic challenges and students with disabilities across a wide spectrum
benefit from the training at E-Daksh. Students with disabilities are enrolled through the Care Planprocess of AADI while the non-disabled students are admitted directly in E-Daksh. Awareness in
Computer Concepts (ACC), Data Entry and TALLY were the courses conducted at E-Daksh thisyear. A total of 140 students got enrolled and continued their training this year.
Universal Accommodations for all students







The no-fee structure of E-Daksh makes training affordable to all interested students
belonging to low income families from neighboring government schools.
Students have the freedom to choose between English or Hindi as a language for learning.
Simple language, short sentences, repetition of concepts & instructions are some of theways adopted by the trainers to facilitate learning of all students.
In order to prevent loss of skills after the completion of the course, the students are allotted
weekly time and space at E-Daksh to practice the skills learnt under supervision of theirtrainer.
Peer support to each other is encouraged which leads to building meaningful relationships
among the students.

39

Reasonab
ble Accomm
modation tot Meet Spe
ecific Need
ds







Ada
apted trays on wheelchhairs to holdd the keybo
oard and thee mouseAda
apted chairrs for comfo
ortable postuuresTraansport support
Human suppo
ort
On
ne on one seessions acccording to spec
ific needs

hood Comm
munityImpact in Neighborh
hood community especcially teache
ers and students from governmen
nt schools in Shahpurr
Neighborh
Jat and GreenG
Parkk area are aware abo
out E-Dakksh and thee free trainning course
es offered.
Students area referred by their frieends and th
he teachers to E-Dakshh and it is b
being recogn
nized by allas an affo
ordable, accommodating and acccessible traaining centrre in their own commmunity. The
students tooo prefer to come to E--Daksh as thet classes are adjusteed according to their coonvenienceand they area also offe
ered practicce sessionss. Majority ofo the students are fromm the Gove
ernment coed Vidyala
aya, Shahpu
ur Jat. In May
M 2019 the same schhool approa
ached AADII to train a batchbof 40class XII studentssin basic computer trainin
ng between
n May and June. During the Tea
acher’s Dayycelebrationn, the schoool awarded AADI a cerrtificate of appreciation for training
g their studeents.

F. JEEVIKAA LIVELIHOOD PRO
OJECTJeevika is a project th
hat creates livelihood opportunitieoes and addrresses barriiers to employment by
ury skills. A grant fromm Oracle fun
nds training
g, internshipps, and job
preparing youth with 21st centu
es for 300 youthywith disabilitiesdinn the Delhi National Ca
apital Regioon.
experiencess & Cappacities too Implemeent Univerrsal Desig
gn and Reasonable
R
Building Awarenes
odations att Workplac
ce
AccommoBased on job profiless outlined inn the Qualiification Pack (QP) of the Skill C
Council Pers
sons with
Disabilitiess (SCPwD) in the IT, reetail and hoospitality sec
ctors, job prrofiles weree divided into sub job
roles. Reasonable accommodations were id
dentified forr these roless to share w
with employers in therespective industries.

40

We were invited to discussionss organisedd by National Skill Devvelopment A
Agency witth relevant
stakeholdders. Basedd on the National Skills Qualifica
ation Frameework (NSQ
QF), we ga
ave inputs
regardingg mainstrea
aming trainiing of perssons with disabilityd
ass a prerequuisite for innclusion insociety. We
W shared our experie
ence of trainning in threee pilot secto
ors viz. IT, Retail and Hospitality
in an envvironment off inclusivity. Our experrience of job
b analysis ofo various jo
ob roles andd mapping
it with a crosscdisabbility focus basedbon grround realitty of industrry was well taken. The
e model ofseeking in
nternships beforebactual employm
ment of pers
son with disa
ability was aappreciatedd as well.
The Employability ProgramP

1 new cliennts were innducted accross progra
ams who underwentuthe employ
yability skilll
111
traiining to orie
ent them to the importa
ance of worrk. Besides this support was prov
vided to 214
4clie
ents with dissabilities forr assessme
ents and traiining.



derwent thee Profession
nal English Language training conducted byy the Britishh
17 clients undCouncil while four other clients ben
nefitted fromm other sho
ort-term pro
ofessional trraining. Weesta
arted work on develop
ping an aud
dio-visual training mod
dule to aug
gment the training on
ncom
mmunication skills at th
he workplacce

Inittiated wage employme
ent for 12 ne
ew clients th
his year andd provided ssupport to 28
2 clients innwage employm
ment.



We
e were able
e to reach out to 28 newninterns
ship sites andaemployeers and pla
ace and 44
4
inteernships are
e in place.

Tw
wo clients wh
ho were on internship at a Cafe anda in a CA
A firm were started to beb paid parttinteernship allo
owance by their respe
ective emplo
oyers after 5 months of internship. Anotherryou
ung person who was on internshipp in the fam
mily run retaiil store was taken on thheir rolls.

41

42

SECTION III
FINANCIAL AND HUMANRESOURCESRESOURCE MOBILIZATIONFINANCIAL STATEMENTS
AADI STAFF LISTGOVERNING BODY OF AADI

43

44

III.
7.

FINANCIAL AND HUMAN RESOURCESRESOURCE MOBILIZATIONThe sustainability and growth of AADI since inception has been through focused management of
human, financial and material resources. The annual expenditure of AADI is about 3.8 Crores witheighty percent being spent towards service delivery to people with disabilities and their families.
AADI is able to raise 50% of the income through income from rentals and interest frominvestments. The rest is fundraised through a variety of sources, including from our loyal donorbase.
We extend a deep gratitude to our friends, individuals and corporate, who have supported us timeand again. Your conviction gives us the strength and encouragement to sustain and expand ourwork.

Major Highlights






Generous support from LAL FAMILY FOUNDATION towards Professional Services of the
Senior Management Team and faculty of the Training Programs.
Consistent contribution from LALA DIWAN CHAND TRUST for Sambhav National
Resource.
Continued ORACLE funding for Jeevika Project on research, skill training and creating
livelihood opportunities for youth with disability.
Rotary Central Charitable Trust’s support for Education and Life Skill Development ofChildren with Disabilities.
Edelman Community Giving Grant’s continuous support towards providing inclusive
education opportunities to children with disabilities in the urban community, Sunder Nagri.



Grant from Guardian India contributed to service delivery in the RCBR prorgram

Specific grant from IGL helped to successfully run the Career Development Cell - E
Daksh, Towards Digital Inclusion.

HCL Foundation (Early Childhood Care and Development) funded a new project“Building Inclusive Anganwadis” towards creating inclusive environments for holistic overall
development of young children.

Punshi Narain Devi Vidyawati Charitable Trust helped initiate a new area of workon Dementia and Assisted Living.

45

hi Half Marrathon (ADHM) 2019
Airtel Delh
The focus of participa
ation at ADHM was tw
wofold-creatting visibilityy about incllusion and fundraising
for the cau
use.
O, AADI wa
as able to raiser13.38 Lakhs in the Disability Cause Category. We raised
As a CSO
money throough corpo
orate supporrt of Kotak Mahindra Bank & Flu
uor Daniel. Our other fundraisersfwere staff members anda friends of AADI, in
ncluding schhool children from San
nskriti Schoool & Sardarr
Patel Vidyyalaya. A teeam of ove
er 200 people from AADI
A
enthussiastically p
participated in various
categoriess: Champion
ns with Dissability, Gre
eat Delhi Ru
un, 10 km & 21 km. T
The team participatedpwith greatt enthusiassm with slogans andd songs onn inclusionn reverbera
ating in thee air. The
participatio
on in the Ma
arathon wass covered live through Face Bookk.

ses of ADH
HM 2019
Glimps46

8.

FINANCIAL STATEMENTS

47

AADI STAFF

Hansnarayan

Atul

Jyotsana, Darsana & Bimla

Saranjeet

Kamla, Narender, Chanchal, Chaman, Roshni, Sachin, Indira, Ramesh, Kanta & Rajpal
Amar Singh

Deepak & Vinay

Meena & Jokhu

Rajani

Kaleshwar

ManujaGurmeetSushma

Padamshree

Credit: Groups Staff Photos Hemant J. Khandelwal
Renu Anuj Singh10.

GOVERNING BODY

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

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

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

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

Founder Member & Permanent Invitee

Former Chairperson & Permanent Invitee

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

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

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

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

Mr. Praveen Kumar Gurunath
MSW, (Community Development )Program Manager, VSO

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

Mr. Rakesh Thukral
Graduate
Managing Director
Edelman India Private Limited

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

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

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

53

LIST OF ABBREVIATIONS
AAA
AAC
AADI
ACC
ADE
ADHM
AFA
AFO
AIIMS
AYJNIHH
B.ED
BCC
CA
CBSE
CEO
CMC
CP
CSO
CSR
DC
DEIC
DG
DOE
DPC
E.N.T
ECCD
ECI
ED
EO
ERC
ESI
EVM
EWS
GNCTD
GNK-Plan
GST
HCL
HCPA
ICDS
ICRC
ID
IHC
IIPH
IIPHD
IPH

Ashray Adhikar Abhiyan (AAA)
Augmentative and Alternative Communication
Action for Ability Development and Inclusion
Awareness in Computer Concepts (ACC)
Assistant Divisional Engineers
Airtel Delhi Half Marathon
Action for Autism
Ankle Foot Orthotic
All India Institute of Medical Sciences
Ali Yavar Jung National Institute for Hearing Handicapped
Bachelors of Education
Basics in Computer Concepts
Chartered Accountant
Central Board of Secondary Education
Chief Electoral Officer
Christian Medical College
Cerebral Palsy
Civil Society Organizations
Corporate Social Responsibility
Disability Certificate
District Early Intervention Center
Disadvantaged category
Department of Education
Delhi Photography Club
Ear, Nose, Throat
Early Childhood Care and Education
Election Commission of India
Executive Director
Election Officer
Education Resource group
Employees' State InsuranceElectronic Voting Machine
Economically Weaker Section
Government of National Capital of Delhi
Gram Niyojan Kendra Plan
Goods and Service Tax
Hindustan Computers Limited
Handicapped Children Parents Association
Integrated Child Development Scheme
International Committee of the Red Cross
Identity Document
India Habitat Centre
The Indian Institute of Public HealthIndian Institute of Public Health Delhi
Pt. Deendayal Upadhyaya National Institute for Persons with Physical Disabilities

54

IT
ITI
JAWS
MCD
MoU
MPH
MRP
NAD
NCR
NGO
NIFT
NIPCCD
NREC
NRHM
NSQF
OT
PECS
PHC
PHFI
PwD
QP
RBSK
RCBR
RPWD
RWA
SBI
SCPwD
SET
SEWA
SPARC

STC
TALLY
TLM
UDID
UP
VSO
WCD

Information Technology
Industrial Training Institute
Job Access with Speech
Municipal Corporation of Delhi
Memorandum of Understanding
Master of Public HealthMaximum Retail Price
National Association of the Deaf
National Capital Region
Non-Governmental Organisation
National Institute of Fashion Technology
National Institute of Public Cooperation and Child Development
National Industrial Security Program
National Rural Health Mission
National Skills Qualification Framework
Occupational Therapist
Picture Exchange Communication System
Primary Healthcare Center
Public Health Foundation of India
Persons with Disabilities
Qualification Pack
Rashtriya Bal Swasthya Karyakram
Rural Community Based Program
Rights of Persons with Disability
Resident Welfare Association
State Bank of India
Skill Council Persons with Disabilities
Special Education Teachers
Self-Employment Women's Association
The Society for the Promotion of Area Resource Center
Save The Children
Transactions allowed in Linear Line Yards
Teaching Learning Material
Unique Disability ID
Uttar Pradesh
Voluntary Service Overseas
Women and Child Development

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Success is a journey, not adestination.
It requires constant effort,
vigilance andre- evaluation .
Mark Twain

2019-20
ANNUAL REPORT

Action for Ability Development and Inclusion
2, Balbir Saxena Marg, Hauz Khas, New Delhi-110016
Tel: 011-26569107, 26864717; Fax: 011-26853002,
Email: aadi@aadi-india.org • Website: www.aadi-india.org
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Dayalpur Primary Health Centre,
Ballabhgarh Block, Faridabad (Haryana)
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ACTION FOR ABILITY DEVELOPMENT
AND INCLUSION (AADI)