Community Based Rehabilitation

Programme of Hearing Impaired

Children : A Case Study

A Report of the Project

Conducted in partial fulfilment of the Degree of
B. Ed (SE DE – H.I.) 2007
in
Netaji Subhas Open University
by
Mr. Basudeb Bhattacharyay

Enrollment No.07211600258
Study Centre Code : SEHI -01

Under the Supervision & Guidance of

Dr. Samirranjan Adhikari

 Certificate

Dr. Samirranjan Adhikari

M.Sc., M.Ed., Ph.D. (Applied Psychology)
Assistant Professor in Psychology
Shimurali Sachinandan College of Education
Shimurali, Nadia, Pin-741248
Ali Yavar Jung National Institute of Hearing Handicapped,
Regional Training Centre, NIOH Campus, Bon Hooghly, B.T. Road, Calcutta – 700 090

This is to certify that Mr. Basudeb Bhattacharyay, a B.Ed. (Special

Education – H.I.) student of the Netaji Subhas Open University, has been working

under my supervision and guidance for the project work in CBR/CBE (Community

Based Rehabilitation/Community Based Education) to be conducted in partial

fulfilment of the Degree of B.Ed. (SE DE – H.I.). The results he obtained during

the period have been assembled in the form of the dissertation entitled

“Community Based Rehabilitation Programme of Hearing Impaired

Children : A Case Study”.

Certified further that Mr. Bhattacharyay carried out the work most sincerely

and that he has fulfilled all the requirements stipulated by the university for

submission of the dissertation for the Degree of B.Ed. (SE DE – H.I.).

(Dr. Samirranjan Adhikari)

 ACKNOWLEDGEMENT

First and foremost I convey my immense and deep gratitude to „ALMIGHTY

GOD‟ for giving me the necessary knowledge and ability to accomplish the project. I

must express my deep sense of obligation and regard to Dr. Samirranjan Adhikari, for

his constant supervision and expert guidance which helped me to complete the Project

successfully.

It is my great pleasure and proud privilege to express my heartfelt gratitude to

Shrirampur Child Guidance Centre of 16, Raja K.L. Goswami Street, Serampore,

Hooghly, for allowing to be the part of this esteemed institution with profound respect, I

wish to express my sincere gratitude and regard to Mrs. Aruna Devi, Director and Ms.

Lakshmi Das, Principal and all other staff of the said Centre for their support, valuable

opinion and suggestion throughout the Project.

I also thank the computer personnel who have assisted me by typing my

manuscript.

I am also very much thankful to all those community members whose constant co-

operation and encouragement helped me to complete this Project.

 TABLE OF CONTENT
Page No.
Perspective of the Study
Community Based Rehabilitation (CBR) 1
Concept of CBR 1
Major objectives of community Based Rehabilitation 1
Historical Perspective of the Evolution of Concepts in CBR 1
Disability & Rehabilitation 1-2
Human Rights 2
Poverty 2-3
Inclusive Communities 4
Role of DPOs 4-5
To Initiate CBR 6
Essential Elements of CBR 6
National Level 7
National Policies 7
National Co-ordination of CBR 8
Management Structure for CBR 8
Allocation of Resources 8-9
CBR Programmes without National Support 9
Intermediate/District Level 9
CBR Managers 9
Community Level 10
Recognition of the Need for CBR 10
Community Involvement 10-11
Community Workers 11-12
Multisectoral Support for CBR 12-13
Support from the Social Sector 13
Support from the Health Sector 13-14
Support from the Educational Sector 14-15
Support from the Employment and Labour Sector 15-16
Support from NGOs 16-17
Support from the Media 17
Collaboration for Support to the Community 17
Further Development of CBR 17-18
Expansion and Scaling up of CBR Programmes 18
Gender Equality 18-19
Inclusion of All Age Groups 19
Training for CBR 19
Management Training 19
Training for DPOs 19
Training for Service Delivery 20
Summing up 20-21
A Case Study
Historical Perspective of the Institution 22
Objectives of the Institution 22
The Activities of the Institution 22-23
General Curriculum 23-26
Extra Curricular Activities & celebration 27-28
Vocational Training 29
The Achievements of the Institution 29
Present Status 29-30
Future Plan 30
The Promise 30
Financial Control and administration 31-32
Some Constraints 32
The Beneficiaries 32-47
Discussion and conclusion 48
Beneficiaries and Awareness Generation 48-49
Teachers, Trainers and Non-Teaching Staff 49
Fund Collection and financial management 49
References 50--52
 [1]

PERSPECTIVES

1. Community Based Rehabilitation (CBR)

1.1 Concept of CBR
CBR is a strategy within general community development for the rehabilitation,
equalization of opportunities and social inclusion of all people with disabilities. CBR is
implemented through the combined efforts of people with disabilities themselves, their
families, organizations and communities, and the relevant governmental and non-
governmental health, education, vocational, social and other services.

1.2 Major Objectives of Community Based Rehabilitation (CBR)

The major objectives of CBR are:
a) To ensure that people with disabilities are able – (i) to maximise their
physical and mental abilities, (ii) to access regular services and
opportunities, and (iii) to become active contributors to the community and
society at large.
b) To activate communities to promote and protect the human rights of people
with disabilities through changes within the community, (for example, by
removing barriers to participation).

1.3 Historical Perspective of the Evolution of Concepts in CBR

Although its definition and major objectives have not changed, there has been an
evolution of concepts within CBR and of stakeholder involvement. This evolution is
around the concepts of disability and rehabilitation, the emphasis placed on human rights
and action to address inequalities and alleviate poverty, and on the expanding role of
DPOs.

1.3.1 Disability and Rehabilitation

Disability is no longer viewed as merely the result of impairment. The social
model of disability has increased awareness that environmental barriers to participation are
 [2]

major causes of disability. The International Classification of Functioning, Disability and

Health (ICF) includes body structure and function, but also focuses on „activities‟ and
„participation‟ from both the individual and the societal perspective. The ICF also includes
five environmental factors that can limit activities or restrict participation: products and
technology, natural environment and human-made changes to it, support and relationships,
attitudes, and services, systems and policies. No nation has eliminated all of the
environmental barriers that contribute to disability.
Rehabilitation services should no longer be imposed without the consent and
participation of people who are using the services. Rehabilitation is now viewed as a
process in which people with disabilities or their advocates make decisions about what
services they need to enhance participation. Professionals who provide rehabilitation
services have the responsibility to provide relevant information to people with disabilities
so that they can make informed decisions regarding what is appropriate for them.

1.3.2 Human Rights

CBR promotes the rights of people with disabilities to live as equal citizens within
the community, to enjoy health and well being, to participate fully in educational, social,
cultural, religious, economic and political activities. CBR emphasizes that girls and boys
with disabilities have equal rights to schooling, and that women and men have equal rights
to opportunities to participate in work and social activities. The UN Standard Rules on the
Equalization of Opportunities for Persons with Disabilities address the steps needed to
ensure these rights. Hence they form a guide for all CBR programmes.
To strengthen the UN Standard Rules further, the UN General Assembly has
decided to develop a Convention on the Protection and Promotion of the Rights and
Dignity of Persons with Disabilities. A CBR strategy can set up an ideal framework to
implement the provisions of the Convention.

1.3.3 Poverty
There is a strong correlation between disability and poverty. Poverty leads to in-
creased disability & disability in turn leads to increased poverty. Thus a majority of people
 [3]

with disabilities live in poverty Studies show that they have higher rates of unemployment
compared to non-disabled people even in industrialised countries. In developing countries,
where the majority of people with disabilities live, their rates of unemployment and
underemployment are undoubtedly higher. Lack of access to health care and rehabilitation,
education, skills training, and employment contributes to the vicious cycle of poverty and
disability.

In 2000, the UN Member States adopted the Millennium Declaration and set eight
Millennium Development Goals (MDGs) to guide the implementation of the Declaration.
All the goals are relevant to disability and three goals are of particular concern to people
with disabilities and their families:
a) Eradicate severe poverty and hunger.
b) Achieve universal primary education.
c) Promote gender equality and empowerment to the women.

With regard to poverty reduction, countries were invited to develop strategies

relevant to their needs and capabilities and to request assistance from international banks,
donors and aid agencies.

It is essential that national strategies to address the MDGs and tackle poverty
include measures to ensure the participation of people with disabilities. CBR itself can be
viewed as a poverty reduction strategy within community development. Efforts at
community level to ensure education for children with disabilities, employment for youth
and adults with disabilities, and participation of people with disabilities in community
activities can serve as a model for national strategies and policies for development.

Agencies and organizations that work to reduce poverty have recognised the
importance of specific programmes for women, who contribute significantly to the health,
education and welfare of their children. But these specific programmes do not routinely
include women with disabilities. CBR programmes can be effective in promoting the
inclusion of women with disabilities in programmes aimed at poverty reduction among
women in general.
 [4]

1.3.4 Inclusive Communities

The term „inclusive‟ is now commonly used with reference to educational
provision that welcomes all children, including those with disabilities, to participate fully
in regular community schools or centres of learning. The principle of „inclusion‟ is also
being applied to policies and services in health, skills training and employment and to
community life in general.

The concept of an inclusive community means that communities adapt their

structures and procedures to facilitate the inclusion of people with disabilities, rather than
expecting them to change to fit in with existing arrangements. It places the focus on all
citizens and their entitlement to equal treatment, again reinforcing the fact that the rights
of all people, including those with disabilities, must be respected. The community looks at
itself and considers how policies, laws, and common practices affect all community
members.

The community takes responsibility for tackling barriers to the participation of

girls, boys, women and men with disabilities. For example, many people in the community
may have beliefs or attitudes that limit the kinds of opportunities that are open to people
with disabilities. Policies or laws may contain provisions which work to exclude them.
There may be physical barriers such as stairs rather than ramps or inaccessible public
transport. Such barriers may also reduce access to work opportunities. CBR benefits all
people in the community, not just those with disabilities. For example, when the
community makes changes to increase access for people with disabilities, it makes life
easier for everyone in the community too.

1.3.5 Role of Organizations of Persons with Disabilities (DPOs)

Today DPOs are prepared to take meaningful roles in the initiation,
implementation and evaluation of CBR programmes. At the same time, they strive to reach
more people with disabilities and to be more active in representing them. DPOs need to be
recognized as a resource to strengthen CBR programmes.
 [5]

In almost all countries, DPOs and organizations of parents of children with

disabilities have been established and strengthened. Women with disabilities have started
to form their own branches within existing DPOs, or to form their own organizations. This
has led to a significant increase in the participation and influence of both women and men
with disabilities at local, national and international levels.

The role of DPOs includes educating all people with disabilities about their rights,
advocating for action to ensure these rights, and collaborating with partners to exercise
rights to access services and opportunities, often within CBR programmes.

Two major types of DPOs have become active participants in CBR programmes:
cross-disability organizations representing people with disabilities without regard to the
type of impairment; and single-disability organizations representing only those individuals
who have a disability related to a specific impairment, such as seeing or hearing.

Both types of organizations have a role in CBR. The cross-disability organizations

have an essential role to play from national to community level and in influencing leaders
and policy makers about rights including equal access. The single-disability organizations
also make an important contribution at all levels by advising on the needs of people with
specific types of impairments.

It is essential that CBR and other disability-related programmes are planned and
implemented with disabled people and their representatives. DPOs have the right and the
responsibility to identify the needs of all people with disabilities to make their needs
known and to promote appropriate measures to address those needs. Where DPOs are
weak, CBR programmes can empower them to enhance their capacity to promote
individuals‟ rights and access to services and their full participation in the development of
their communities.

In order to participate fully in CBR programmes, some people with disabilities

require services such as sign language interpretation, Braille equipment, guides or
transport. Lack of transport, lack of accessible information and communication difficulties
are significant barriers to the development of DPOs and to their participation in CBR.
 [6]

1.4 To Initiate CBR

Community action for CBR is often initiated by a stimulus from outside the
community, most likely ministries or NGOs. Following initial discussions with
representatives from outside the community, it is the community which decides whether
CBR will become part of its ongoing community development activities. Various partners
in the community, such as the community development committee, organizations of
people with disabilities and other non-governmental organizations can provide leadership
and take responsibility for the programme. Once a community chooses to initiate a CBR
programme, the CBR programme management provides the necessary support, including
training, access to referral services and the mobilisation of resources.

1.4.1 Essential Elements of CBR

CBR requires community and DPO involvement. But communities and DPOs
cannot work alone to ensure equal opportunities for people with disabilities. National
policies, a management structure, and the support of different government ministries,
NGOs and other stakeholders (multisectoral collaboration) are also needed.

Country approaches to implementing CBR vary a great deal, but they have some
elements in common that contribute to the sustainability of their CBR programmes. These
include:
i) National level support through policies, co-ordination and resource
allocation.
ii) Recognition of the need for CBR programmes to be based on a human
rights approach.
iii) The willingness of the community to respond to the needs of their members
with disabilities.
iv) The presence of motivated community workers.

To address these important elements of CBR, action is needed at national,

intermediate/district and local levels.
 [7]

1.4.2 National Level

National policies and support, along with intermediate level management and local
government involvement, are essential elements of CBR programmes. The manner in
which communities are linked to the national level varies, depending on the administrative
structure of the country and the particular ministry that promotes and supports the CBR
Programme. In all situations, however, national policies are needed to guide the overall
priorities and planning of a CBR programme. National level co-ordination and allocation
of adequate resources are other elements identified with successful CBR programmes.

1.4.2.1 National Policies

The national government is responsible for the formulation of policies and legislati
on for the rehabilitation, equalization of opportunities and the social and economic
inclusion of people with disabilities. Such policies may include specific reference to CBR
as a strategy.

International instruments and declarations relevant to disability can guide the

formulation of national policies: the UN Standard Rules on the Equalization of
Opportunities for Persons with Disabilities, the UN Convention on the Rights of the Child
(Articles 2 and 23), the ILO Convention No.159 concerning the Vocational Rehabilitation
and Employment of Disabled Persons and the associated Recommendation No. 168, the
UNESCO Salamanca Statement and Framework for Action „Education for All‟, on Special
Needs Education, the WHO Declaration of Alma-Ata establishing rehabilitative care as
part of primary health care, and the Beijing Platform for Action for the Advancement of
Women (paragraphs 60, 82, 175, 178, 232).

National policies may also take account of regional proclamations concerning

disability, such as the Proclamations of the Asian and Pacific Decades of Disabled
Persons, the African Decade of Persons with Disabilities, and the Arab Decade of
Disabled Persons, as well as the Inter-American Convention on the Elimination of All
Forms of Discrimination against Persons with Disabilities.
 [8]

1.4.2.2 National Co-ordination of CBR

Many countries have found that a national level co-ordinating body is necessary to
ensure the multisectoral collaboration needed for an effective CBR programme. The
mechanism for co-ordination will vary depending on the approach preferred by
government. There may be, for example, a national co-ordinating committee consisting of
representatives from the various ministries that collaborate to support CBR; or one
ministry may take responsibility for coordinating support for the CBR programme.

1.4.2.3 Management Structure for CBR

In national CBR programmes, government takes a leading managerial role. One
ministry usually takes the lead and then provides the organizational framework. While it is
possible for any ministry to initiate CBR, this is often done by the ministry responsible for
health, social affairs, or other ministry such as education or labour.

Although one ministry initiates and may co-ordinate the CBR programme, the
involvement of the ministries for labour, social affairs, education, and health is essential to
its success. These ministries collaborate not only with each other, but also with all
ministries that deal with access issues relevant to the participation of disabled people, e.g.
ministries for housing, transport, and rural development. Involvement of the ministry for
finance is important to ensure financial support for CBR. Collaboration among all of the
sectors that support CBR is essential. This is particularly important at the intermediate/
district level where referral services are provided in support of community efforts.

It is very important for all ministries, as well as non-governmental organizations to

work in partnership. Although one ministry provides the organizational structure, all
sectors play an important role in ensuring that communities participating in the CBR
programme have access to support services and resources.

1.4.2.4 Allocation of Resources

National resources can be allocated to CBR in a variety of ways. One is the direct
allocation of funds to support aspects of CBR programme, such as training or the strength-
 [9]

strengthening of support services. Another method is to include a disability component in

all developmental programmes initiatives especially in aimed at poverty reduction strategy
programmes. Government can also encourage NGOs, businesses and the media to support
CBR.

1.4.2.5 CBR Programmes without National Support

A CBR programme with strong links to governmental structures usually has a
greater impact than a CBR programme working in isolation. In the absence of
governmental support, small CBR projects started by local community groups or NGOs
can exist, but their impact may remain limited. If small projects can be linked to
governmental services, they are more likely to be sustainable.

1.4.3 Intermediate/District Level

Each country decides how to manage its CBR programme at different levels. Some
countries have co-ordinators, and in some cases committees at each administrative level.
Experience has shown that the intermediate/district level is a key point for coordination of
support to communities. It is, therefore, particularly important to have CBR managers and
perhaps intermediate/ district committees responsible for CBR.

1.4.3.1 CBR Managers

CBR programme managers usually work in the ministry that provides the
organizational framework for the programme. For example, if the ministry for social
affairs is in charge of CBR, social welfare officers will probably have CBR as one
component of their work. If the ministry for health is in charge, the primary health care
personnel may be responsible for CBR. Ideally, some of the CBR managers will be men
and women with disabilities.
The duties of a CBR programme manager include implementing and monitoring of
the programme, supporting and supervising the training of community workers, linking
various community committees and liaising between the communities and other resources.
 [10]

1.4.4 Community Level

Because CBR belongs to the community, representatives of the community must
be involved in the planning, implementation and evaluation of CBR programmes.

1.4.4.1 Recognition of the Need for CBR

Community awareness of the need for CBR is essential before a programme starts.
When a CBR programme is initiated from outside the community, the community may not
believe that it needs such a programme. The programme manager from the
intermediate/district level works with each community to raise awareness about the need
for and benefits of a CBR programme. The manager will ensure that people with
disabilities themselves, and their families, define their needs. During community meetings,
needs can be discussed and the community can decide whether it wants to address the
needs in a co-ordinated way through a CBR programme.

1.4.4.2 Community Involvement

If the community decides to address the needs of people with disabilities, the
process of establishing a CBR programme can begin. One approach to implementing CBR
is through the leadership of an existing community development committee or other
structure headed by the chief of the village or the mayor of the town. This committee
guides the development activities of the community. Such a committee is well suited to act
as co-ordinator of the many sectors, governmental and non-governmental, that must
collaborate to sustain a CBR programme. For example, the community development
committee can collaborate with the educational sector to promote inclusive education,
with the ministry of transport to develop a system of accessible transport for people with
disabilities, and with voluntary organizations to form a group of volunteers willing to take
care of children with disabilities so their parents can do errands outside the home.

Community action for equal participation of both children and adults with
disabilities varies a great deal between countries and also within a single country. Even
with the guidance of a national policy encouraging communities to take responsibility for
the inclusion of their citizen with disabilities, some communities may not identify this as a
 [11]

priority. Or, the members of the community development committee may decide that CBR
requires special attention and so may establish a separate CBR committee. Such a
committee might comprise representatives of the community development committee,
people with disabilities, family members of people with disabilities, teachers, health care
workers and other interested members of the community.

The CBR committee takes responsibility for responding to the needs identified by
people with disabilities in the community: raising awareness of their needs in the
community; obtaining and sharing information about support services for people with
disabilities that are available outside the community; working with the sectors that provide
support services to create, strengthen and co-ordinate the required services; working
within the community to promote the inclusion of people with disabilities in schools,
training centres, work places, leisure and social activities. In addition to these tasks, the
committee mobilizes funds to support its activities.

The CBR committee members may know how to solve many of the problems in
the community, but will sometimes require additional information from experts in the
education, labour, health, social and other sectors. For example, family members may seek
information about how to improve the activities of daily living of a disabled person in the
home; volunteers and community workers may need training on assisting people with
disabilities and their families; teachers and vocational instructors may need training on
including children and youth with disabilities in their classes; and business people may
need advice on how to adapt workplaces for people with disabilities.

Hence, information exchange is a key component of CBR. All sectors should

support CBR by sharing information with the community, collaborating with each other,
and strengthening the specific services they provide to people with disabilities.

1.4.4.3 Community Workers

Community workers form the core of CBR programme. They are usually
volunteers who give some time each week to carrying out activities that assist people with
disabilities. People with disabilities and their family members can make significant
Contributions as CBR workers. Sometimes teachers, health care workers, or social
workers donate their time to this role. Other interested members of the community can
also be encouraged to give their time.

CBR workers provide information to people with disabilities and their families,
including advice on carrying out simple tasks of daily living or making simple assistive
devices to improve independence, such as communicating in sign language or using a
white cane to move around outdoors. The community CBR worker also acts as an
advocate for people with disabilities by making contacts with schools, training centres,
work places and other organizations to promote accessibility and inclusion. In addition,
the CBR worker provides information about services available outside the community, and
acts as liaison between the families of people with disabilities and such services.

Based on the description of CBR worker responsibilities, it is clear that women and
men with disabilities and their family members are excellent candidates for this role. As
the participation of DPOs has increased within CBR programmes, the number of CBR
workers with disabilities has also increased.

Nonetheless, there is a need for many more people with disabilities to become
involved as CBR workers. The recruitment and training of CBR workers, maintaining
their motivation and coping with turnover are among the major challenges of community
leaders and CBR programme managers. Some incentive, such as regular in-service
training, an annual award for the best worker, certificates of appreciation, or the provision
of uniforms, may be offered to CBR volunteers. This will depend on the customs of the
country and the community.

1.5 Multisectoral Support for CBR

In CBR a multisectoral collaboration is essential to support the community,
address the individual needs of people with disabilities, and strengthen the role of DPOs.
In addition to collaboration between government ministries, collaboration is needed
between these ministries, non-governmental organizations and the private sector. It is
needed between the community & the referral services at local and intermediate levels and
[13]
also between the various referral services at local, intermediate and national levels.
Collaboration between national, intermediate and community levels within a sector can
ensure that appropriate referral services are developed and delivered.

1.5.1 Support from the Social Sector

Although the allocation of responsibility for social affairs varies from country to
country, matters commonly addressed include disability pensions, technical aids and
adaptations, housing, vocational training and employment, and co-ordination of referrals
for individuals who require services from other sectors. If the social affairs ministry
initiates CBR, social welfare officers may be managers of the programme.

A ministry for social affairs may not have personnel at local level, but it is
common that personnel posted at district/intermediate level are familiar with social and
economic conditions and knowledgeable about resources within the district/intermediate
level including those in the non-governmental sector. This information is very useful in a
CBR programme, particularly for identifying vocational skills training and work
opportunities for women and men with disabilities. Personnel from the social affairs
ministry can advise individuals with disabilities and family members as well as personnel
from other ministries regarding community resources.

1.5.2 Support from the Health Sector

The World Health Organization (WHO) defines health as “a state of complete
physical, mental and social well-being and not merely the absence of disease or infirmity”.
The Declaration of Alma Ata (1978) states that Primary Health Care (PHC) is the key to
attaining health for all. It also states that PHC needs to address the main health problems
in the community, providing promotive, preventive, curative and rehabilitative services.

The health care system is usually responsible for providing medical care and
rehabilitation services, including assistive devices. Most basic rehabilitation activities can
be carried out in the disabled person‟s own community using local resources. PHC can
play a major role in this context both as a provider & supporter. Many people with disabi -
[14]
disabilities need to be referred to specialised rehabilitation services outside their own
communities. PHC personnel can facilitate links between people with disabilities and
specialised services, such as physical, occupational and speech therapies; prosthetics and
orthotics; and corrective surgeries.

PHC also supports CBR activities. At community level, there are usually no
specialised personnel in either health or rehabilitation. Therefore, PHC personnel are
responsible for carrying out the early identification of impairments and providing basic
interventions for people with disabilities. In addition, they can transfer basic knowledge
and skills in rehabilitation to the community, especially to CBR workers.

The health sector needs to make serious efforts to ensure that rehabilitation is part
of PHC and to provide training to PHC personnel on disability and rehabilitation. The
health sector can also strengthen specialised services so that they are a better support to
PHC personnel and CBR workers. To be most effective, the rehabilitation services must
collaborate with all the other services within the health care system. It is also necessary to
collaborate with the sectors for education, labour and social affairs to ensure equal
citizenship for people with disabilities.

1.5.3 Support from the Educational Sector

Good co-operation between communities and the education sector is imperative if
the goals of Education for All are to be met. With more than 90 per cent of children with
disabilities in developing countries not attending school, it is evident that steps must be
taken to ensure access to education for all of these children. The community school plays a
central role in this work. The educational sector can make an important contribution to
CBR by assisting community schools within the regular school system to become more
inclusive. This involves, for instance, adapting the content of the curriculum and methods
of teaching to meet the needs of all children rather than expecting them to adapt to a rigid
curriculum. Schools may require assistance to change their methods of teaching in order to
provide quality education for all children. Within the school system there are many people
with knowledge & skills that could be shared with community schools. For example, there
[15]
are schools that teach only children with special needs and the teachers from those schools
can serve as resources to teachers in community schools. Schools that are already
inclusive can help other schools learn how to respond to the needs of all learners, treat all
children with respect, and be model schools.

The regular school system must take responsibility for the education of all school-
aged children. This includes focusing on the girl child with disabilities, often overlooked
in some communities. To do this, communities are essential partners because that is where
inclusive schools - open to all children - have their rightful place.

Children with multiple or severe disabilities who require extensive additional

support may be taught within special units, depending on the existing level of external
support being provided. Special schools are important partners in the school system and
may be used as a resource for regular schools in promoting inclusive education.

To promote Education for All, the educational sector should adapt the initial and
in-service training of both regular and specialised teachers in response to the new roles in
the inclusive school, as well as ensure that classrooms, facilities and educational materials
are accessible. The education sector must take responsibility for the quality of education
and for the educational assessment of children with disabilities. In some countries this is
viewed as a medical responsibility. It must be emphasised that children with disabilities
should not be treated as sick children. Their needs and aspirations are the same as those of
all children.

1.5.4 Support from the Employment and Labour Sector

Productive and decent work is essential for the social and economic integration of
individual women and men with disabilities. A gainful livelihood provides an individual
with income, self esteem and a sense of belonging and a chance to contribute to the larger
community. Collaboration between a CBR programme and the employment and labour
sectors is essential to ensure that both youth and adults with disabilities have access to
training and work opportunities at community level. The employment and labour sectors
promote vocational training, employment & good working conditions. Ministries
 [16]

responsible for vocational training, employment, labour as well as social services can
facilitate social and economic integration by providing vocational rehabilitation services,
vocational guidance and skills training through both mainstream training institutions and
through specialised training centres and programmes. The employment and labour sectors
encourage equal employment opportunities through national policies and legislation.

Employment services organized by the sector help job seekers with disabilities to
find employment opportunities in the open labour market. In addition, the civil service can
set a good example by employing workers with disabilities. At community level, informal
apprenticeships with master trainers or local businesses can provide individuals with
disabilities opportunities to learn employable skills and gain practical experience.

The business community can provide valuable support to CBR by providing on-
the-job training, hiring workers with disabilities, mentoring entrepreneurs with disabilities
and providing advice on current and emerging skills requirements to vocational training
centres. Micro and small enterprise development programmes can provide business skills
training and advisory services. They can provide access to credit to assist women and men,
including people with disabilities, to start their own businesses and become self-employed.
Such programmes are often operated by the ministry responsible for trade and industry or
by a separate government agency, as well as by NGOs. Special efforts are often required
by a CBR programme to ensure the inclusion of youth and adults with disabilities in such
programmes.

1.5.5 Support from NGOs

Most communities have a variety of non-governmental organizations (NGOs) and
groups that can contribute to a CBR programme. These may include relief and
development organizations, faith-based organizations, and service clubs as well as
women‟s and youth groups. Some of these may provide services to people with
disabilities, while others can make special efforts to include them in their activities. In the
framework of governmental policy, national & international NGOs can also make signifi-
cant contribution to the development of CBR, by initiating programmes in local communi-
 [17]

communities and then scaling it up, by training CBR programme managers and other
personnel, and by helping to strengthen the services within the various sectors that
contribute to CBR.

1.5.6 Support from the Media

Newspapers, radio, television and the internet can provide the public with
information about disability issues, and also present a positive image of individuals with
disabilities at school, work or in social settings. All CBR stakeholders should work closely
with the media to identify priorities and to provide relevant information.

1.5.7 Collaboration for Support to the Community

CBR will not work if the sectors mentioned above work in isolation. The following
example illustrates the types of collaboration that can work well. A CBR worker contacts a
social welfare officer with information about an older child who has never been to school
and who has difficulty with mobility and with learning. The officer and the CBR worker
collaborate to encourage the family to contact the health services and the school. The
health services assess the situation to see if something can be done to improve the child‟s
mobility. The teachers at the school assess the child‟s learning needs. If the child needs a
wheelchair, for example, and there are no resources to pay for one, the social welfare
officer requests assistance from other sectors, including NGOs. The support service that
considers the holistic needs of the person, and not just the focus of its own service, is more
likely to collaborate with other services. Collaboration with other resource groups in the
community is necessary because government services alone cannot provide women and
men with disabilities with employment or social inclusion.

1.6 Further Development of CBR

CBR is now recognised by many governments as an effective strategy for meeting
the needs of people with disabilities especially who live in rural areas. Some rural
communities in these countries have established CBR programmes. There is a need,
however, to encourage existing CBR programmes to expand their activity to other commu-
 [18]

communities, to pay due attention to gender equality and to include people with
disabilities from all age groups. The expansion of programmes requires training for the
people who will be involved in the management and delivery of services.

1.6.1 Expansion and Scaling up of CBR Programmes

Existing CBR programmes tend to be found in communities that have access to
support services or in communities where NGOs have promoted the establishment of
programmes. There is a need to expand CBR to rural communities that have very limited
access to district/intermediate level support services from the health and social sectors.
There is also a need to expand CBR to large cities to reach people with disabilities living
in slums.

New settings may also include locations where the community is not well
developed, such as refugee camps. Even in these settings, community leaders may be
identified and encouraged to make the needs of their groups known. These groups will
include people with disabilities, who may be identified for rehabilitation services, but who
are not sharing in other programmes provided for refugees, such as skills training and
placement programmes.

1.6.1.1 Gender Equality

Many CBR programmes recognise that girls and women with disabilities require
education, work and social opportunities just as boys and men do. Yet, the distribution of
resources for education and training frequently favours males. CBR workers may have to
make special efforts to persuade families and local schools that girls with disabilities
should have access to education. Women with disabilities may require special training by
other women. Programmes that provide loans or financial aid to women for small
businesses may ignore women with disabilities.

DPOs and CBR implementers have a special role to play in promoting the full
participation of girls and women with disabilities. CBR programmes can also promote the
integration of women with disabilities in local women‟s groups and activities. In addition
 [19]

to providing women with disabilities more contacts and resources within the community,
the interaction may result in non-disabled women changing their attitudes and expectations
about people with disabilities.

1.6.1.2 Inclusion of All Age Groups

CBR programmes often focus on children and young adults who require support to
complete their education and to develop work skills, and rarely serve middle-aged and
older adults with disabilities, including those with chronic conditions such as heart
disease, diabetes or HIV. People with disabilities in middle age may wish to continue
working. Older people with disabilities may want to continue socializing with family and
friends. Assistive devices, support services or training may be required to enable adults
with disabilities to maintain their quality of life. CBR programmes should be expanded to
cater to such needs.

1.6.2 Training for CBR

The experience of CBR programmes is that formal training is needed in order to
ensure effective management of programmes, meaningful participation of DPOs, and
satisfactory delivery of services from CBR workers and professionals who provide referral
or support services.

1.6.2.1 Management Training

CBR management usually has a focal point at the intermediate or district level. The
ministry responsible for CBR may train the personnel who manage the CBR programme
so that they are able to carry out tasks such as identifying the people who need services,
co-ordinating with the community and sectors that provide services, and keeping records.

1.6.2.2 Training for DPOs

DPOs may also need training to function as liaisons between the community and
the national and intermediate/district levels. They will need skills, for example, in
advocacy, co-ordination, planning and evaluating programmes, and fund raising.
 [20]

1.6.2.3 Training for Service Delivery

Two groups of people are involved in service delivery: the community CBR

workers and the professionals who provide specialised services. CBR workers need to

learn the skills used in training people with disabilities, and they need to learn how to

provide this training in a competent manner. They also require training for their role in

facilitating contact between people with disabilities and their families on the one hand, and

the community leaders and specialised service providers on the other.

The investment in training of the CBR workers is a significant aspect of CBR

programmes, and is a factor that should motivate the managers to do what they can to

minimise the turnover of workers.

Professionals who provide specialised services in the health, education, social and

vocational sectors also need training to sensitize them to the rights of people with

disabilities and their families. Some service providers may not be skilled in providing the

information that people need to make decisions about which services they wish or do not

wish to have. They may also need training in how to communicate with people who have

different types of impairments such as hearing, seeing, mobility, understanding or

behaving. These aspects of training should be included in the basic training of

professionals, but until that is done, special training programmes should be provided.

1.7 Summing up

CBR is an effective strategy for increasing community level activity for

equalization of opportunities for people with disabilities by including them in programmes

focused on human rights, poverty reduction and inclusion.

 [21]

The WHO, ILO and UNESCO emphasise the importance of the participation of

people with disabilities in the planning and implementing of CBR programmes, the

necessity of increased collaboration between sectors that provide the services used by

people with disabilities, and the need for government support and national policies on

CBR. All countries and sectors are invited to:

a) Adopt Community-Based Rehabilitation as a policy and strategy relevant to human

rights and poverty reduction for people with disabilities;

b) Provide support for nation-wide CBR programmes;

c) Create the conditions for multisectoral collaboration to advance CBR within

community development.
 [22]

A Case Study

2.1 Historical Perspective of the Institution:

The need of setting up and starting of „SHRIRAMPUR CHILD GUIDANCE

CENTRE‟ of 16, Raja K.L. Goswami Street, Serampore, District – Hooghly, was initiated

in January, 1986 with 3 (three) disabled students need to be trained under special

guidance, as no such other facilities were available in wide range of the locality. The

beginning had not been easy and there had been a significant amount of indifference,

unconcern and reluctance faced by them.

2.2 Objectives of the Institution:

A. To bring any or every child who have emotional disturbances, behavioural

problems and the children with disabilities, under the purview of special

guidance brought into their knowledge.

B. To rehabilitate the disabled within the limitations of his/her ability.

C. To enable the disabled in attaining economic and social freedom through

sheltered workshop

2.3 The Activities of the Institution:

A. Regular special school for Mentally Retarded, adopting the guideline of

National Institute for Mentally Handicapped and Rehabilitation

Council of India.
 [23]

B. Regular Special School for Hearing Impaired, as per guideline of Ali

Yavar Jung National Institute for Hearing Impaired and Rehabilitation

Council of India.

C. Regular Special training programme for Autistic Children.

D. To arrange Psychological Assessment of all children who have emotional

disturbances, behaviour disorder etc.

E. Parent‟s counselling.

F. Parents‟ training programme.

G. To conduct Awareness Camp and Detection Camp in remote villages where

the term „Rehabilitation‟ is alien word.

H. To organize Integrated Science Exhibition and camp with general school

students.

2.3.1 General Curriculum:

i) Follow West Bengal board of Secondary Education for hearing impaired

and slow learners.

ii) Follow West Bengal Primary Education Board for junior students.

iii) Follow F.A.C.P. for the Mentally Retarded students , autistic, cerebral

palsy, down syndrome and multiple disabled students.

 [24]
Time Tables for Hearing Impaired Students
Hearing Impaired students have been classified from Pre-School to Class – X according to
their age and ability and Vocation Unit

PRE-SCHOOL :

DAYS 1.00 -1.30 1.30 – 2.00 2.00-2.30 2.30- 3.00 3.00 – 3.30 3.30 – 4.00

MONDAY Conversation News Reading Physical Training Tiffin Auditory

Training

TUESDAY Do Do Counting Reading Do Dance

WEDNESDAY Do Auditory Training Drawing Writing Do Speech

THURSDAY Do Do Writing Mime Do Physical

Training

FRIDAY Speech Speech Reading Counting Do Game

SATURDAY Conversation Reading Tiffin Auditory Training

FROM CLASS I TO X

DAYS 11.00 – 11:10 – 11:50 – 12:30- 1:00- 1.30 – 1.50 – 2.20 -3.00
11:10 11:50 12:30 1:00 1.30 1.50 2.20
MONDAY PRAYER Bengali Mathematics Life Science English Tiffin Geography Auditory
/Hindi Training

TUESDAY Do Do Do History Do Do Do Dance

WEDNES DAY Do Do English Drawing Physical Do History Speech

Science

THURSDAY Do Do Do Geography Do Do Mime Life Science

FRIDAY Do Do History Physical Tiffin Life Physical Speech

Science Science Training

The students who are sent for vocational training, they are engaged in
vocational units exclusively and used to train from 11.00 am – 3.30 pm,
maintaining a Tiffin break from 1.30 pm – 1.50 pm.
 [25]
Time Tables for Mentally Retarded Students
Mentally retarded, autistic, cerebral palsy, down syndrome and multiple disabled students
have been classified in five groups, i.e., Pre-Primary, Primary, Secondary, Pre-Vocation
and Vocation and normally the age group is (3-6) yrs., (7-10) yrs., (11-14) yrs. and (15-18)
yrs. and 18 + respectively.

The Organisation uses FACP to assess the five areas of those students, i.e., Personal,
Social, Academic, Occupational and Recreational Area (Indoor and Outdoor).

Amongst the aforesaid five areas, they assess four areas, i.e., Personal, Social, Academic
and Occupational Area maintaining the following format.

FUNCTIONAL ASSESSMENT CHECKLIST FOR PROGRAMMING (FACP)

Name : Date of Birth : Group : Age :

First Year Second Year Third Year
Sl. Entry I II III Entry I II III Entry I II III
No. level Term Term Term level Term Term Term level Term Term Term
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
11.
12.
13.
14.
15.
16
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Code for scoring : (+) – yes, (-) – No, C – Occasional Cueing, NA – Not Applicable, NE
– No Exposure, PP – Physical Prompting, VP – Verbal Prompting, GP – Gesture
Prompting, M – Modelling.
 [26]
To assess the Recreational Area (Indoor and Outdoor) they use the format as follows :

FUNCTIONAL ASSESSMENT CHECKLIST FOR PROGRAMMING(FACP)

Name : Date of Birth : Group : Age :

First Year Second Year Third Year
Sl. Entry I II III Entry I Term II III Entry I II III
No. level Term Term Term level Term Term level Term Term Term
Indoor
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
11.
12.
13.
14.
15.
16
17.
18.
19.
20.
Outdoor
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
11.
12.
13.
14.
15.
16
17.
18.
19.
20.
Code for scoring : A – Participate actively with full enthuse. B – Participate when
motivate externally, C – Participate but do not know the proper rules/do not co-operate, D
– Look with full of energy and enthuse. E – No energy at all, NE – No Exposure.
 [27]

2.3.2 Extra Curricular Activities & Celebration :

i. Provide Art, Dance, Music, Mime, Craft, Yoga, and Swimming. Some
photographs are given hereunder :

ii. Celebrate all the programmes under National Festivals like Children‟s Day,
Rabindra Jayanti, Independence Day and Holi with their student-
participants. Some photographs are given hereunder :
 [28]

iii. They celebrate their Annual sports every year.

iv. They celebrate education tour every year.

 [29]

2.3.3 Vocational Training :

i. They have given much emphasis on vocational Training mainly screen
printing of jute bag, big shoppers and other jute items of household utilities
are being made.
ii. MR students have started preparing „Mukhosh‟ which are in constant
demand with younger children. Also Greeting Cards being printed by,
drawn by our MR and HI students.
iii. They are running a canteen in their premises with M.R. girl students under
the supervision of the trainer. Initially fund was collected from parents for
day-to-day expenditure.
iv. They have initiated Sari polishing (Tant polish) unit for adult MR (boys)
students.

2.4 The Achievements of the Institution :

i. Their students are competent enough to participate and compete with
general students in Athletic meet, Art competition, trekking and bring
laurels.
ii. A few students are attending general schools and doing very well and their
teachers are happy.
iii. Their ten students passed in Madhyamik Examination in 2nd division in
last three consecutive years.

2.5 Present Status :

i. Special School for disabled persons, with total no. of beneficiaries: 169
(MR–103, HI-66) and medium of teaching followed: Bengali & Hindi.
ii. They are non-profitable Registered Organization, vide No. S/64846 of
1990-91.
iii. They are exempted from Income Tax u/s 80G of Act, 1961.
iv. They are eligible to accept foreign donations, under FCRA vide
No.14690053.
 [30]

v. They have obtained Certificate of Recognition of Non-Governmental

Organization U/s 56(2) of the persons with disabilities (Equal opportu-
nities, protection of Rights & Full Participation Act, 1995.)

2.6 Future Plan :

i. To establish a sheltered workshop for adult mentally retarded students for
rehabilitation and economic independence.
ii. Vocational training-cum-residential unit will be initiated for MR & HH
students.
iii. To establish a workshop for competent disabled persons (MR and HI).

2.7 The Promise :

With limited resources available to them, they have made arrangements for special
training by trained teachers who dedicate themselves to the cause with sincerity and
affection. The programme cannot be successfully accomplished without the full co-
operation of the parents, and financial support from the authorities, as the Need of the
DAY is much more.

Objectives :
a) To create and foster a spirit of understanding of disabled persons having
emotional maladjustments, behavioural anomalies and other problems related
to normal personality developments and bring them under special guidance
through available specialised knowledge.
b) To promote social rehabilitation and assist economic settlement for a
respectable livelihood and achieve social freedom.
c) To take an active interest in moral boosting effort and assists personality
development through effective counselling and on-the- job training.
d) To unite all available resources and make Shrirampur Child Guidance Centre a
viable centre for self-development of disabled students.
e) To promote a forum for research activities enabling establishment of good
knowledge base for guidance and development of persons with disabilities.
 [31]

2.8 Financial Control and Administration :

a) Donation/Grant Collection – The society collects donations and

sponsorship from different source. It also receives donations in kinds.
Besides this, the organization receives Grant-in-aid, 85% from Ministry of
Social Justice and Empowerment, DD-II NGO Division, New Delhi and
rest 15% to be spent by the organization from its own sources.

b) Utilisation – The accounts of the organization are maintained by an

accountant under keen supervision of the Director and Treasurer of the
society. At the end of the year, Balance Sheet including Receipts and
Payments Accounts, Income and Expenditure Account, a list of Assets of
the society and Utilisation Statements of grants from Ministry of Social
Justice and Empowerment are prepared. The account is audited by the
approved Audit Firm at Kolkata. This audited account is checked and
inspected by the Sub-Divisional Relief Officer and other concerned
Government departments as and when necessary.

c) Banking – The organization maintains three (3) S/B accounts, two(2) with
SBI, Serampore Branch, Hooghly and one (1) with UBI, Roy M.C. Lahiri
Street Branch, Serampore, Hooghly and these accounts are operated by
Hony. President, Hony Secretary and Hony. Treasurer according to the
Memorandum of the society. Either two of these three signatories can sign
cheques. It is also registered under FCRA from 1991.

d) Monthly Meeting – The organization usually holds Governing Body

Meeting every third Saturday of each month. At these meetings future plans
and guidelines are determined and put up to the organization for its
implementation. An Annual General Meeting is also held every year.

e) Laid Down Procedure – The accounts of the organization are prepared at

the end of the year under the care of Treasurer. It keeps General Cash Book
with Bank column, a Petty Cash Book, a General Ledger Book, Donation &
 [32]

Sponsor Receipts Books and Registrar and Vouchers. The prepared Books
of accounts are checked and approved through Governing Body meeting
and finally sent for audit.

2.9 Some Constraints:

a) Space ;
b) More technically qualified persons are to be involved ;
c) Ever increasing financial constraints with all round day-to-day development of
the organisation ;
d) Shortage of proper liaison people for spreading awareness amongst masses, on
the universal problem of Disability.

2.10 The Beneficiaries :

Short List of beneficiaries for Hearing Impaired Section

Age Group Age Group

Sl.No. Description > 18 Year <18 Year Total
Male Female Male Female
1 Pre-School 19 03 22
2 Class – I 01 01 02
3 Class – II 03 03 06
4. Class – III 01 00 01
5. Class – IV 01 02 03
6. Class – V 06 02 08
7. Class – VI 02 02 04
8. Class – VII 02 03 05
9. Class – VIII 05 00 05
10. Class – IX 01 00 01 02 04
11. Class – X 00 01 01 01 03
12. Vocational Unit 01 01 02
13. Special 01 00 01
Total 66
 [33]

Short List of beneficiaries for Mentally Retarded Section

Pre-primary to Prevocational Unit

Age Group Age Group

Sl. No. Description > 18 Year <18 Year Total
Male Female Male Female
1 Mentally Challenged 19 10 00 00 29
2 Autistic 21 05 00 00 26
3 Multiple 04 01 00 00 05
4 Cerebral Palsy 05 02 00 00 07
5 Down Syndrome 08 07 00 00 15
Total 82

Vocational Unit

Age Group Age Group

Sl.No. Description > 18 Year <18 Year Total
Male Female Male Female
1 Mentally Challenged 10 03 13
2 Autistic 02 02 04
3 Down Syndrome 02 01 03
4 Slow learner 01 00 01
Total 21

Number of Mental Challenged student : 103

Number of Hearing Impaired student : 66
Total Number of students : 169
 [34]

LIST OF BENEFICIARIES
IN DETAIL
Hearing Impaired Students
Father‟s/Mother‟

No. of completed
Date of entry in

about outcome/
Severity of
Disability
Type and

Address
Beneficiaries

yrs. with the

Institution

institution

Remarks
Name of

Gender
Date of

results
Sl. No

Name

Birth
s

1 Aitijya Biswas Manas biswas 28.5.2002 M MR 51, Mankundu 02.5.2010 1 month Pre-
Station Road, School
75% Hooghly
2 Amit Shaw Omprakash Shaw 02.6.1996 M MR+H N.S. 02.5.2007 3 Pre-
H 90% Mukherjee School
Road, Rishra,
Hooghly
3 Askaran Singh Bhupendra Singh 28.11.2001 M HH, 44/2/11, 02.5.2009 1 Pre-
80% Mukherjee School
Para,
Serampore,
Hgly.
4 Avishek Bhagat Arabindo Bhagat M HH 51, Sitalatala 02.5.10 1 month Pre-
Lane, school
80% Hisndmotor,
Hooghly
5 Balla Prem B.K.Rao 31.8.2003 M HH, Sibtala Lane, 2.5.2007 3+ Do
Kumar 100% Serampore,
Hooghly
6 Beauti Dhenki Nabin Dhenki 20.10.2001 F HH, I.C.I. Quarter, 2.5.2009 1 Do
80% Vill+ P.O

.-Konnagar,
Hooghly
7 Gaurav Dey Madhab Dey 29.1.2005 M HH, Vill- Haripur, 29.8.2008 1+ Do
80% Pahalam-pur,
Singur,
Hooghly
8 Gautam Dey Madhab Dey 29.1.2005 M HH, Vill- Haripur, Do Do Do
70% Pahalam-pur,
Singur,
Hooghly
9 Himanshu Malik Girish Malik 2.10.2005 M HH, Mollah Simla, 2.5.2008 2 Do
80% Diara,
Hooghly
10 Monomay Manas Banerjee 31.12.2005 M Vill-Borai, 31.10.200 4 Month Do
Banerjee Singur, 9
Hooghly
11 Monoj Chaudhuri Jaydeb Chaudhuri 27.6.2000 M HH, No.1 Colony, 12.7.2004 5+ Do
80% Sapuipara,
Bally, Dt. -
Howrah
 [35]

12 Md. Sameer Md. Munna 22.4.2001 M HH, Sheoraphuli, 2.5.2005 5 Pre-

80% Chatuganj, School
Sheoraphuli,
Hooghly
13 Nabamita Bhunia Naren bhunia 19.7.2004 F HH, 2 no. 2.3.2010 Do
90% Ratanpur,
Singur ,
Hooghly
14 Piali Bogi Balai Bogi 18.3.2002 F HH, Sheoraphuli, 2.5.2009 1 Do
80% Jagadhatri
Para,
Sheopaphuli,
Hooghly
15 Rahul Shaw Janardan Shaw 2.9.2005 M HH 150/96, C.S. 2.5.2009 1 Do
Mukher-jee
Rd, P.O.
Konnagar,
Uttarpara,
Hooghly
16 Rahul Shaw Rajesh Shaw 3.9.2004 M HH, S/45, Gourhati 2.3.2010 Do
90% Quater,
Baidyabati,
Chandan-
nagore,
Hooghly
17 Ritwik Karmakar Ananda Karmakar 2.1.2005 M HH, 12, 2.5.2009 1 Do
85% Kpasdanga,
Chinshrah,
Hooghly
18 Rupam Das Amarnath Das 22.10.2003 M HH, 24, Akhrabati 2.5.2009 1 Do
80% Lane,
Serampore,
Hooghly
19 Sk. Aspak Ali Asmal Ali 3.1.2001 M HH, Vill&P.O.- 2.52009 1 Do
95% Kharsarai,
P.S.-Chan-
ditala, Hghly
20 Sk. Samadul Sk. Akbar 26.10.1999 M HH, Vill- 13.7.2004 5+ Do
80% Thankurhat,
P.O. Bora,
Dist-Hooghly
21 Pradip Das Monoranjan Das 16.7.1997 M HH Dharampur, 02.5.2010 1 month Do
Adarsh Pally,
70% Chinchura,
Hgly.
22 Tania Saha Tarak Saha 11.6.2001 F C.P. Sahapara, 2.5.2008 2 Do
speech Morepukur,
100% Hooghly

23 Arindam Kundu Ashok Jundu 6.9.2003 M HH, Satghara, 22.2.2007 3 Class-I

91% Paschimpara,
Rahyadharpur,
Sermapore,
Hooghly
 [36]

24 Gulabsa Khatoon Md. Gulab 10.8.2004 F HH, Urdibazar, 7.11.2006 3+ Class-I

80% Khansama
para,
Chandannagar,
Hooghly
25 Anikesh Shaw Biod Shaw 29.5.1999 M HH, A.G. Road, 2.5.2008 2 Class-
80% ChanmpDani, II
Baidyabati,
Bhadreswar,
Hooghly
26 Biswajit Sarkar Dulal Sarkar 11.3.1997 M HH, Bhramar 4.4.2005 5 Do
80% Dighi, M.G.
Colony,
Mankundu,
Hooghly
27 Jhilik Chatterjee Subrata Chatterjee 22.10.1996 F C.P. Dr. Sarat Das 13.12.200 9 Do
Speech Street, 1
Konnagar,
100% Hooghly
28 Mousweta Malay 29.07.1992 F H.H. 375/C/1, B.B. 17.7.2006 3+ Do
Bhattterjee Bhattacharjee Road,
95% Hondmotor,
Hooghly
29 Rakesh Das Late Dilip Kr. Das 11.11.2000 M H.H. 10, Jodhan 01.12.200 6 Do
Singh Road, 3
95% P.O. Rishra,
Hooghly
30 Saheli Pal Tuhin Pal 23.4.2002 F M.R. 9, Dr. N.L. 11.5.2005 5 Do
Bhattacha-rya
50% Lane,
Seprampore
Dt. Hooghly
31 Dhiraj Tiwari Ramchan Tiwari 09.1.2000 M HH Shantinagar(W 03.3.2005 5 Class-
), P.O. III
80% Anandanagar,
Howrah
32 Aditi Nandi Ashim Nandi 17.7.2001 F H.H. Chakraborty 13.4.2009 8 Class-
Para, IV
100% Serampore,
Hooghly
33 Mainak Banerjee Debabrata 25.6.1996 M H.H. 21, Panpara 01.7.2009 8 Do
Banerjee Bye Lane, Months
90% Bhadrakali,
Hooghly
34 Solanki Dey Jaidev Dey 04.7.1998 F H.H. 57/24/A, S. P. 02.5.2008 2 Do
M.R. Mukher--jee
Sarani,
50% Serampore,
Hooghly
35 Akash Shaw Dilip Kr. Shaw 05.10.1992 M H.H. 91/1, G.T. 21.3.2003 7 Class-
Road, V
100% Champdani,
Hooghly
 [37]

36 Chintu Singh Jitendra Kr. Singh 14.11.1996 M H.H. 2, Govt. 09.2.2005 5 Class-
95% Colony, V
Belting Bazar,
Serampore,
Hooghly
37 Debraj Mondal Dilip Mondal 09.10.1997 M H.H. Zaminder 27.2.2006 4 Do
80% Road,
Sheoraphuly,
Hooghly
38 Rajiv Saha Ujjal Saha 14.5.1996 M H.H.+S Sarkar Pally, 07.7.2005 4+ Do
peech Baidyabati,
85% Hooghly
39 Ravi Das Dilip Kr. Das 03.9.1993 M HH 10, Jodhan 27.7.2002 7+ Do
100% Singh Road,
P.O. Rishra,
Hooghly
40 Ranjana Singh Sanjay Singh 16.6.1995 F HH Purba 01.12.200 6+ Do
80% Anandanagar, 3
Bally-Howrah
41 Soumyajit Dutta Swapan Kr. Dutta 21.5.1998 M HH 13A, S.C. 06.1.2004 6 Do
95% Mukherjee St.,
Konnagar,
Hghly.
42 Srija Kar Debendra Nath 07.1.1999 F H.H. 3, B.R. Mitra 02.7.2004 5 Do
Kar 95% Lane,
Konnagar,
Hooghly
43 Antara Chwdhury Ashim chawdhury 10.11.1997 F H.H. 38/2, 07.5.2003 7 Class-
95% Mallichpara, VI
Serampore,
Hooghly
44 Bivas Roy Biswanath roy 04.11.1995 M H.H. Janai 04.11999 11 Do
Khannamiro,
95% Rakshakalitata
k, Hgly
45 Rajesh Saha Tapan Saha 16.6.1992 M H.H. Bhandarhati, 21.2.2003 7 Do
100% Dhaniakhali,
Hooghly
46 Swapna JoY Gopal 02.01.2005 F H.H Vill- 13.2.2001 9 Do
Chakraborti Chakraborty Balodbandh,
100% Panisheola,
Hooghly
47 Ankita Singh Amulyacharan 02.1.2005 F H.H. Ananda 02.7.2004 5+ Class-
Singh 90% Nagar(E), VII
Bally-Howrah
48 Deep Majumdar HariMahan 15.5.1994 M H.H Vill-Michel 02.7.2001 9+ Do
Majumdar 100% Pally,
Sheoraphuli,
Hooghly
49 Mamta Prasad Kamalesh Prasad 23.9.1994 F H.H. K.G.R.S. Path, 09.1.2001 9 Do
80% Sonar-
Pally,
Bhadreswar,
Hooghly
 [38]

50 Sameer Das Karu Das 07.9.2003 M H.H. 90, J.N. Lahiri 09.8.2002 7 Class-
100% Road, VII
Serampore,
Hooghly
51 Soni Khatoon Md. Madan 19.1.1992 F H.H. 21, Gandhi 18.8.1999 10+ Do
80% Sadak P.O.-
Rishra, Hoghly
52 Arshed Mallick Sarique Mallick 15.9.1993 M H.H. Bora, 15.9.1998 11+ Class-
100% Nimpukurdhar VIII
Bora Bazar,
Hooghly
53 Surajit Sandip 11.5.1994 M H.H. Nabagram, 09.5.1997 13 Do
Chakraborti Chakraborti 100% Konnagar,
Hooghly
54 Sutanu Das Debol Das 13.12.1992 M H.H. 2, Goalapara 10.5.2002 8 Do
50% Lane,
Serampore,
Hooghly
55 Swaraj Singh Baikuntha Singh 06.5.1994 M H.H. 185/671H.C. 03.8.2001 9+ Do
100% Banerjee Lane,
Konnagar,
Hooghly
56 Tanmoy Das Deepak Das 23.10.1994 M H.H. Damodar 03.11.200 9+ Do
80% Colony, Baro 0
Bahera, Hogly
57 Akansha Yadav Akshay Yadav 11.1.1995 M H.H. 7/1, R.B.C. 04.4.2000 10 Class-
100% Road Garifa IX
Municipality,
24 Pgs(N)
58 Kiran Paramanik Kishore 08.8.1995 M H.H. Vill+P.O.- 02.7.2001 9+ Do
Paramanik 50% Kanaipur,
Konnagar,
Hooghly
59 Sarmistha Das Lakshmi Kanta 08.7.1994 F H.H. Vill- 06.5.2000 10 Do
Das 100% Govindapur,
Hooghly
60 Subhajit Bagui C/o. Mangala Mal 08.11.1990 M H.H. Vill-Tisha, 02.2.1999 11 Do
100% P.O.
Kharsarai,
Hooghly
61 Indranil Tarun Mkherjee 09.8.1992 M H.H. 2, Rupchand 02.5.1995 15 Do
Mukherjee 80% Champrashi
Lane,
Serampore,
Hooghly
62 Sukla Chakraborti Joy Gopal 23.2.1988 F HH Vill- 09.12.199 13+ Class-
Cshakraborti 100% Boladandh, 6 X
Panisheola,
Hooghly
63 Saumen Saha Bakash Ch Saha 20.11.1989 M HH RajRajeswari 13.7.1997 13+ Do
100% Apart. 16,
G.C. Goswami
St.Serampore,
Hooghly
 [39]

64 Mithun Barik Shakti Dhar Barik 17.11.1985 M HH 135/E, N.S. 03.3.1990 20 Voc.
100% Avenue, Unit
Serampore,
Hooghly
65 Sabita Pal Samar Pal 09.9.1981 F H.H. S.C.M. Road, 3.12.1990 19+ Voc.
90% Baidyabati, Unit
Hooghly
66 Uditanshu Maitra Uday Sh. Maitra 04.10.1998 M HH 100, Upper 11.5.2005 5 Spl.
90% Haranathpur Group
Road,
Bhadrakali,

LIST OF BENEFICIARIES
IN DETAIL

Mentally Challenged Students

Father‟s/Mother‟

No. of completed
Date of entry in

about outcome/
Severity of
Disability
Type and

Address
Beneficiaries

yrs. with the

Institution

institution
Remarks
Name of

Gender
Date of

results
Sl. No

Name

Birth
s

1. Bishakha Dutta Biswanath Dutta 29.11.2003 F M.R. 21/C, Chandra 14.3.2009 1 Prep-A
50% Mohan Roy
Lane, P.O.
Seram--pore,
Dist. Hooghly
2. Tanay Bhar Pranab Bhar 03.11.2003 M M.R. Anarbati, 02.03.201 Ne Prep-B
90% Autpur, 0 w
Hooghly
3. Tiyasha Dey Rabindranath Dey 09.2.2004 F M.R. 62, Patuapara 09.01.201 2 Prep-B
50% Lane, 0 mon
Shrirampur, ths
Hooghly
4. Priya Majumder Soumen 05.12.1999 F M.R. 58/1, 02..2007 10 Primary-A
Majumder 50% Majumder
Math,
Manirampur,
Barrack-pur,
Dist.24Pgs(N).
5. Supriya Modak Susanta Modak 10.10.1999 M M.R. Milky 19.3.2007 3 Primary-A
65% Badamtala,
P.O.-Belu
Milky,
Hooghly
6. Sovan Banerjee Susanta Banerjee 25.3.2001 M M.R. 1, 02.8.2008 1+ Primary-B
75% Bhattacharya
Lane, Seram-
pore, Hooghly
 [40]

7. Amartya Dutta Adhir Kr. Dutta 02.7.2002 M M.R. 1, 14.7.2006 3+ Primary-C

75% Bhattacharya
lane,
Serampore,
Hooghly
8. Rajesh Prasad Ramesh Prasad 21.2.2000 M M.R. 3/197, Mahesh 04.5.2009 10 Primary-C
75% Colony, mon
Serampore, ths
Hooghly
9. Anamitra Nandi Akhil Bandhu 03.4.1998 M M.R. 283/3, J.C. 19.5.2004 6 Secondary-
Nandi 50% Khan Lake, A
P.O.
Mankundu,
Dist. Hooghly
10 Arkajit Chatterjee Shibnath 28.7.1996 M M.R. 29, chatterjee 21.3.2003 7 Secondary-
Chatterjee 75% Para, P.O. A
Baidyabati,
Dist. Hooghly
11 Soubhagya Saha Samir Kr. Saha 19.8.1995 M M.R. Beraberi, 13.2.2006 4 Secondary-
70% Madhusudan-- A
Pur, P.O.
Singur,
Hooghly
12 Ayan Dhenki Nabin Ch. Dhenki 20.11.1996 M M.R. Kh-IT ICI 30.4.2009 10 Secondary-
75% Quarter, P.O. mon B
Konnagar, ths
Hooghly
13 Nupur Bangal Paresh Nath 09.9.1997 F M.R. 11, Dr. Bagan 02.7.2002 7+ Secondary-
Bangal Lane, P.O. B
75% Serampore,
Dist. Hooghly
14 Suvayan Bose Avijit Bose 21.5.1998 M M.R. 32/36, Dr. 02.7.2004 5+ Secondary-
80% Bagan Lane, B
P.O.
Serampore,
Dist. Hooghly
15 Suvajit Dutta Baidyanath dutta 16.3.1996 M M.R. 204/B/1, C.S. 30.4.2009 10 Secondary-
75% Mukher-jee St. mon B
P.O. ths
Konnagar,
Dist. Hooghly
16 Animesh Bag Samir Bag 29.12.1998 M M.R. Baro Belu, 09.8.2008 1+ Secondary-
Belu Milky, C
90% Serampore,
Hooghly
17 Avijit Mondal Dadal Mondal 20.7.1998 M M.R. 4/A, P.K. Das 14.6.2006 3+ Secondary-
85% Lane, P.O. C
Mahesh, Dist.
-Hooghly
18 Batashi Sadhan Gopal 17.7.1995 F M.R. 89a/21, 22.10.200 8+ Secondary-
Mukherjee Mukherjee 65% Bangur Oark, 1 C
P.O. Rishra,
Dist.
Hoooghly
 [41]

19 Himan Ghosh Himadri Ghsoh 25.11.1996 M M.R. Vill+PO. 17.7.1999 10+ Secondary-
70% Naiti, P.O. C
Chanditala,
Hooghly
20 Niladri Sanyal Biswanath Sanyal 12.5.1996 M M.R. Vill+P.O. 02.12.200 7+ Secondary-
90% bhandarhati, 2 C
P.O. Haripal,
Dist. Hooghly
21 Shrabanti Ghosh Tapan Ghosh 18.7.1995 F M.R. Borai, Singur, 04.8.2008 1+ Secondary-
60% Hooghly C
22 Sharmila Panja Tarapada Panja 29.12.1995 F M.R. Kajipur, 09.7.2004 5+ Secondary
100 Baidyabati, Severe
Hooghly

23 Ayanavo Arunavo 07.3.1993 M M.R. 38, A.S.C. 06.02.199 12+ Pre-Voc-I

Mukherjee Mukherjee 100% Mukherjee 8
Street,
Konnagar,
Hooghy
24 Biswajit Roy Baidyanath Roy 22.10.1993 M M.R. C.S. 14.2.2001 9 Do
100% Mukherjee
Street, Police
quarter(Block
B), Konnagar,
Hooghly
25 Paromita Shyamal 16.4.1995 F M.R. 34/B/59, B.B. 04.7.2007 2+ Do
Mukherjee Mukherjee 50% Ghosh Road,
P.O.
Serampore,
Hooghly
26 Pratyasha Patra Arun Patra 23.1.1995 F M.R. 136, S.C. 08.11.200 4+ Do
75% Chatterjee 5
Street, P.O.
Konnagar,
Dist. Hooghly
27 Riya Karmakar Asim Karmakar 21.2.1994 F M.R. 16/B/5, 05.1.2002 8+ Do
60% Barabagan
Lane, P.O.
Serampore,
Hooghly
28 Siddhartha Guha Saibal Guha 31.05.1994 F M.R. 11, Bajaj 05.1.2005 5+ Do
80% Mahal, Sadar
Bazar,
Barrackpur, 24
Pgs(N)
Cerebral Palsy

29 Arpan Dasgupta Amitavo Dasgupta 08.9.1992 M M.R. 104/B/3, 17.6.2002 7+ Pre-Voc-II

D.P.J.M
65% Sarani,Bhadra-
kali, Hooghly
30 Bipasha Das Biswanath Das 06.6.2006 F 269/B(20/K), 02.3.2010 Ne Prep-B
Ghosh Para, w
Nabagram,
Srmp, Hoghly
 [42]

31 Indraroop Das Arup Kr. Das 12.8.2003 M C.P. Ganga 06.5.2006 3+ Prep-B
75% Apartment,
13, Chatra
Bazar Road,
Serampore,
Hooghly
32 Suvajit Karmakar Anup Karmakar 21.4.2003 M C.P. Bilkuli, 04.5.2007 2+ Primary-B
90% Khalisani,
Chandannagar,
Hooghly
33 Subhayan Sudipta Banerjee 24.11.2001 M D.P. 93/B/A, Dey 20.7.2005 4+ Primary-C
Banerjee 90% Street,
Serampore,
Hooghly
34 Srikanta Das Arun Kr. Das 17.11.2001 M C.P. 20, Das Para 12.10.200 3+ Primary-C
90% Lane, Rishra, 6
Hooghly
35 Mimi Jaisowara Kanailal Jaisowara 21.8.1992 M C.P. 32, Bhaduri 15.1.2001 9+ Pre-voc-I
80% Para Lane,
Serampore,
Hooghly
36 Swastik Banerjee Nirmal Baenerjee 31.5.1992 M C.P. 33, L.M. 31.10.200 9+ Pre-Voc-I
70% Bhattacharya 0
St, Janabhumi
Apart,
Serampore,
Hooghly
Down Syndrome

37 Riita Munsi Brajanath Munsi 07.9.2003 F 75% Vill+P.O. 02.5.2008 1+ Prep-A

Janai, P.S.
Chanditala,
Hooghly
38 Barsha Hazra Sandip Hazra 30.7.1999 F 50% Vill+P.O. 09.11.200 4+ Primary-A
Gopal Nagar, 5
P.S. Singur,
Hooghly
39 Soumik Das Somnath Das 22.7.1999 M 85% 34, L.M. 19.4.2003 6+ Primary-A
Bhattacharjee
St.,
Serampore,
Hgly.
40 Ipsita Santra Sanat Santra 12.9.1999 F 70% Vill- 09.11.200 4+ Primary-B
Khagragachi(E 5
),
P.O.Bajemalia,
Singur
41 Sabyasachi Mitra Priyabandhu Mitra 20.4.2001 M 50% 23A, Rai Para 01.3.2005 5 Primary-B
Lane,
Konnagar,
Hooghly
42 Rohit Roy Arun Roy 04.10.2000 M 30/23, Tara 04.7.2009 8 Primary-B
Pukur Lane, mon
Serampore, ths
Hgly
 [43]

43 Romita Pal Debashis Pal 04.1.1999 F 75% Vill+P.O. 11.7.2009 8 Primary-B

Puinan, P.S. mon
Dadpur, Dist. ths
Hooghly
44 Subham Sarkar Biswajit Sarkar 13.1.1997 M 60% 75/2, 01.3.2004 6 Secondary-
Serampore A
Colony,
Serampore,
Hooghly
45 Nikhilesh Rabin Chowdhury 0908.1995 M 75% 112/2, 02.1.2001 9 Secondary-
Chowdhury Vivekananda B
Sarani, P.O.
Serampore
Hooghly
46 Moumita Tapan Chowdhury 24.9.1998 F 65% 29D, Chatra 06.11.200 3+ Secondary-
Chowdhury Chodhury Para 6 C
Bi Lane,
Chatra,
Hooghly
47 Suvajit Ghosh Umesh Ghosh 14.12.1996 M 75% 6D, Chatra 04.5.2009 10 Secondary-
Ghosh Para 1st mon c
Lane, ths
Serampore,
Hooghly
48 Suvadip Das Subrata Das 02.11.1995 M 100% 29, Chowdhry 02.08.200 8+ Secondary
Para Bi Lane, 1 Severe
Chatra,
Hooghly
49 Purnima Ghosh Sailen Ch Ghosh 08.3.1993 F 80% Nemai Tirtha 18.6.2004 5+ Pre-Voc-I
Road,
Baidyabati ,
Hooghly
50 Ranita Dutta Ratna Dutta 03.8.1993 F 100% 322, Railway 03.2.1999 11 Pre-Voc-I
Park
Morepukur,
Rishra,
Hooghly
51 Soumen Mondal Ramdulal Mondal 21.2.1994 M 90% 17B, Bhaduri 08.12.200 9+ Pre-Voc
Para Lane, 0
P.O. Chatra,
Serampore,
Hooghly

Autistic

52 Atmadeep Kajal Banerjee 29.10.2004 M Choto Belu, 20.6.2009 8 Prep-A

Banerjee Mhiswa-para, mon
P.O. Belu ths
Milky, Dist-
Hooghly
53 Sanu Das Nabaranjan Das 11.9.2003 M 70% Khaser Bheri, 02.5.2008 1+ Prep-A
P.O. Beraberi,
Singur, Dist-
Hooghly
 [44]

54 Subhayu Barua Paushali Barua 12.11.2003 M 75% Panchloke 15.11.200 1+ Prep-A

Barua Para, 8
Morepukur,
Rishra,
Hooghly
55 Madhurima Nath Biplab Nath 19.8.2003 F 75% 15, S.P. 03.2.2007 3+ Prep-B
Mukherjee St.
Konnagar,
Dist. Hgly
56 Srijita Poddar Tapas Ch. Poddar 30.10.2004 F 90% 28/1, Lakshmi 02.3.2010 Ne Prep-B
Pally, Rishra w
Hooghly.
57 Arghya Saha Arun Kr. Saha 04.12.2000 M 16/1 30.4.2009 11 Primary-A
Barabagan mon
Lane, ths
Serampore,
Hooghly
58 Atrija Halder Amitavo Halder 29.7.2002 F 50% 10/2, B.P. Dey 04.4.2006 4 Primary-A
Street,
Serampore,
Hooghly
59 Satyaki Suvamoy 23.9.1999 M 75% P-6, Shama 04.4.2006 3+ Primary-A
Bhattacharya Bhattacharya Prasad Road,
Nabagram
Hooghly
60 Sayan Podder Subhas Podder 26.8.2001 M 50% 9/6/A, Sarat 02.5.2008 10 Primary-A
Sarani, mon
Sahapara, ths
Rishra,
Hooghly
61 Abhiroop Roy Arup Roy 21.5.1999 M 75% A/1/3, 07.5.2005 4+ Primary-B
Housing Estate
P.O.
Konnagar,
Hgly
62 Ritika Sen Ranajit Sen 12.9.2002 F 50% 8, Bijoy 05.1.2008 2+ Primary-B
Nagar,
Naihati, 24
Pgs(N)
63 Arpan Chatterjee Pinaki Chatterjee 06.4.2002 M 75% 2/A, 02.5.2006 3+ Primary-C
Vivekananda
Road,
Barrackpur, 24
Pgs (N)
64 Debayan Banerjee Debasis Banerjee 23.5.2001 M 50% Vill+P.O. 03.11.200 3+ Primary-C
Borai, Singur, 6
Hooghly
65 Suman Biswas Saroj Biswas 09.10.2001 M 90% 9, Dakshinpara 08.7.2006 3+ Primary-C
3rd Lane,
Morepukur,
Hooghly
66 Suva Dutta Amaranth Dutta 09.1.2002 M 75% Vill. Rajbalhat 10.11.200 3+ Primary-C
Th- Jangipara, 6
Hooghly
 [45]

67 GourabDasgupta Partha Dasgupta 01.11.1998 M 75% 60, Thakurdas 05.1.2008 2+ Secondary-

BabuLane, B
Serampore,
Dist. Hooghly
68 Bebasmita Roy Prasanta Roy 19.1.1996 F 50% 120, K.C.M. 04.11.200 1+ Secondary-
Sarani, P.O. 8 B
Bhadrakali,
Hgly
69 Krishnakant Ganga Toppo 14.08.1998 M 50% 232/2, G.T. 02.7.2003 6+ Secondary-
Toppo Road, B
Belurmath,
Howrah
70 Rajdip Ghosh Subhas Ch. Ghosh 13.6.1998 M 53 216/18 Gol 09.8.2002 7+ Secondary-
Mohar B
Avenue,
Howrah
71 Raktim Chatterjee Bhaskar Chatterjee 19.9.1996 M 80% 61/R/1, G.T. 28.2.2000 10 Secondary-
Road, B
Serampore,
Hooghly
72 Suvam Madan Mohan 03.10.1998 N 60% 32/D, Dr. 05.1.2005 5+ Secondary-
Bhattacharya Bhattacharya Bagan Lane, B
P.O. Seramore,
Hooghly
73 Swarnendu Laha Susanta Laha 27.8.1998 M 70% 19/1, 21.6.2001 8+ Secondary-
Saradamata B
Lane, P.O.
Rishra,
Hooghly
74 Sayan Sarkar Goutam Sarkar 30.3.1999 M 75% Amulya Kanan 4+ Secondary-
Govt. Housing C
, Serampore,
Hooghly
75 Souvik Somesh 31.07.19982 M 50% 21, 5+ Secondary-
Bhattacharya Bhattacharya 1, Vivekananda C
Rd, Nabagram,
Hooghly
76 Somnath Pal Tapan Pal 08.8.1997 M 90% 659, G.T. 8+ Secondary-
Road, C
Serampore,
Hooghly
77 Tanmoy Sarkar Tapan Sarkar 09.8.1995 M 90% 11/B/2, 5 Secondary-
Rammohan C
Sarani,
Baidyabati,
Hooghly
Multiple
78 Manish Sharma Ram Janam 25.6.1997 M 80% 97/y/3, 17.1.2005 5+ Secondary-
Sharma Prabash Nagar, B
Serampore,
Hooghly
79 Pranoy Bhar Pranab Bhar 03.11.1996 M 90% Anarbati, 24.6.2008 4+ Secondary
Autpur, -B
Hooghly
 [46]

80 Priyanka Das Shishir Das 17.5.1995 F 80% Borai, P.O. 03.11.200 1+ Secondary
Singur, Dist. 8 Severe
Hooghly
81 Shirshendu Mita Chatterjee 18.11.1995 M 70% 115G, Criper 02.1.2007 3+ Secondary
Chatterjee Road, P.O. Severe
Konnagar,
Dist. -Hooghly
82 Abon Debashis 10.4.1994 M 90% 101, Ganga 04.5.2005 4+ Pre-Voc-II
Chakraborty Chakraborty Villa, Raighat
Lane,
Serampore,
Hooghly
Vocational Unit

83 Achintry Anil Bhattacharya 08.10.1977 M M.R. 9,Nilmoni 03.07.199 17+ Voc-A

Bhattachaya 65% ghosh Lane, 2
Mahesh,
Hooghly
84 Barun Pal Lal Mohan Pal 28.7.1989 M M.R. 54/B, 02.07.199 16+ Do
100 Shastitala 3
Street, Rishra,
Hooghly
85 Bijay Agarwal Shyam S. Agarwal 30.11.184 M M.R. 9, R.B. Sarani, 26.4.1999 10 Do
50% Serampore,
Dist. Hooghly
86 Pradip Ghoshal Kanailal Ghoshal 16.12.1968 M M.R. Vill+P.O.- 05.12.199 16+ Do
60% Jejur, Haripal, 0
Dist. Hooghly
87 Ratna Thakur Bhava Ranjan 03.3.1973 F M.R. 84/J/1, Khatir 02.9.1993 16+ Do
Thakur 100% Bazar, P.O.
Rishra,
Hooghly
88 Sonali Manna Kashinath Manna 13.01.1983 F M.R. 25, Dankuni 02.7.1999 10+ Do
60% Station Rd,
Dankuni, Hgly
89 Manas Das Nemai Das 21.02.1989 M M.R. Vill+P.O. 12.5.2003 6+ Do
40% Diarah,
Singur,
Hooghly
90 Debyendu Dey Utpalendu Dey 15.3.1985 M M.R. 101, Ganga 04.5.2005 4+ Pre-Voc-II
. 75% Villa, Raighat
Lane, Seramp,
Hooghly
91 Pinaki Saha Prananath Saha 19.2.1980 M M.R. 67/14, G.T. 18.6.2001 9+ Do
75% Road(W),
P.O.Mallickpa
ra, Serampore,
Hooghly
92 Satabarto Ghorai Ratikanta Ghorai 21.9.1993 M M.R. 88B, G.T. Rd., 02.03.201 Ne Do
80% Bhadrakali, 0 w
Hooghly
93 Somnath Addhya Manaranjan 07.08.1987 M M.R. Vill-Haripal, 22.11.199 10+ Do
Addhya 60% P.O.Paha 9
-lampur, Dist.
Hgly
 [47]

94 Sourav Singha Lal Mohan Singha 07.08.1987 M M..R. Vill-Haripal, 22.11.199 10+ Voc-B
60% PO. - 9
Pahalampur,
Hooghly
95 Ranu Mukherjee Dhira Mukherjee 12.03.1969 F M.R. 15/3, Raja 09.03.200 9 Vocational
100% K.L. Goswami 1 Severe
St, Serampore,
Hooghly
96 Tapas Roy Pramima Roy 07.09.1994 M S. 39, B.B. 31.801998 11= Voc-A
Barman Barman Learner Street,
50% Hindmotor,
Hooghly
97 Kiriti Sh. Das Kiran Sh. Das 14.05.1976 M D. 120, N.S. 06.7.1992 12+ Voc-A
Syndrm Avenue,
50% Serampore,
Hooghly
98 Siddhartha Mitra Asit Mitra 31.04.1980 M D. 120, N.S. 08.07.199 12+ Voc-A
Syndrm Avenue 7
99 Sushmita Ghosh Subhas Ghosh 21.11.1984 F D. Sadhak 15.7.1995 14+ Voc-B
Syndrm Ramprasad
100% Ln., Konnagar,
Hgly
100 Triparna Mitra Subir Mitra 08.6.1980 F Autistic 1/4/F, N.L. 29.02.198 22+ Voc-B
60% Goswami St, 8
P.O.
Serampore,
Dist. Hooghly
101 Ayanangshu Dilip Mukherjee 08.12.1984 M Autistic 23, Chatterjee 26.7.1993 16+ Vocational
Mukherjee 100% Para Ln, P.O. Severe
Sheoraphuli,
Dist. Hooghly
102 Enakshi Sen Esha Sen 14.03.1987 F Autistic 27, Railand 26.07.199 Vocational
100% Road, Rishra, 3 Severe
Hooghly
103 Suman Das Prakash Das 06.7.1988 M Autistic 19, K.L. 17.4.1994 15+ Vocational
100% Goswami St. Severe
P.O.
Serampore,
Hooghly
 [48]
3.1 Discussion and Conclusion :
3.1.1 Beneficiaries and Awareness Generation
The organisation started their work in January, 1986 with only 3 (three) special
children. At present this organisation is on the way to complete its 25th anniversary along
with 169 (One hundred sixty nine) special children. So it can be said that the organisation
has generated a lot of awareness around its surroundings. Although there are two special
schools within six kilometres of it, who are running with mentally retarded students, but in
spite of that the parents always try it first. Here is a bar diagram showing the enhancement
of special students since its inception :

180
160
140
120
100
80
60
40
20
0
‟86 ‟87 ‟88 ‟89 ‟90 ‟91 ‟92 ‟93 ‟94 ‟95 ‟96 ‟97 ‟98 ‟99 ‟00 ‟01 ‟02 ‟03 ‟04 ‟05 ‟06 ‟07 ‟08 ‟09 ‟10

Fig : Bar diagram showing the rate of year wise beneficiaries ( Horizontal
axis denotes the No. of students and vertical axis denotes the years)

Apart form this, total 18 (eighteen) number of students have passed Madhyamik
Examination through Open School and through Regular School in the past years. In the
year 2009-2010 also one of the hearing impaired student appeared for Madhyamik from
this organisation through Regular School and has succeeded and now is reading in Class –
XI in Regular School.
Those who have passed already in past years, most of them are involved in so
many small scale industries as they were trained previously in vocational workshop of this
centre by benevolent trainers. To get this opportunity & continue in their jobs, they used to
 [49]

get a lot of co-operation from this organisation. Some of them, both male and female are
also got married and leading their family as responsible father or mother and still this
organisation get in touch with their previous students and the students and their parents
also vice versa.

3.1.2 Teachers, Trainers and Non-Teaching Staff

The organisation was started with only 2 (two) trained teachers who dedicated their
most part of their life in this centre. Gradually awareness generated and as a result the
students and besides that the trainers, teaching and non-teaching staff also increased. At
present there are 28 (twenty eight) staff including teaching & non-teaching staff as well as
sweepers, attendants etc. and trainers. All of them have a lot of patience and empathetic
towards those special children and giving dynamic effort for the rehabilitation of them.
The teachers and trainers used to arrange weekly meeting with the parents of the children
and they exchange, share and interact with one another to make the solution of their
special children. They also maintain individual record of each child and also maintain the
records of their day to day activities.

3.1.3 Fund Collection and Financial Management

In first 14 (fourteen) years the organisation was only depended upon the donation
of the parents and some well wishers and faced so many obstacles. On the completion of
its 15th year, i.e., in the year 1999 the Ministry of Social Justice and Empowerment
sanctioned their first grant-in-aid towards this organisation and on and from 1999 the
organisation is getting the said grant-in-aid on Dindayal Project from the Ministry. The
honorarium of the staff are very low graded and also very irregular. So the organisation is
trying to manage the crisis through their various vocational activities. The manufactured
jute bags and other craft items they used to sell in different shops. They also supply
cooked food from their canteen not only to the students, their parents and staff but also in
some offices and schools surrounding of them. The organisation also started a Tant Polish
Unit where they used to polish the sarees and all the above mentioned works done by the
special children under the supervision of trainers. But still the centre is facing financial
strain in spite of their heart and soul efforts and they always trying to recover this burning
problem with their challenging and innovative thinking.
 [50]

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