Draft
Annual Report
2012‐2013

Action for Ability Development and Inclusion

Vision, Mission Statements
Vision:Our objectives are to:

AADI’s vision is of a world in which persons withdisabilities are an integral part of society, participatingin the community and living life to the fullest, withequitable access to opportunities and services.

•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 andbuilding the capacities of mainstream 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 and facilitating
participation in decisions about activities pertaining totheir lives, influencing membership of people withdisability 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, 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

Our Mission:
The focus of our work will be to facilitate enabling
environments in the best interest of the child and theadult thus ensuring equitable, accessible, quality
assured services using a life span approach. We will be
informed and guided by the needs of persons withdisabilities who are further marginalized by poverty andgender inequalities.
Through our work we will:•Facilitate, nurture and support opportunities forleadership and greater involvement of people withdisability in decision‐making regarding their own lives
and the processes within their community.
•Influence and develop systems and processes toensure that there is no exclusion, exploitation or
stigmatization of the persons with disabilities at thelevels of policy and its implementation within theircommunity.
•Research, develop and implement service delivery
models that can be adapted according to geographicaland cultural realities/ contexts.
• Build technical, financial and humanresource capacities of‐ Persons with disabilities‐ Professionals‐ Larger Community‐Build technical, financial and human resource
capacities of AADI

Values & Guiding Principles
Our work is guided by the core human values of respect,dignity and the autonomy of persons with disability andtheir 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,
andaccountable in all that we do. We will follow the normsof safety and quality assured services in our work.

Dear Friends,
It is with a great sense of humility and gratitude to all those who supported our move to change,that I write this note.
Change is not a new phenomenon at AADI. All our processes over the past 35 years have evolved as
we understood the needs of people with disability better. Therefore , in a way, our dynamism andthe values that determined our work was a precursor to herald yet another change – a change
dictated by the tenets of the UNCRPD and the Right to free and Compulsory elementary educationthat our country has committed to.
The translation of our VISION /MISSION statements into action necessitated the change in the
structure and functioning of programs. The steady progress towards creating new processes at thefield level in AADI, the knowledge gained from the sector, internalization of the paradigm shift andthe significant decisions at the Board level paved the way to a restructured process of work.
AADI School, PG diploma Courses in Education and Developmental Therapy, Home Management
Program and the Vishwakarma Work Training Center transformed into processes/programs with
contemporary thinking and knowledge. ATP was the first to have evolved into Inclusive
Opportunities and DOR. Early Intervention moved from the hospital base to Care‐plan Processes andparent training. AADI school had all its students integrated into mainstream schools and evolved intoa larger education program –working with out of school children in AADI and with private andGovernment schools in Delhi .DU courses in Special Education and Developmental Therapy closed tostart new contemporary courses and evolve SRS into conducting short term and eventually longterm programs relevant to the field.
Our work with people with disability focused on the individual needs of Identity; Health and Mental
Health; Education; Livelihoods; Recreation; Relationships and Supported Living. Building community
resources, understanding barriers, linking with advocacy and policy matters were integrated into thework.
During the year our focus also included incorporating the principles of Accessibility, Participation,
Evolving Capacity, Inclusion, Universal Design and values of Dignity, Respect, Purpose andTogetherness. Our programs in transition are:
AREAS OF WORKCOMPONENTS UNDER EACH AREA

Rural based : Ballabgarh, Haryana
Community
based
Rural based: Alwar,Rajasthan
Habilitation
andRehabilitation programs
Urban Based – Inclusive Education Program in Delhi ; Awareness Raising in
Chattarpur, Delhi
Sambhav:Making
Inclusion Possible
Careplan ; IO & DOR ; Resource Center; State Nodal Agency Center( National Trust)
School of Rehabilitation Short term courses – PT/OT; Education: In‐Service training
Sciences
Parent training program
Advocacy
Research,Policy

andPolicy Watch; Media Watch
Awareness Sensitizing programs ; News Letter

While the field level work was undergoing a transformation, newer initiatives aligned to perspectives
were initiated. A few examples would include ‐ : The launch of Sambhav –A national Resource
Center promoting access and inclusion; Training of Master level Directors for the “Caregivers
Training Program’; Collaborative work with BODH Shiksha on Inclusive Education; Alumni study tounderstand barriers and supports required for mainstream education; Creating assessment tools
and training modules that would directly impact the quality of work; Planning and Implementing thetraining program across Northern India for Census ‐2011; Planning for a National Level AwarenessRaising Program with National Trust; Increased participation and visibility in Advocacy and Policy
work related to XIIth Plan and Legislation with a focus of aligning both to the principles of UNCRPD.
Future Framework
The focus for the future requires an understanding of each of the articles of the UNCRPD (see tablebelow) and incorporating it into our work. Currently we are focusing on the highlighted areas withrespect to our work with individual person with disability.
Equality and non‐discrimination

Right to life

Situations
of
risk
and
humanitarian emergencies

Equal recognition before thelaw

Access to justice

Liberty and security of
personFreedom from torture or cruel,inhumanordegradingtreatment or punishment

Freedom from exploitation,
violence and abuse

Liberty of movement
and nationality

Living independently and being
included in the community

Personal mobility

Freedomofexpression
andopinion, and accessRespect for privacy

Respect for home and thefamilyEducation

HealthHabilitation
rehabilitation

Work and employment

Adequate standard of living andsocial protection

Participationinpolitical and public
life

Participation in culturallife, recreation, leisureand sport

Accessibility

Statistics and data collection

Protecting
integrity of
person

the
the

and

We take great pleasure in sharing the highlights of our work, captured in the following pages. The
financials and the human resources at AAADI are listed out at the end of the report.
On behalf of the Board, Staff and members at AADI I thank each one who walked along with us andsupported us in the work.
In Peace

Syamala Gidugu
Secretary and Executive Director

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Table of Contents
Vision, Mission and Strategic Objectives
Executive Directors Note
Highlights of 2012‐2013
Part I: Community Based Habilitation and Rehabilitation
1. Rural Based located in Ballabgarh, Haryana………………………………………………………….
2. Urban Based located in Chattarpur, Delhi……………………………………………………………
3. Rural Based located in Alwar, Rajasthan……………………………………………………………….

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11
12

Part II: Sambhav‐Making Inclusion Possible
4. Care Plan Services…………………………………………………………………………………………………
5. Education……………………………………………………………………………………………………………
6. Diverse Opportunities and Resources………………………………………………………………….
7. Inclusive Opportunities………………………………………………………………………………………..
8. Sambhav: Resource Center ‐State Nodal Agency Center( National Trust)………….

16
18
20
23
26

Part III: School of Rehabilitation Sciences
9. Capacity Building for Disability Specific Professionals…………………………………………
10. Capacity Building for Families of People with Disabilities……………………………………
11. AADI Staff In‐Service training……………………………………………………………………………..

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30
31

Part IV: Advocacy, Policy and Research
12. Twelfth Plan Work…………………………………………………………………………………………….
13. Rural Community Based Rehabilitation Survey…………………………………………………..
14. Study on Integration in education……………………………………………………………………..
15. Awareness Raising and Sensitizing programs
15 a. Republic Day Disability Tableau 2013………………………………………………………………
15 b. Badhte Kadam IV………………………………………........................................................
15 c. Badhte Kadam IV: Delhi State Activity………………………………………………………………
15 d. Porters Training……………………………………………………………………………………………….
15 e. Delhi University Higher Education Faculty Sensitization…………………………………..
15 f. Newsletter………………………………………………………………………………………………………

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35
35
36
37
38
39
39
40

Financial and Human Resources
16. Financial Statements………………………………………………………………………………………….
17. AADI Staff List…………………………………………………………………………………………………….
18. Governing body of AADI…………………………………………………………………………………….

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43
44

Highlights of 2012‐2013
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Quality of life programs: 1365 persons with disabilities were linked to quality of life programs throughcare‐plan/IO/DOR/RCBHR
Inclusive educational support sessions held: 563 school children in Delhi/Ballabgarh/Alwar
Opportunities for learning life skills: 232 persons with disability accessed opportunities forexperiencing participation and learning life skills through events/workshops like the flower shows,
winter campaign, Art exhibition, Jam Sessions, shopping experiences, children’s day celebrations,sports and quiz competitions
Training and Supported Employment: Rural based employment –118; Internships and work exposure–25 in Delhi; new contacts made in Delhi – 12
Parent trainings: 215 parents attended trainings on various topics like perspectives on rights andinclusion; parenting skills; training on mobility, communication and self‐care; property rights; use andmaintenance of hearing aids; Right to education; inclusive education; medium of language for learning
amongst children
Inclusive and Specific health sessions/events held: Nutrition workshops and maternal and child care–
750 people from 30 villages; Linked to Niramaya Health Insurance scheme –250 persons withdisability; children linked to medical intervention through BODH – 256
Inclusive Service Providers: 294 professionals trained through continuous professional development
activities. Training sessions with faculty from Delhi University –3 programs (95 faculty members
attended); PT/OT Training: Advanced modules‐9 therapists attended; Teachers/Supervisors from Bodh
Shiksha(Alwar) – 130 teachers; 52 teachers from Delhi Schools on aspects of inclusive education
Awareness Raising/Sensitization of individuals: Office of the District commissioner (150); teachers(100); porters (1550), NGOs(22); Visitors to Sambhav Resource Center( 615); Badthe Kadam Events of
National Trust ( 6 events ‐1525); Information Booths on World Disability Day (25 booths and 500
people); Inclusive Games with teachers and children (365); Republic Day parade‐(National level
broadcast).
Advocacy/Policy /Planning at a macro level
New Law : Part of the team to develop an alternate law on the Rights of People with disability andongoing advocacy to pass a comprehensive law covering all rights of all people with disability; XIIth
Plan: Advocated with Planning Commission to include people with disability/professionals/experts into
the steering committees/working groups of various ministries; Facilitated the writing/have written
recommendations to include needs of people with disability in at least 9 important Ministries; Ongoingadvocacy to increase allocations
Assessment and training modules developed: These had to be developed keeping in mind the rights
based framework. Specific assessments developed for mobility, communication, self‐care, and accessaudits. Training modules were developed for subject teaching, impairments and parent training.
Research: Survey in 25 villages to map resources, identify people with disability and volunteers in
Ballabgarh; Study on mainstream educational experiences of 200 children with disabilities

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Community Based Habilitation and Rehabilitation
Article 26 of the CRPD is reproduced below. At AADI our attempts are to review our work against the
principles of Article 26 and evolve accordingly. The current status of work is elaborated in thefollowing pages.
Article 26: Habilitation and rehabilitation
1. States Parties shall take effective and appropriate measures, including through peer support, toenable persons with disabilities to attain and maintain maximum independence, full physical,
mental, social and vocational ability, and full inclusion and participation in all aspects of life. To that
end, States Parties shall organize, strengthen and extend comprehensive habilitation andrehabilitation services and programmes, particularly in the areas of health, employment, educationand social services, in such a way that these services and programmes:(a) Begin at the earliest possible stage, and are based on the multidisciplinary assessment of
individual needs and strengths;(b) Support participation and inclusion in the community and all aspects of society, are voluntary,
and are available to persons with disabilities as close as possible to their own communities, including
in rural areas.
2. States Parties shall promote the development of initial and continuing training for professionals
and staff working in habilitation and rehabilitation services.
3. States Parties shall promote the availability, knowledge and use of assistive devices andtechnologies, designed for persons with disabilities, as they relate to habilitation and rehabilitation

Rural Community Based Habilitation and Rehabilitation

Urban Community Based Habilitation and Rehabilitation



Education: B‐A‐G (BSS‐AADI‐GEF) project on inclusive education.

51. Rural Community Based Habilitation and Rehabilitation
The Rural Community Based Rehabilitation Program is based in the Ballabhgarh block of Faridabad
district of Haryana. Its focus is to facilitate the creation of a responsive community and developmentof inclusive services, which fulfil the rights of persons with disabilities.
It works in 83 villages and 9 colonies in the peri‐urban areas. These 83 villages are governed by 65
Panchayats. Eight hundred and seventy six persons with disability and their families are part of the
program. Forty five persons with disabilities were identified this year.
Across the year, review was done through regular visits and support was given to all the 876 persons
with disability registered with the program. Community /individual resources were also developed
through these visits where regular demonstration of skills and problem solving was done with all
stake holders. Five hundred and twenty nine persons with disability were referred for orthopaedic,
eye specialist, ENT specialists, dentists, urologist, neurologist and psychiatrist.
Children with disabilities (0‐6 Years)
The focus of the work is on enhancing participation of children in all the activities of the families andcommunity. The identification of needs was done for all 84 children with disability through 350
specific assessments in areas of self‐care, mobility, communication, socialization and learning/pre‐education. For all children, individualized programs were developed for capacity building throughcreating opportunities for participation.
There are 90 children with disabilities below the age of six years and 80 are registered with
Aanganwadis in their respective villages and 10 children with disabilities are in school. Out of 80
children, 61 are regularly going to Aanganwadis and have shown remarkable improvement in theirhealth, communication, socialization and other areas like functional mobility, self‐care and learning.
Regular follow‐up of the nutrition program through families and Aanganwadis for 16 children who
were malnourished helped to impact their health positively. 12 children were identified as being in
the high risk category in different villages and their follow‐ups are ongoing with the Aanganwadis. 2
children with disability got disability certificates.
Family Level Work
The families of 84 children were supported across the year through regular meetings in
Aanganwadis, at homes and sub centers. Families were informed about the importance of healthand nutrition, prevention of secondary impairment, skill building in self‐care, mobility,communication, socialization and pre‐education. Mothers of these 84 children were trained throughdemonstration sessions to facilitate skill building of their children. Mothers and other care takers
also felt supported to address impairment related issues in the families and community. 11 mothers
were linked with scheme known as “Janani Suraksha Yojana” under which they got monetary
support. 3 mothers registered their second daughters with impairment for Ladli Schemes.
Community Level WorkAll young mothers are linked with Aanganwadis for services in health, nutrition and early learning of
their children. Health related awareness activities for teenage girls and young mothers wereorganized in 25 villages where around 350 young women were covered. This helped to identify
children with disabilities in their neighborhood (45 new children were linked with Aanganwadis).

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Children with disabilities (6 to 18 yrs)
The prime focus for this age group is education and equal opportunity to learn without any kind of
discrimination besides fulfillment of other needs for increasing participation in all age related
activities with others. A total of 394 children with disability are under this age group and this year,
31 new children with disabilities were registered. Specific assessments were done for 394 children
in the areas of mobility, self‐care, education, hearing, communication, socialization and life skills.
Twenty eight children obtained their disability certificates. Seven children with intellectual
impairment (children with very high support need, who do not go to school) got monetary help
under ‘Mand Budhi Bachon ki Vittiya Sahayata’. A hundred adolescents (12‐18 yrs) who either could
not go to school or dropped out because of lack of human support and curriculum inflexibility, werecovered under the life skills program at their homes.
Health Needs
Three children with disability underwent surgical intervention at St. Stephen's, All India Institute ofMedical Science and Kalawati hospitals. One of these three children was operated for managementof epilepsy and the other two were operated for orthopedic reasons. Fifty eight children withdisability were referred for epilepsy follow‐up. Twenty children got their Niramaya Cards under the
National Trust Health Insurance Scheme.
Aids & Appliances
Ninety three children with disabilities were provided aids and appliances to facilitate movement,
communication, learning, and participation in daily activities and hence increase access to school.
Primary and Secondary Education
Forty children with disabilities were ready for their inclusion in mainstream schools in the next
academic session through individualized support. 35 children got admission in different schools and28 children attended school on regular basis. The remaining seven, were irregular because ofreasons like lack of support to go to school when both parents are working, other siblings do not go
to school as well or schools find it difficult to work with children with high support needs because oflack of training and resources. Two hundred and ninety four children are registered in the primaryand senior sections of the schools. One hundred and fifty four children with impairment are atprimary level whereas 90 children are in middle schools and 50 are in senior secondary schools.
Twenty two children/ persons with disability appeared for class X and XII board exams this year. All
schools were familiar with the facilities given by Government to children with disability. Twenty
eight children appeared for class IX and XI exams.
One hundred and seventy children with impairment were provided support in education throughindividual sessions at sub centers and simultaneously capacity building was done for parents,
siblings, volunteers and tutors through demonstration and role modeling. Ninety three children withdisability who study in schools were supported through specific teaching inputs given by resource
people from the community. Forty six children studying in the mainstream schools, who havehearing impairment, have been supported through regular inputs in communication, education andmanagement of hearing aids.
A sixth class student in Government Senior Secondary School, using a wheelchair, belonging to a low socioeconomic background raised her voice against being excluded from a school outing, which was being conductedby SSA. She called the BEEO from a friend’s phone and took the permission from her to go to Akshar Dham, andthe school had to comply.

7

Regular use of augmentative and alternative modes of communication by 5 children promoted their
participation in self ‐care, communication, academics and social areas in school. 78 children withdisabilities participated in other activities like collecting and distributing note‐books/ papers, bell
ringing, helping in ration distribution, watering the plants, locking the rooms after school time etc.
These activities helped children with disability to develop life skills and to stay in the school for thewhole day.
Nazia was refused admission in her school, when she did not clear the 12th board from Government Senior
Secondary School. She was very keen to get regular education since her family was after her to get married andshe wanted to study further in the same school. The School suggested NIOS but she refused and went to meet theeducation authority in Bhiwani Board. The Bhiwani office helped her and arranged a provisional mark sheet forclass 12th for admission purposes. Nazia submitted all the necessary documents and got admitted.

In the community
With schools
Regular support to teachers helped to build the capacity of a total of 258 teachers in 142 primary,middle and senior secondary schools to identify the needs of children with disability and barriers toinclusion and to work towards removing those barriers. This year 15 new schools admitted children
with disability. 173 teachers from Government schools were supported on effective teachingstrategies in primary and middle schools. Teachers in 5 schools started using adapted teachingmaterial. 9 schools conducted inclusive games, where 65 children with disability participated.
Accessibility
In fifteen schools, 25 new ramps were constructed. Accessible toilets were constructed in 18 schools
and 2 new ramps were constructed in Agarwal College.

School Management Committee (SMC)
Eighteen parents of children with disability became the members of school management committee
to work for school development as mandated under the Right to Education Act.
Other Education Resources Eighty four girls in Agarwal College and seven staff members were sensitized about disability
issues and challenges faced by persons with disability due to environmental barriers.

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
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Sixteen new resource people were trained to give teaching inputs on regular basis. Fifty fourchildren have shown remarkable improvement in their academics and others are learning attheir own pace.
Twenty seven Assistant Block Resource Coordinators were sensitized about needs ofchildren with impairment so that the evaluation process could be changed in schools.

With Families
One hundred and seventy eight parents were provided continuous emotional support and guidanceon issues regarding admission in school, safety, strained marital relations, alcoholism, domestic
violence, social and family pressures, etc. Sixteen parents attended a workshop on issues of safety
and security of their children. All parents were informed during individual meetings about safetyissues related to their children. Fourteen families applied and got the facilities under ‘Nirashrat
Bachchon ki Scheme’. Five families got plot under BPL scheme.
Parent to Parent Support
Parents supported each other towards fulfillment of needs of their children like admission in theschools, going out for recreation, getting disability certificates, railway pass, applying for
scholarship/ pension, to open bank account, completing the documents for Niramaya Schemes,
medical referral, getting loan, giving information to each other etc. They also support each otherduring stressful situations.
Parent group
Twenty five parents meet regularly in the group. They share information, discuss difficulties andworkout strategies to overcome their difficulties.
18 yrs and above
The focus for this age group is fulfilling the right to livelihood and purposeful occupation. Three
hundred and ninety two persons are registered with the program which includes 13 new people.
Assessments were done for all 392 persons with disability through specific assessments in the areaof life skills, vocational and occupation skills. A total of 300 persons with disabilities were supported
on regular basis. Thirty nine persons with disability are studying in class X‐XIIth in secondary schools.
While eighteen are in colleges doing graduation and other professional courses. One hundred andtwelve persons with disability are involved in domestic activities. Thirty seven of them are able tolook after their house independently and seventy five persons with disability participate in domestic
activities with support. Thirty persons with disability need total care and they are fully dependent oncare taker for fulfilment of their needs. Six persons with disabilities have decided not to work tillthey do not get the desired salary.
HealthFifty eight persons with disability were on epilepsy medication, seven took preventive measures forpressure sores and eight were referred for psychiatric treatment. One person with spina bifida wasreferred to urologist for review. Fifteen persons with disability became registered for Niramaya
Scheme.
Aids & Appliances
Fifty one persons with disabilities were provided 61 aids and appliances. Five persons with disability
got three aids each.

9In the Community
Livelihood
Livelihood training is made available to all persons with disability, using existing facilities in thecommunity, including the family and/or the traditional occupation. Sixty nine persons with disability
are in open employment, thirty seven are in self‐employment and six have done vocational courses
but do not have a job yet. Eleven are employed in family business. Eleven are independent inagriculture tasks and 53 are in cattle caring and agriculture with support. Thirteen persons withdisability are placed in open employment set‐ up, where 4 are getting more than 10,000 per monthas salary. Two persons with disability started the rubber cutting work with their families at home.
Skill Training
Through box making, 4 persons with disability have had the opportunity to develop their social andfunctional skills.
Leadership Training
Five persons with disability attended 2 days' workshop on ‘National Convention for persons withdisabilities’, two of which expressed their desire to attend workshops in the future.
Resources
Apparel Training and Design Centre (ATDC) realised the needfor changing the sewing machine for a person who has an
impairment in both legs and also the content of thecurriculum. Seven employers were contacted on a regularbasis and informed about the skills and abilities of persons
with disabilities. They decided to call 12 persons withdisabilities for interview and 5 were selected for jobs. Two
women with disabilities, who had got separated after
marriage were rehabilitated and joined the ATDC course.
Families
17 families got plots under BPL facilities. Four families constructed toilets under Nirmal Gram Yojna.
3 families applied for Guardianship. Around 300 families were supported through information &resources for various issues, especially, regarding the safety & security for persons with disabilities.
Block level Events/Activities
World Disability Day
Twenty five villages were selected for sensitization about the rights and equal opportunities on‘World Disability Day’. The inclusive games were organized with the support of school staff in all
schools of the 25 villages which created massive awareness among teachers and children. Teachersand children accepted that they had never considered children with disabilities as sports persons.

10Girl child with disability playing Kho Kho in Bijopur School

Awareness booths were organized to giveinformation regarding general health, mental
health, hygiene, inclusive and disability schemes,
Acts (NREGA, RTI) in all 25 villages. People withdisability manned these booths with support andprovided the information.

Awareness Raising meeting

2. Urban Community Based Habilitation and Rehabilitation
This was a new initiative this year. The team mapped Chattarpur area, and prepared a brief socioeconomic profile of the area including the number of colonies, the communities, terrain andavailable resource for education, health, recreation etc.
The UCBR project aims to create a pro‐active, inclusive society which recognizes and welcomes all its
members, by accepting and fulfilling the responsibility to bring about changes and modifications, instructures and institutions, as necessary to serve all members of society equally including persons
with disabilities. This would translate into an increase in visibility of people with disabilities ininstitutions and public places – educational, vocational, medical, public services and utilities – as wellas in places of normal commerce, recreation and entertainment with increased participation ofpeople with disabilities. With consolidation and expansion of partnerships with the generalcommunity and social institutions (Governmental as well as private) services would be adapted andextended to people with disabilities according to their needs, with the community moving towards
taking ownership of creating a more equal society.
There would be a strengthening of processes in the community, which would ensure safety, wellbeing and permanence while addressing following needs of persons with disabilities: Health, Shelter,
Education, Livelihood, Relationships, Recreation & Leisure, Identity, and Protection from abuse,neglect and maltreatment. It is important to focus on all these needs simultaneously so that every
person with disability can lead a quality life.

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3. Education: B‐A‐G (BSS‐AADI‐GEF) project on inclusive education
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 islocated in Alwar which is a district in the state of Rajasthan, in India. It aims to ensure that all
children with disabilities have access to quality education, within the catchment area of the thirtynine BSS schools.

A brief overview of the activities undertaken under the project for the reporting year follows:
Activity
Supervisors’ meeting and training
Training of Teachers from 36 schools
Supervisors’ meeting and training
Assessment camp for new children with disability
from 32 schools
Supervisors’ meeting and training
School based individual children assessments

Dates
30 April 201213 and 14 June 201214 and 15 September, 201227, 28, 29, 30, 31 Augustand 1 September 2012
5, 6 and 7 November 2012
11,12,13,14 December 2012

School observation visits26, 27,28 February (3 teams)

Till date, a total number of 380 children with various health issues have been identified. The healthissues range from children having multiple medical issues to simple ear infections. Approximately 58
percent are males and 41 percent are females. While 56 percent belong in the age group of 6 to 10
years, 25 percent belong to the age group of 11 to 15 years.
Understanding children through assessments
Assessments of children from BSS Schools were conducted at Bodh Gaon from August 27 toSeptember 1, 2012. Five multidisciplinary teams (a total of 13 people) collected information about
the children and their families.
 This time around 237 children were identified by the teachers themselves. Bodh sent a list ofthese children out of which the AADI team decided that 126 would need further observation.
 Out of the total of 126 called, 119 children came over a period of six days from all 4 clusters.
They came to Bodh Gaon, accompanied by their teachers and family members.
 The objective of the assessments was to gather baseline information, about the children, theirfamilies and environment that they live in and provide suggestions for issues which needed
immediate intervention.

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Assessments at Bodhgaon

Accessing medical care services
Out of the total 380 identified children identified, 167 were supported in accessing medical careservices this year. The team’s efforts to develop local medical care resources in Alwar block resulted
in a marked increase of children accessing local medical services. While 151 new children werereferred to medical resources in Alwar, 16 new children were referred to medical resources in Delhi.
Fourteen children underwent ear operations.
School visits to meet childrenChildren were met again in their schools during December 2012. Four teams of two members each,covered the four clusters from December 11 to 14, 2012. The objective of these visits was tounderstand the children further, especially the education aspects, which had been identified after
the first assessments in August 2012. In these visits, a total of 98 children were met and 28 schools
were visited.
Teacher Trainings
Four supervisors’ trainings and one teachers’ training was during this project period. Training for all
the 175 teachers of the 36 schools, was held at Bodh campus in Kukus on June 13 and 14, 2012. The
methodology adopted in the trainings was mainly activity based, group and individual work.
Supervisors’ Trainings
This year the capacity building of supervisors and cluster coordinators became the focus. Thesecluster coordinators and supervisors were senior teachers as well as. It was realized that enhancing
their skills would build their confidence to support teachers in schools as they also look into theeducational aspects of the work in their respective areas. There are two supervisors for the two
blocks of Thangazi and Alwar. These blocks are further divided into two clusters each. Each cluster
has a cluster coordinator, so there are four coordinators. Two other coordinators facilitate themedical interventions required for children in all four clusters.
The first training was held on April 30, 2012 in Alwar Public School (APS). A film on UNCRPD wasscreened to highlight the rights of people with disabilities being the same as any other citizen ofIndia. In the film, persons with disabilities who are the leaders in the disability movement in India,
express their views about the current status and their future vision. This was followed by adiscussion on the steps to be taken. The second training was held on September 14 and 15, 2012 in
Delhi. The attempt here was to strengthen the process of supervision and to integrate themonitoring of inclusion of children with disabilities in this process. The third training was held on

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November 5, 6 and 7, 2012 at Delhi. The focus of this training was to increase their information baseregarding different impairments and highlight the roles of supervisors.
School visits for schools observations and meeting teachers School visits were planned with the objective of understanding the school environment, teachingpractices in the classroom and child related planning. Model schools of each cluster were chosen
for observation.
 Visits were made by the AADI team in two batches. The first visit was from February 26 to 28,
2013 and another team will visit from April 4 to 6, 2013. Cluster coordinators accompanied theteams.
Key Accomplishments
 Many children with disabilities have shown positive changes in behavior after the teachers havemade an effort to pay attention and encourage children, extend support and appreciation for
abilities of children with disabilities; this has made a marked difference in the confidence levels of
many children.
 Approximately 175 teachers have information of impairments and the social model of disability.
They have basic information about types of disabilities like visual impairment, hearing
impairment, cerebral palsy, physical disability, polio, spina‐bifida, mental retardation, mental
illness, deteriorating conditions, epilepsy etc.
 The major change in teachers has been the difference in their attitude. They now pay attention tochildren with disabilities and try to include them. There is openness in teachers, to hear andimplement the suggestions by AADI.
 The active participation of the cluster coordinators has increased towards the latter half of theyear specially after their training.
 The number of medical interventions at the local level has increased manifold.

14

Sambhav: Making Inclusion Possible
The AADI team aims at facilitating inclusion and participation of person with disabilities within theirenvironments. Any person with disability can connect with AADI through the care plan process and isprovided access to early development guidance, educational support services, quality of life
activities, inclusive opportunities for livelihoods and information on aids and accommodation
through the different processes detailed in the following section. These processes help in making
inclusion a reality in the lives of persons with disabilities.


Care Plan Services



Education

Diverse Opportunities and Resources

Inclusive Opportunities

Sambhav Resource Centre

15

4. Care Plan Services
The care plan process aims to facilitate access to services by linking persons with disabilities andfamilies to resources in the community. It also provides guidance to persons with disabilities andfamilies about the rights of persons with disabilities, using a life span approach.
A total number of 2137 people have been registered since it began. Three hundred new families andpersons with disabilities were reached this year.
Age group wise first contacts
0 to 6 years
6 to 12 years
12 to 18 years
18 and above
Total

April 12 to March 13
Male
Female
46
33
58
27
25
22
61
28
190
110

Total
79
85
47
89
300

The care plan process started in July 2008, with the aim of developing comprehensive services for a
person with disability taking into account abilities, barriers, avenues for participation andopportunities along with the impact of impairment the person with disability experiences.
Comprehensive assessments, building capacities, linking the families to resources,developing/creating accessto services/resources/events, training of parents/caregivers, crisis intervention and directinterventions are a part of the care plan process. Eventually the care plan process will be linked withthe urban community project.
Currently the program provides a platform for walk‐in‐service to anybody who has a need – a family,a person with disability, professionals, volunteers, students etc. This 0program is largely supervisedby the senior team members who assist in maintaining the quality of service, especially in theunderstanding of needs, capacities of the person with disability and barriers in the environment.
The Home Management project within the Care Plan Process is funded by the Ministry of Social
Justice & Empowerment. It has two components, namely, the Early Intervention Program and theOutstation Program. The Early Intervention Program looks into the needs of children in the agegroup of 0‐6 yrs from Delhi and the National Capital Regions, whereas, the Outstation Program
caters to children, adolescents, adults and their families who come from the Northern states of ourcountry.
Early Intervention
The early intervention process focuses on the evolving capacity of the child through parent training,and on linkage to appropriate opportunities so that the child can participate optimally in different
domains of life.
The early years are significant for learning and going to school enhances the opportunity forlearning. Young children are met in groups to prepare them towards schooling by increasing theiropportunity of participation in play, communication, social interaction, self‐care etc. There wereinteraction with 79 children in Early Intervention Program (0‐6 yrs) and their families, besides review
sessions with 29 children. Hence, the total number of families that were met in the Early
Intervention Program from April 2012‐March 2013 was 108.

16

Outstation Program
The Outstation Program works with people across age and impairments residing outside Delhi.
Families come with young children/adolescents and adults from various parts of the country,
especially from the northern states of the country. The outstation program runs throughout the year
from Monday to Saturday. It follows the Care‐Plan process and works towards holistic developmentof the child/person with disability and capacity building. It also works towards linking these families
to the resources/organizations in their own areas and also disseminates information about
government schemes/facilities, rights of people with disability etc. This year, 42 families from places
such as Bihar, Rajasthan, Punjab, Jharkhand, and Uttar Pradesh availed these services.
Networking and Linking to Resources
The process of getting the Disability Certification from IHBAS continues to be supported by AADI.
Parents are given the information about the process at IHBAS. Aging parents and adults withdisability with high support needs are provided transport and accompanied by the AADI team and
AADI vehicle to reach IHBAS and apply for the disability certificate.
It is a continuous endeavor of the key worker to link the families with National Trust for the Health
Insurance Scheme, called “Niramaya” and support them for getting the reimbursement. A few
families were linked to Kiwanis, a resource agency for free orthotic aids while for some others
sponsorship was raised for mobility aid, medicines, medical referral and diagnostic tests.

17

5. Education
Overview and school related data
This year marked the beginning of the third year of implementation of Right to Education Act. This
was the last of the three years given to schools to prepare themselves for including all children, after
which CBSE will start de‐affiliating schools. At the end of two years, neither the government nor
private schools seemed anywhere close to preparedness. Nevertheless, AADI continued its efforts
towards making the education system more inclusive.
The team decided to adopt a school development approach rather than just an individual childfocused approach. This meant more dialogue with the principals and other administrators to start
work at the systemic level, and focused capacity building of the school and the teachers. At the sametime with the parents also, the approach changed to making parents aware of their role in changing
the system.
Schools

SKV
KV
MCD
Pvt
N P Primary
Play School
Special School
Out of school

No. of children No. of children
admittedintill May 20132012‐13
24
4
12
5
15
9
14
4
5
3
2
11
1
8
91
26

Out of the ninety one children, in school fifty five were visited regularly. Thirty nine children werevisited on a weekly basis in the schools, nine on a fortnightly basis, one on a monthly basis and six ona quarterly basis. The remaining children were not visited in schools as some schools did not permit
AADI’s resource person to visit the classes and interact with teachers.
The School Process
From the beginning of the year, a support plan was followed to get children with disability with highsupport needs admitted in schools. A review of the schools in the South District was done and more
frequent visits were planned to these schools. Quarterly visits were planned for schools in the other
districts. A more specific customized plan was worked out for children with high support needs
rather than fixing a specific day for visit to their school.
There were schools which were being supported for the last two years. Review of these schools wasdone with their principals to decide the frequency of direct classroom work and the school‐level
teacher training to build the overall capacity of the teachers. The discussion also included changes
required in the system at the school level and the principal’s role in demanding the change from thehigher authority.
At class level, the resource teachers from AADI started encouraging the school teachers to take more
initiative and work independently towards planning, making teaching learning material, and18

evaluation processes for children with disability. The teachers were encouraged to have a direct
approach and relationship with the parents of these children.
Since last two years, AADI’s support staff had been going to two Sarvodaya Schools to support
children with high support needs. Both the schools appointed a support staff each who were trainedby the resource team from AADI.
In four private schools, approximately 50 teachers were sensitized and trained in impairment specificinterventions and management within and outside the classroom over 6 training sessions. During
the entire year, thirty meetings were held with the principals and the headmasters of different
schools.
There were some schools where the principals did not give permission for classroom level work. In
these schools, it was decided to work through the parents and they were encouraged to interact
more with the teachers and the principals. They were encouraged to demand for their child’s rightwherever there was a gap. (e.g. SKV Netaji Nagar, KV Vasant Kunj, NP primary Gole Dak Khana)
Capacity Building of the Parents
There has been a shift from child‐focus to focusing on the parents’ role in changing the education
system towards inclusion of all children. There has been regular sharing at an individual level as wellas through group sessions regarding the provisions in RTE, regarding School Management
Committees and role of parents in the same. Special meetings regarding these issues were held withthe two Sarvodaya schools which have more than 6‐7 children with disability on their rolls. As
stakeholders, the parents were supported to write a letter to the higher authority regarding theneeds of their children for a permanent caregiver in the school. Parents also took up other issues likecleanliness, hygiene and safety in school premises.

19

6. Diverse Opportunities Resources (DOR)
DOR is a process to improve the quality of life of adults with disability. Through this process, we also
hope to create resources and links, so that dreams can become reality. The process is Rights based
and ability focused.
In DOR, persons with disability participate in decision making of the day to day activities. A
community meeting is held at the beginning of each week where everybody discusses issues related
to the group, plan the week and the month ahead. Each of the activities also provides opportunities
for capacity building in different areas like communication, relationships, social skills and other life
skills. DOR members also celebrate many occasions together. Clubs and Events are the opportunities
for adult members to learn life skills. In the year 2012‐13, participation of members in all the clubs
and events increased considerably from DOR and the walk‐in services of the Care Plan Process.
Community Meeting
The weekly Community Meeting is the forum to initiate discussion on any activity, review the work
done in the previous week and plan for the activities for the week ahead. The facilitator of themeeting ensures participation of all the members present. There are co‐facilitators, whose role is toencourage members to share their views. The increase in the information level has given a lot of
confidence to members to participate in decision making.
Clubs
Art Club
Art Club is a forum which gives opportunity to people with disability to
express themselves through Art. Art Club is held twice a week. It also gives
an opportunity to members to learn planning, organizing, communicationand social skills. This year the focus of the Art Club was to learn different
Art forms of India and set up an art gallery at AADI. The members visited
different art galleries which gave them the confidence to visualize theirown art gallery.
Hobby Club
Hobby club had started with stitching and embroidery and now it has
evolved into a cooking club. Members of the club have learned to makevarious food items. To ensure participation and safety of members, an
induction heater, slicer‐dicer and different peelers were purchased. A
wooden cupboard was so designed which can be opened easily bymembers using wheel chairs. The cooking club members learned to use amicrowave at Sambhav Resource Center. Hobby Club also frequently
bakes birthday cakes for DOR. Apart from cooking, other life skills likelaying the table, washing one’s own plate, and winding up after cooking were also practised.
Gardening Club
Gardening Club is a seasonal club which functions from
October to February. This year, the club had its own
garden to look after. Two staff members which included
the gardener and a senior manager became internal
resources for the group. The gardening club members met
regularly to plan and implement various activities. They

20

went to a nursery and bought new plants and planted them. They took pride in taking care of theplants. The gardening club decided to hold an inclusive flower show in the community. The club helda successful flower show at Vasant Vihar Club with participation from the members of the VasantVihar club as well.
Music Club
Members of the Music Club organized various activities throughout the year based on their interest
which included learning to sing new songs, learning to play new instruments or playing musicalgames like variations of Antakshri, passing the parcel etc. The club members learned about folk
music this year which was refreshing and energizing.
Celebrations
Celebrations are opportunities for the DOR members to use and further enhance the skills that they
have learnt in various clubs. This year Christmas Party apart from enjoyment was also an excellent
opportunity for practicing the skills of planning, organizing, communication and team work.

EventsArt Exhibition‐Kalakriti
The members of the Art Club decided to have an exhibition of the art work that they had been doingin the Art Club which is held twice a week. The concept of Art Exhibition and Art Gallery wasbrainstormed with other members as well. The Art Club members then, visited different Art Galleries
to get an idea about what an Art Gallery looks like. After these visits, they had a fair idea andparticipated in converting the old lobby into an Art Gallery. The entire planning and implementation
for the Art Exhibition was done by the Art Club members. The participation in Kalakriti was expanded
to the members from Care Plan service and AADI staff as well. The first Art Exhibition, Kalakriti, wasinaugurated by Arpana Caur, a renowned artist on 13th Oct 2012, at Art Gallery in AADI.

21

Winter Campaign‐Sankalp
Winter Campaign entered into its fifth year and was named Sanakalp. This year, the membership ofWinter Campaign was expanded to all staff members of AADI who volunteered to support the winterCampaign. The volunteers who had joined the Winter Campaign for the first time were given
orientation and training by older members in the entire process from making inventory, sorting,mending, quality check, set making to packing. This year, the working team linked with Urban Forumfor the first time, apart from linking with Ashray Adhikar Abhiyan and Aman Biradari with which
there was already an association. The three organizations work with homeless people in Delhi. The
Winter Campaign was to close in December but looking at the weather condition, the team decided
to extend it up to end January to support the homeless people. The volunteers and the recipients ofthe clothes were interviewed. The campaign was closed by watching the video of the responses of
the homeless people and the volunteers.
Flower Show‐Basant Sangam
In the community meeting, the DOR team decided to do an inclusive flower show in the community
which would ensure participation of people in that particular area. Vasant Vihar Club was chosen as
the venue and Mr. Mittal was the link person from the club. Since it was the second experience ofplanning for the Flower Show, the participation of members had increased significantly. They wereinvolved from writing the proposal to planning and organizing the show. The highlight of the event
was an enthusiastic participation of Vasant Vihar Club members. One of the club members invited all
the members to visit their garden.

22

7. Inclusive 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 & outside AADI.
Ujala
It is a unit where persons with disabilities produce block‐printed the handmade paper products. It isa unit to raise awareness about capacities and abilities through the sale of paper products. It runs incollaboration with network of people with disability contributing in all aspects of productdevelopment from sourcing, manufacturing, packaging to marketing. The Ujala products aremarketed through the Ujala Shop located at AADI, special orders and also through various Melas
held at different corporate offices, colleges, other educational institutions across the year and
SurajkundMela.
Special Orders
At Ujala, there is a facility for individuals/families to place special orders for hand‐made block‐printed paper products where customers choose specific blocks and design the printing. Sometimes,
the individuals get blocks made for their company logos and then the block printing is done usingthat very specific block. The special order work includes deciding the size & color scheme for the
product as well as choosing the block and the placement of the block. The special orders arereceived for Bags, Folders, Writing Pads, and Wedding Cards etc.
Participation in Melas
The invitation by different corporate offices, colleges, schools, NGOs and RWAs to put up Ujala Stallof block‐printed paper products is an excellent opportunity for the public to interact with people
with disability and see their capacities and abilities. This year Ujala participated in over 30 Melas atvarious corporate offices, NGOs, RWAs and schools/colleges. Some of the places where the Ujala
stall and were put up are Surajkund Crafts Mela, AVIVA Life Insurance Co. India Ltd., Carriers
Refrigeration & Air conditioning, Blind Relief Association and G.E. Capital amongst others.
Internships
Internship is an important aspect of the inclusive opportunity process. The aim of the internship is toprovide an opportunity for people with disability to use their current skills and enhance their skills
further to take them towards meaningful occupation and livelihood. The internship for eachindividual is planned keeping in view his/her areas of interest and abilities. Reasonableaccommodations are done to remove any barriers that may impact the functional
abilities/participation/learning of the person. Each person doing the internship is supported by an
Internship Mentor whose role is to facilitate the process of learning and acquiring new skills.
Ongoing Internships at AADI
EPABX Board
The intern is learning the function of the board and the keys and remembers intercom numbers of 4
programme using those numbers (Careplan numbers, IO number, Sambhav number). He uses a headset to speak into. He has begun to practice the receiving of incoming calls. He can transfer theincoming call using the familiar intercom number.

23

Photocopy
The intern can switch‐on and off the machine and clean it externally. He is learning to clean it’sparts. He can do back to back photocopy of any given set of papers of A4 size. He can match page
numbers and put them into a set.
Finance
The intern is doing data entry using using Tally‐2, which is then used by the finance department.
Store Inventory I
The intern takes out the finished Ujala products for monthly inventory, counts and puts backproducts independently. He takes out products from the almirah, matches the code from the stock
sheet, counts the product and ticks the product after counting and puts them back. He counts
finished products that are sent back from production on a daily basis. He is able to match the codes
and read the names of the products in the list in Hindi. He writes the codes and the corresponding
number of products on a sheet of paper.
Store Inventory II
This intern counts raw products that are sent to production for block‐printing. He also counts thefinished products for the monthly inventory, those which are to be sent to the Ujala shop from thestore and for packing during mela. He knows the complete process for the store and can tell the
persons supporting as to what needs to be done. He can work independently in the store provided
he gets support for taking out the products from the almirah. He also needs physical support for
counting. He can count above 100. He can self‐correct himself if says the number wrong while
counting.
Bulk Mailing
The intern is aware of all the steps of the bulk‐mailing process‐he takes the newsletter, puts it in theenvelope, he cuts the address label from the label sheet using a scissor, sticks it on the face of theenvelope. He stamps Book‐Post above it, puts a stamp of AADI on left corner, tears postage stampand sticks on the envelope. He also goes with the support staff to the post office to post the
newsletters. The person needs support to count and say the grand total number of copies of thenewsletter to be mailed. After getting the total requirement, he helps in putting together the list ofthings required for the mailing process, namely, envelopes, postage stamps, labels etc.
Newspaper Bags Making
Three interns are involved in the newspaper bag making who complement each other’s skills tocomplete the entire process.
Front‐Desk Training
The intern is getting training in Front‐Desk work which involves welcoming & greeting people as theycome in asking them the purpose of visit and requesting them to make themselves comfortable
while waiting for the team person to meet them for the first contact.
Purchase Training
This internship has given an opportunity for a member to learn social skills like talking to the
shopkeeper, getting flowers/other purchases and delivering them to the right person.
Open Employment
The two persons with disability who got employed with AIRCEL in 2010 were working as customer
care executives till March 2013.

24

New Internship and Placement Opportunities
Muskaan
In February 2013, a person with disability got a skill training opportunity in the stationery unit inMuskaan. He was on trial for two months and got the opportunity in different units, namely, masala
unit, bakery unit etc. From April onwards, he began to get training in the Café located inside
Muskaan. He is now undergoing internship and receives an internship allowance as well.
Vishal Megamart
An employment Opportunity opened up at Vishal MegaMart under the Udhav project. Three
persons were interviewed at the Faridabad store. One of them has been recruited as a store
assistant and is in the training period at the store.

25

8. Sambhav Resource Center
The resource centre is a project of National Trust in collaboration with AADI and Saarthak. Sambhav
showcases assistive devices, hardware and software for persons with disabilities besides
demonstrating concepts of Universal Design and independent living. In the three years since its
inception in February 2010, almost 2500 visitors have come to Sambhav.
About 650 persons visited Sambhav this year. Many individuals with disability were given specificinformation related to various assistive aids. Parents were given training in the areas of educational
aids, recreational aids, health and hygiene, dining, toilet, kids’ corner in Sambhav, Architectural
students were introduced to the principles of universal design. Some visitors came from Japan tounderstand about work in the field of disability in India. Delegates from Afghanistan visited Sambhav
to learn about reasonable accommodation and independent living in the disability sector.
Professionals from Flair visited Sambhav to understand about Independent living and accessibility.
The resource centre is utilized by the teams in the care plan process for conducting assessments invarious domains. It was also utilized for providing hands on training to six persons with disabilities incomputer skills.

26

School of Rehabilitation Sciences
Under the new paradigm, a multi‐tiered workforce is envisaged to address the human resource
requirement of people with disabilities. The School of Rehabilitation Sciences, AADI’s training andresearch wing, plans to conduct programs for capacity building at the primary, secondary andtertiary levels to create sensitized and skilled human resource so that the needs of people withdisabilities are met within existing services and structures in the communityCapacity Building for Disability Specific Professionals

Capacity Building for Families of People with Disabilities



AADI Staff In‐Service training27

9. Capacity Building for Disability Specific Professionals
During the year 2012‐13, different training courses and modules were developed and conducted forboth service providers within the community as well as for disability specific professionals. These
programs were held both in the rural and urban areas. In addition, initiatives in capacity building forfamilies of people with disabilities and capacity building for the staff were also conducted.
Post Graduate Diploma in Special Education (PGSE)
The second and final Semester for the batch 2011‐12 began in January 2012 and ended in May 2012.
Two students from the course dropped out in Semester II due to personal reasons making a total of
14 students in the course. Semester II included the 4 theory papers, Placement II and theCommunity Based Rehabilitation (CBR) Trip to Bodh Shiksha Samiti, Alwar, Rajasthan. Placement II
was focused on giving students hands on experience in teaching and assessments. Students got an
opportunity to plan and implement the lesson plans with children in regular schools. They also
performed specific educational assessments for children with disabilities, under supervision. This
year students went to Bodh Shiksha Samiti, Rajasthan as part of the CBR trip. The trip helped themto gain an understanding of child centered pedagogy, community involvement in education and theuse of varied community settings and classrooms in the teaching‐learning process for all children
including children with disabilities. They visited different schools as well as got an exposure tocommunity meetings and home visits. The 12 week internship was held in the months of July‐
September 2012. The 8 rotations were for varied durations from 1 week to 2 weeks depending on
the learning objectives of that particular site. Students were placed both within AADI and outside
AADI. The internship sites outside AADI included National Association of the Blind, National
Association for Hearing Handicapped, Bodh Shiksha Samiti, Jeevan Jyoti, St. George’s School and Fr.
Agnel School. The different rotations providing a wide and rich experience ranging from teachingwith an inclusive framework in urban and rural schools; independently conducting the careplan
process for a person with disability and their family including conducting specific assessments in theareas of early education and learning, subject specific assessments; understanding the impact ofdifferent impairments on functioning and participation; facilitating quality of life programs for adults
with disability and practicing values at work.
All 14 students successfully completed the course and eight are currently employed within the field.
Valedictory Function: The Valedictory function for students of batches 2009‐10 and 2010‐11 of thePost‐ Graduate Diploma in Special Education and the Post‐Graduate Diploma in Developmental
Therapy was held in May 2012. The Pro‐Vice‐Chancellor (PVC) of Delhi University, Prof. Vivek Suneja
was the Chief Guest. Ms. Shivani Gupta, Director, Access Ability, was a special guest at the function.
The certificates were distributed to the valedictorians by the PVC and Ms. Shivani Gupta.
Advanced Course for Occupational Therapists (OT), Physiotherapists & Development Therapists(DT’s)
School of Rehabilitation Sciences launched the Advanced Course for OT’s, PT’s and DT’s in December
2012. This six month training program is of approximately 200 hours duration over the weekends.
The first batch of 9 students completed the course in June 2013. This advanced course will enable
the therapists to apply therapeutic principles within a rights’ framework. People trained will address
both the impact that the impairment has on an individual (with a specific emphasis on health,mobility and self‐care) and create enabling environments so that people with disabilities can28participate in their communities. This new course is based on the United Nations Convention on the
Rights of People with Disabilities (UNCRPD), ratified and adopted by India in 2007.
The different components of the course include an understanding of Human Rights, Inclusion
Participation; International Classification of Functioning (ICF) and the impact of impairments basedon ICF classification; an understanding of evolving capacities of people and developing care plans inparticipation with people and their families, specific assessments in the areas of mobility, self‐care,an introduction to the newly developed mobility and self‐care assessment tools; identification ofphysical, social and attitudinal barriers in the environment and the impact on health, mobility, self‐care and participation of the person; physical and social audit tools; developing comprehensive
intervention plans including challenging barriers; applying therapeutic techniques at an advanced
level‐ debates, ethics and applicability and identifying and responding to risks and situations ofcrises.
The course follows a participatory and discussion based methodology with practical training andhands‐on experience in the use of various assessment tools and implementation of intervention
plans. The course has each trainee working with a resource person during different times in thecourse and learning from their personal experience of disability. Sustained interaction and feedback
from resource people has enabled the trainees to understand and appreciate the nuances offacilitating participation and decision making.

29

10. Capacity Building for Families of People with Disabilities
Training for Parents of Children in the 0‐6 years Age Group
During the early years, it is essential to support parents to understand the needs of their children
with disability being similar to all children, disseminate information on the impact of the impairment
as well as the impact that the various barriers in the child’s life may have on participation andinclusion. This is a time when parents are faced with many questions regarding their child and often
have many misconceptions related to disability in general and the impairment in specific. Although
information is shared with parents during individual sessions, the need was realized to get theparents together in this age group to share their experiences with each other and openly discuss andengage in a two‐way sharing of information with the staff. It was also felt that domain specifictrainings such as in the areas of self‐care or communication for parents would be beneficial. This
year 4 parent training modules for different domains for this age group were developed. The training
modules include an initial 2 day session on building perspectives.
Over the course of 3 different training sessions, 35 families participated. Of these 35, all families
were invited to participate in the specific trainings on facilitating admission into school;communication and behavior and self‐ care. The specific trainings were attended by 6, 9 and 10
families respectively. Parents shared that they found the training useful and benefited from theopportunity to meet and interact with other families.

30

11. In‐Service Capacity Building for AADI Staff
Over the year, different modules for capacity building of technical and non‐technical AADI staff were
held within AADI. There were various trainings that were undertaken to build the understanding andcapacities of the staff while aligning them to the values of the organization. Some of the internal
trainings undertaken were: Hospitality training for support staff (30)to share a common value and culture at work Training for all program staff (70) on the resources available at Sambhav, the National
Resource Center, to provide reasonable accommodations for persons with disabilities while
also understanding the importance of technology in improving the quality of life Twenty senior staff were trained in interviewing skill to use the questionnaire for inclusion
so that the staff would be able to get the relevant information to identify the gaps in the
education system and the support required Twenty five urban and rural staff were trained to use the tool for identifying persons withdisabilities, the resources available and resource gaps during the survey undertaken of 10semi‐urban villages of Ballabgarh district to design service delivery A two day training was undertaken for 40 staff members across all levels to prepare the staff
to move into urban community work and mapping needs, resources and barriers in theenvironment A 2 day perspective building exercise was undertaken for all staff members in the context of
UNCRPD and understanding the vision of AADI as well as the way forward
 Training was organized for the Knowledge Management Team on the importance ofplanning and documentation as well as time management.
 A number of staff participated in different trainings, conferences and seminars held outside
AADI.
These included:
 2 members participated in the National Stocktaking Convention on the RTE Act addressing
the issues of systemic readiness and redressal under RTE, community participation, Teacher
Issues, Inclusion under RTE, Privatization of education, Quality of Education and the way
forward.
 The National Consultation on ‘Internet Rights, Accessibility, Regulation and Ethics’ organizedby the Digital Empowerment Foundation was attended by 1 person.
 People’s Budget Initiative organized the National Convention on Union Budget 2013‐14 wasattended by 1 person. The conference discussed priorities for critical and disadvantaged
sectors as well as public policy issues.
 The Indian Seating and Mobility Symposium organized by Specialized Mobility Operations
and Innovations (SMOI) was attended by a staff member and 2 people with disabilities. The
conference exposed participants to a number of seating issues and concerns and gave an
understanding of what appropriate seating must entail. There was also an exhibitor’s
workshop where different seating and mobility solutions were displayed.
 One staff member participated in the 2 day CBR world congress held in Agra.
 Two staff members attended a training organized by Deloitte Center for Leadership andCommunity on Process for writing a Proposal.
 School of Inspired Leadership (SOIL) organized an HR forum on ‘Infusing Innovation in HR
through Indian Thought Leadership: Convergent and Divergent Perspectives’. This wasattended by two staff members.
 TRANSED, an international conference on mobility and transport for the elderly and disabled
was held from 18th‐20th Sept. It was attended by 7 people from AADI including 3 people withdisabilities. The focus was to understand the issues related to safe and effective multi modal

31





public transport for people with various disabilities in both urban and rural contexts. There
was a poster exhibition related to travel and transport and an exhibition of products which
can facilitate easier mobility.
Two staff members from AADI attended a workshop on Data Dissemination organized by the
Department of Census Operations, New Delhi. AADI participated in the training ofenumerators in Delhi state before the census 2011.It took the lead in organizing andconducting training of all enumerators in Delhi in collecting the disability data by sensitizing
as well as informing them about the different issues involved. This particular workshop wasorganized for participating NGOs as well as selected members from different government
departments to teach them the features of the new software for accessing data and how to
use it to access the data.
Media Lab Asia (MLA) is interested in developing an android based voice output software forpeople with communication difficulties. They approached AADI for support and it was
proposed to work together in a more holistic manner and develop a proposal with AADI as
the technical consultant on disability, with MLA as the implementing agency. A draft wasdeveloped after elaborate discussion between the relevant senior staff of both theorganizations. It was decided that MLA will get back after internal discussion, fine tune theproposal and it will be finally presented to National Trust for funding. A response from MLA
is still awaited.

32

Advocacy, Policy and Research

Twelfth Plan Work

Rural Community Based Rehabilitation Survey

Study on Integration in education

Awareness Raising and Sensitizing programs

33

12. Twelfth Plan (XIIth Plan)
In an effort to bring the neglected needs of people with disabilities in the forefront in the XIIth Plan,
the disability sector has been actively involved in advocacy with the Planning Commission. The effort
has been two‐pronged with a focus on directly strengthening recommendations from the Ministry ofSocial Justice and Empowerment as well as influencing priority ministries such as Health and Family
Welfare, Human Resource Development, Labour and Employment and Rural Development. As aresult of these efforts, the sector got representation on the Steering Committees of various sectors.
These included Social Justice and Empowerment, Health and Family Welfare, Ayush, Transport,
Human Resource Development, Labour and Employment, Youth Affairs and Sports and Women andChild. People representing the sector were either professionals or people with disabilities who areexperts as users of the service. During the Steering Committee meetings, detailed recommendations
were sent to each of the sectors individually. On analysis of the reports of the Steering Committees,
it was found that despite the representation, there was little mention of people with disabilities in
the final recommendations of the Steering Committees.
The advocacy efforts continued and a meeting was held between Dr. Montek Singh Ahluwalia,
Deputy Chairman of the Planning Commission and representatives of the disability sector. It wasadvised that all recommendations be collated and Shri Narendra Yadav be the nodal member toreceive and forward the recommendations to concerned members.
In the Report of the XIIth Plan Working Group on “Empowerment of Persons with Disabilities” theMinistry of Social Justice and Empowerment had identified 37 ministries/departments as being
concerned with disabilities. Of these, 9 Ministries were selected by the disability sector as priority
ministries where a focus on people with disabilities was essential.
These 9 ministries were of Civil Aviation; of Communications and Information Technology; of Healthand Family Welfare; of Human Resource Development; of Labour and Employment; of Panchayati
Raj; of Railways; of Rural Development and of Women and Child Development.
Detailed recommendations for these 9 Ministries were given to Shri Narendra Jadhav on 4th May
2012.
A detailed analysis of the inclusion of recommendations of the disability sector for these 9 ministries
in the draft document of the XIIth Five Year Plan was done. The results show that most sectors
mention disability only in passing and do not include any significant recommendations. It issurprising to note that although many sectors state that their plans are aimed at targeting the mostvulnerable sections of the population; people with disabilities are not included in their definition ofmost vulnerable sections and are thus excluded from any specific provisions.
Some of the key suggestions for each Ministry, such as setting up of a Disability Unit to launch andimplement all disability related schemes under that ministry and a 3 % budgetary allocation towards
expenditure on disability for each ministry, find no mention in the Plan. Detailed steps for further
advocacy to address these major gaps are being worked out.

34

13. Rural Community Based Rehabilitation Survey
A survey was done in 8 villages and 2 urban colonies by 8 teams, with the objective of identifying
local resource persons for fulfilling the needs of persons with disabilities. Each team comprised of astaff member each from the rural and the urban area.
In this survey, the village mapping was done where information regarding history, culture, routine,
strengths, weaknesses, threats, risks etc. was collected through talking to various groups directly.
New resources were identified and existing ones updated. The information about existing number of
persons with disabilities in villages was also collected and home visits were done with local resource
persons like Aanganwadi workers, Asha workers, Panchyat members etc. to take information
regarding their needs and existing barriers coming in the way of fulfilling the needs and rights.
Information collected during this activity will help to plan the future strategies for the Rural
Programme.

14. Study on Integration in education: Perspective of students withdisabilities
Policies in India have supported integrated education in the general education system and educationof children with disabilities through various schemes of the MSJE for special schools. Recently
however the support for inclusive education has been rapidly increasing in India as evident in SSA,
the recent RTE Act and the ratification of the UNCRPD by India.
Even though the policy outlook has been progressive, the reality at the ground level is that people
find it was difficult to change long held beliefs and practices which they find convenient. It was thebelief, that the impetus for change will come from the voices of first right stakeholders. These voices
were recorded, that motivated AADI to undertake a research study to highlight the experiences of
persons with disabilities in mainstream educations systems.
AADI team interviewed 200 persons with disabilities from the rural and urban contexts with the aimof describing the educational experiences of people and to determine the barriers and thefacilitators in the schools they attended.

35

15. Awareness Raising and Sensitization Activities
a. The Republic Day Tableau 2013
AADI was entrusted with the conceptualization and the implementation of the Republic Day
Tableau, 2013 of the Department of Disability Affairs, of the Ministry of Social Justice andEmpowerment. The inclusion of a tableau in the parade was considered an important awarenessraising opportunity at the national level. The theme chosen was Inclusion, Empowerment andAccessibility. The tableau portrayed persons with disabilities as proud citizens of the country
enjoying all human rights and fundamental freedom in an inclusive society.
The tableau showcased cultural inclusion through a live cultural program, by an inclusive group ofparticipants (belonging to a Disabled Persons Organization) who enthusiastically performed to an
original song “pankhon mein aakash samete chale hamara kafila,” carrying a message of solidarity.

A sculpture, on the side of the tableau depicted inclusion in creative arts. Inclusion as citizens was
represented through a picture of a woman holding different identity cards symbolizing equality
between all. The tableau carried the message that the needs of persons with disabilities were thesame as of others and this was represented by portraying the symbols of the various sectors likehealth, education, sports, recreation, religion, financial services etc. on a revolving rubik cube.
Accessibility found a wider meaning when the tableau not only showcased physical accessibility
through a ramp but also in communication and public information systems through use of Sign
language interpretation, Braille, Disability signs and symbols. Words from the Constitution of India,‘equality’, ‘fraternity’, ‘justice’ and ‘liberty’ written in Braille and Sign Language sent out a powerful
message. Mural paintings depicting achievers and a sculpture of a diversity of people including
persons with disabilities moving forward, holding the National Flag symbolized empowerment.
Experiences shared by participants
Pradeep Raj: “It was a moment of great honour. What I liked best was the tableau carrying the message
that needs of persons with disabilities are the same as others. This got represented by a revolving
Rubik’s Cube portraying inclusion through symbols of various sectors like health, education, sports,
recreation, religion, financial services etc. The team also got a chance to go to Rashtrapati Bhavan andmeet the President of India, Shri Pranab Mukherjee. We felt very happy.”
36

Pragya Ghidiyaal: “The month long rehearsals for the Republic Day gave me a chance to get away frommy daily routine. I felt inspired being part of the energetic and happening practice sessions. Everything
was so well organized by AADI where we used to do our rehearsals. On the day of the parade,
performing in front of the President of India, the Prime Minister, the foreign Chief Guest and thousandsof viewers made me feel very proud.”Suvarna Raj “We worked very hard during the rehearsals. I realized that hard work, determination andpositive thinking can help us achieve a lot in life. I look forward to many such opportunities.”b.
b.Badhte Kadam IV
AADI, as the State Nodal Agency (SNAC) for National Trust, organized the fourth Badhte Kadam
national flag off, on 3rd November, 2012. Badhte Kadam is a nationwide ‘Disability(Discoverability)’ awareness raising campaign to celebrate diversity; to create more opportunities
for participation in the community for persons with disabilities; encourage more responsibility fromthe community for persons with disabilities and their parents regarding their rights; and empower
persons with disabilities to access National Trust and other governmental schemes. This year thetheme of the Campaign was ‘Cultural and Social Integration of People with Disability’. The focus of
the various activities was to reach the unreached areas like Block/Taluk & Panchayat level, in
addition to the districts.

37

On 3rd Nov 2012, the Hon’able Minister Prof. Kiran Walia, Minister of Education, Women and Child
Development, Social Welfare and Language, Delhi Government flagged off the Badhte Kadam IV tothe beat of BK IV song at AADI, with around 400 participants cheering and joining in the gaiety.

Smt. Kiran Walia inaugurating the campaign

Senior Secondary School for the Deaf, signing the National

AnthemThe flag‐off was attended by Smt. Stuti Kacker, Secretary, and Department of Disability Affairs, theChairperson of the National Trust Mrs. Poonam Natarajan and the board members of National Trustand many officials from the Ministry of Social Welfare. The event saw a wide participation ofchildren from various Government schools, Principals, the District Education Coordinators, persons
with disabilities, NGO partners like AFA, Muskan, Society for Child Development, Prabha, Samadhan,
Deepalaya, Aastha, Media persons and the National Trust and AADI staff.

c. Badhte Kadam IV: Delhi ‐State Level Activities
In Delhi, all the 9 LLC NGOs of National Trust in collaboration with other NGOs, held various
programmes under the campaign to increase awareness and make the city more accessible to thedisabled.
In order to spread awareness in the community, AADI had put up an interactive desk at Chattarpur,to sensitize the residents of Chattarpur Gaon about the needs and rights of person with disabilities.
A range of activities and games were planned to make the sensitization process interesting andengaging for the residents. The activities included communicating using gestures, pictures; writing
your name without using hands/ painting using a helmet that has apaint brush; wearing a sock using one hand and many more similar
activities. There were handmade as well printed posters from
National Trust that showed the need for inclusion of person withdisabilities in areas of education, relationships, use of public
transport etc.
The interactive desk attracted a lot of school children who
participated enthusiastically. They discussed about how children
with disabilities have the right to go to school, participate inactivities and make friends.

38

d. Sensitization Training for Railway Porters
As part of World CBR Congress held in Agra in November 2012, a module for sensitization of Porters
within the New Delhi, Hazrat Nizamuddin and Agra Cantontment railway stations was designed andconducted. The need for this sensitization was realized because a large number of people withdisabilities were expected to travel, from Delhi to Agra at this time through the railways. The
objective was to help porters interact with and assist persons with disabilities in an effective
manner. Approximately 1500 porters were sensitized due to this effort.
The teams conducting the training included people with visual, hearing and mobility impairments,
giving an opportunity for persons with disabilities to share about their own experiences of using therailway stations. The trainings served as an eye opener for the team of trainers as well as the porters
as they both got to know of difficulties faced by the other at the station. Porters listened with rapt
attention to both the experiences and the suggestions of persons with disabilities about ways inwhich they would like to be assisted.

e. Delhi University Higher Education Faculty Sensitization
As part of the linkage with Delhi University’s Centre for Professional Development in Higher
Education (CPD‐HE), SRS conducted 3 different sensitization programs within CPD‐HE’s existingrefresher and orientation programs. These programs train faculty from different colleges fromdifferent parts of the country. Approximately 100 faculty members were given a basic orientation
into the needs and rights of people with disabilities and a framework for addressing the needs ofstudents with disability within their own colleges.

39

f. AADI Newsletter (English: News & Views /Hindi: Samachar Vichaar)
As part of the initiative in awareness raising and creating different platforms for inclusive
expressions, the AADI newsletter, titled ‘News & Views’ ( in English) and ‘Samachar‐Vichaar’ (inHindi) was launched in October 2012. The newsletter is a forum for different people to share theirthoughts and expressions about what has touched their lives and what they think has shaped theirjourney. The idea is to give voice to varied experiences and realities, of people who believe thateveryone has a right to lead a life of dignity with purpose. The newsletter also shares the news on
events and activities at AADI along with latest developments in the field.
The inaugural issue saw an inclusive team of 8 people come together as the editorial team tobrainstorm as to what shape the newsletter would take and to carry out the different tasks involvedin the production of the newsletter. While working together on the inaugural issue the teamdiscovered the satisfaction in realizing their own abilities both individually and collectively. It called
for the team to work with different members, appreciate each other’s skills and learn to apply theirown skills to newer areas of work such as conceptualizing, editing, translating and designing.
Wherever resources from outside the editorial team were needed, an effort was made to provide
opportunities to people with disabilities.
It was decided that the main mode of circulation for the newsletter should be through soft copies, intime with the objective of being environmentally friendly. An effort was made to ensure accessible
formats and versions of the newsletter in English and Hindi print, Braille. For the print versions,accessibility guidelines such as font size, justification and spacing were followed by the team.
Although some contributions in the newsletter seem personal, they are in reality, compelling
accounts of a majority of persons with disabilities who continue to be marginalized and excluded
from the community. Their personal experiences are used as a medium to disseminate informationand spread awareness about the United Nations Convention on Rights of Persons with Disabilities.
The second issue of the newsletter is scheduled to be released in April 2013.

40

Financial and Human Resources

Financial Statements



AADI Staff List

Governing body of AADI

41

Financial Statements
SUMMARY OF AUDITED INCOME & EXPENDITURE ACCOUNT FOR THE YEAR ENDED 31ST MARCH 2013
PARTICULARS

31st March,2013
Rupees (in Lakhs)

INCOME
Donations
17.7
Interest
40.59
Grants
37.64
Income from other sources
174.9
TOTAL :
270.83
EXPENDITURE
Administration / Establishment
97.81
Depriciation
11.27
Expenses on the objects of the Society
156.5
TOTAL :
265.58Amount transferred to Earmarked Fund
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

31st March,2012
Rupees (in Lakhs)
22.46
47.93
27.87
139.65237.91
89.47
12.33
155.6
257.4
‐19.49SUMMARY OF AUDITED BALANCE SHEETAS AT 31ST MARCH 2013
PARTICULARS

31st March,2013
Rupees (in Lakhs)

LIABILITIESCorpus Funds
597.78
Earmarked Funds
695.23Current liabilities
73.31
TOTAL :
1366.32ASSETS
Fixed Assets
85.05
Investments
432
Current assets And Loans & Advances
83.03
Income and Expenditure A/c
766.24TOTAL :
1366.32
Compiled from the Audited Financial Statements of the Society
For CHANDIOK & GULIANI(CHARTERED ACCOUNTANTS)FRN No. 001199N
V.K.LALLA(PARTNER)
M.No. 80847
Place: New Delhi
Dated: 14th November,2013

42

31st March,2012
Rupees (in Lakhs)
595.98696.2378.12
1370.33
94.53
409
95.31
771.491370.33

For Action for Ability Development & Inclusion
SECRETARY / EXECUTIVE DIRECTOR

AADI Staff (As on March 2013)
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 ■*Mridul Sawhney

Rehabilitators (Associates)■ Chandeshwari Tiwari■ *Dev Bhushan Pandey ■Jitender Tomar■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 ■Sarfaraz ■Namita Bhutani ■Shipra Singhal ■ Ruchika Kaushik ■ *Vikas Kumar ■Anushree Das ■ Yoginder■ *Stanzin ■ 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 ■SaranjeetKaur

Assistants■ *Dolly Das

Secretaries / Telephone Operator■ Meenakshi Sharma ■ NishaSawhney■ Rajeev Uppal■Yuna Noor ■ VinayViz

Jr. Assistants / Receptionist■ MuthuSubramanium■ Neena Sharma ■ PankajKapoor■ Sanjay Sharma ■ UttamMandal■ ChetanRazdan■Atul Mohan Mehta ■Gurucharan Singh

Non‐Technical Staff■ AjitBaxla■ Amar Singh ■ Anita Devi ■ BimlaChauhan■ Birender Kumar ■ GyaneshTyagi■ Hans Narayan ■ Jai Singh ■ John Kindo■ Jokhu Ram ■ Kaleshwar Singh ■ Kamini Prasad■ *Mahipal (Jr.) ■ MeenBahadur■ Meena Singh ■ Meera Devi ■ NagenderYadav■ NandLal Sharma ■ Nirmala Devi ■ Om
Prakash (Jr.) ■ Om PrakashChauhan■ Ratankali■ Shanti Paswan■ Sovan Singh ■ Sunehar Singh ■ Surender Mishra ■Suresh Kumar ■ UpenderYadav■ Vishwajeet* Left during 2012‐2013

Rural Centre at Dayalpur
Rehabilitators, Support Staff and Volunteers■ ChamanLal■ Devender Singh ■ Indira Vashisth■ Kamla Devi ■ Kanta Devi Sharma ■ Krishna Devi Arya■ Rajpal Singh ■Ramesh Chand ■ RichpalKaur■ Roshini Sarah ■SarbatiLal ■ SukhbiriDevi■Kailasi Devi ■ Omvati Devi ■ RajwatiDevi■Shakuntala Devi ■ Phoolwati Devi ■ Kela Devi ■ KelaBati* Left during 2012‐1343Governing Body of AADI
Chairperson
Mr. Sunil Mehta

Vice Chairperson
Ms. Vandana Bedi

B. Com. (Hon.), (Delhi University)
Chartered Accountancy, (Institute of Chartered Accountants ofIndia, Delhi)
Alumni, Wharton School of Management, (University ofPennsylvania) U.S.A
Country Head & CEO , American International Group (AIG) Inc. India
President, Indo‐American Chamber of Commerce

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

Treasurer
Mr. Rajesh Kathuria

Secretary & Executive Director
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

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)
Founder Chairperson, AADI

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

Mr. Rajesh Thadani

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

B.Sc.(H) Botany (Delhi University)
M. Sc. Environment Sciences (Jawaharlal Nehru University, Delhi)
Masters of Forest Science (Yale University)
M. Phil, PhD. Forest Ecology & Mgmt (Yale University)
Executive Director, CEDAR

Ms. Kamla Bhasin

Dr. Mathew Verghese

M.A (Economics) Rajasthan University
Advisor, SANGATMS Orthopedic (Surgery)
Director, St. Stephens’ Hospital

Ms. Veena Kumar

Mr. Praveen Kumar Gurunath

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

MSW, (Community Development )Programme Manager , VSO

Ms. Seeta Sharma

Ms. Madhu Grover

B.A. (Hon.) Geography , (Delhi University)
M.A. (Hon.) Geography, (Wollongong University Australia)
Regional Program Officer – Asia, Dan Church Aid

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

44

Action for Ability Development and Inclusion
2, Balbir Saxena Marg, Hauz Khas, New Delhi‐110016
Tel: 26569107, 26864717
Fax: 26853002, Email: aadi@aadi‐india.org
Website: www.aadi‐india.org
Rural Community Based Rehabilitation Centre
Dayalpur Primary Health Centre
Ballabhgarh Block, Faridabad (Haryana)