ASSIGNMENT

TITLE :GLIMPSES OF DIFFERENT CHILDHOOD IN INDIA

COURSE TITLE – UNDERSTANDING THE SELF

COURSE CODE – B.E.D 151

SUBMITTED TO – SUBMITTED BY –
MS. HIMANI SINGH GROUP 4

KALKA INSTITUTE FOR RESEARCH AND ADVANCED STUDIES

GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY

BACHELOR OF EDUCATION
SESSION 2024 – 2026
 SEMINAR 1
GLIMPSES OF
DIFFERENT
CHILDHOOD IN INDIA

“DIFFERENTLTY ABLED CHILDREN”

GROUP 4
 TABLE OF CONTENT

1 INTRODUCTION 9 INTERVIEW -7

2 OBJECTIVE 1 INTERVIEW -8

3 INTERVIEW -1 1
0 INTERVIEW -9

4 INTERVIEW -2 1 INTERVIEW -10

5 INTERVIEW -3 2
1 SOME OVERALL GLIMPSE

6 INTERVIEW -4 1
3 REFLECTION

7 1
4 ROLES PLAYED BY EVERYONE
INTERVIEW -5

8 5
1 REFERENCES
INTERVIEW -6

6
 “Embracing Diversity,
INTRODUCTION Strengthening Families”

India is a land of immense diversity, where childhood experiences vary widely

based on geography, socio-economic status, culture, and physical abilities. In
our project, we delve into the unique and often challenging experiences of
children growing up with physical disabilities in India. Through interviews with
10 physically disabled students, we have gained intimate insights into their
daily lives, struggles, and triumphs. These narratives serve as the foundation
for our exploration of how physical disabilities shape childhood in the Indian
context.

Our project is structured to present these stories through various media forms
—narratives, photographs, audio-visual presentations, and illustrated posters
—each offering a different lens on the lived experiences of these children. The
diversity in their stories reflects the broader spectrum of Indian childhoods,
marked by resilience, creativity, and the pursuit of normalcy despite significant
challenges.

Preparation for this project involved gathering a wealth of resources, including

books, films, and scholarly articles, to deepen our understanding of the social
and personal factors influencing the lives of physically disabled children. Each
student-teacher focused on a particular aspect of childhood disability,
researching the educational, familial, and societal contexts that shape these
children's experiences.
 “Embracing Diversity,
INTRODUCTION Strengthening Families”

The culmination of this research is the development of personalized digital

stories, where we integrate text, graphics, and audio-visual elements to convey
the journey towards self-understanding for these children. These digital
narratives not only highlight their individual experiences but also aim to foster
empathy and awareness among broader audiences.​
​
All activities and outcomes of this project are meticulously documented in an
e-portfolio, which will be submitted for external evaluation. This portfolio
captures the depth of our engagement with the topic, our reflections on the
interviews, and the creative process of developing digital stories. Through this
project, we hope to contribute to a more inclusive understanding of childhood
in India, emphasizing the importance of recognizing and supporting the diverse
needs of physically disabled children.​
 OBJECTIVES
1. Highlight Talents and Strengths
Showcase the diverse talents and skills of physically disabled students,
emphasizing their abilities in academics and extracurricular activities .

2. Foster Inclusivity Promote the importance of friendship and peer support in creating an
inclusive school environment.

3. Identify Positive Relationships

Recognize the role of supportive teachers and peers in the educational
experience

4. Encourage Collaborative Learning Advocate for cooperative learning environments that enhance
understanding

5. Promote Participation in Activities Emphasize the importance of encouraging disabled students to participate
in school activities

Facilitate opportunities for students to pursue their goals, such as academic

6. Support Aspiration
achievements and career aspirations 7
INTERVIEW NUMBER -1

Name : Aditya Singh

Age : 16 years

Class : 11th (with Science Stream)

School : Ryan International (Noida Ext.)

Disability : Post Branchial Upper Limb Right
Hand Birth Injury

Hobby : Badminton
 INTERVIEW
Q 1. What are you super good at ? Do you have a talent ?
Ans-I’ve become really good at adapting to new challenges. My talent is my ability to play badminton with my left
hand, despite my right hand’s limitations. It’s taken a lot of practice, but I love the progress I’ve made

Q 2. Do you have friends ?

Ans-Yes, I have a good group of friends. They’ve always treated me like everyone else. Sometimes they ask how I
manage things, but they never make fun of me. Instead, they admire my hard work and determination.

Q 3. Do you have a favorite teacher ? What do you like about them ?

Ans-Yes, my favorite teacher is Bhuvnesh Sir, my math teacher. I was a slow learner, but he guided and taught me in
a way that helped me grasp concepts really fast.

Q 4. Do you like learning with your friends who don’t have any disabilites? Has it helped you ?
Ans 4- Yes, learning with my friends helps me push myself. It’s taught me that we all have strengths and
weaknesses, and mine just happen to be different. My friends respect my ability to work through challenges, and
that motivates me to do even better.
Q 5. Are facilities like classrooms and bathrooms and bathrooms easily Accessible for you ?
Ans. .I find that while the classrooms are designed to be accessible, some parts of the school, like the gym and science labs, are not very
accommodating. It can be tough to participate fully in activities that take place in those areas. I believe that improving accessibility throughout
the school would really help students like me engage more effectively in all aspects of school .

Q 6. How does your school make you feel more included in acitivies or events ?
Ans. - I feel a bit left out sometimes. Many events don’t take my needs into consideration. I wish there were more inclusive activities where I
could showcase my skills, especially in sports like badminton, where I know I can excel.
Q 7. Do you have a suggestion about how schools can make learning easier for you ?
Ans . I think schools could improve the learning environment by incorporating more flexible seating arrangements in classrooms to
accommodate different needs.

Q 8. Who inspires you and why ?

Ans . I want to become a professional Para Badminton Athlete. Cheah Liek Hou, a Malaysian Para Badminton player currently ranked world No. 1,
is an amazing player who inspires me a lot in my athletic journey.

Q 9. What do you hope to achieve and why ?

Ans . I hope to compete at a national level in para-badminton and eventually qualify for the Paralympics. I want to prove to myself and others
that my disability doesn’t define my potential.

Q 10. What is your recent memory that you like ?

Ans . There are several memories that make me happy, but the most significant one was when I saw my game improve a lot even after taking a
break of 1-2 weeks. Seeing a stable and clean performance made me really happy .
 OUR PERSPECTIVE
Question 1- Expectations of children from school system?
Answer: As an interviewer, Aditya's journey highlights some critical areas where schools can evolve to meet the
expectations of children, especially those with disabilities. It's clear that students today seek not just academic
growth but also environments where they can develop their talents, engage in inclusive activities, and feel
supported at every level. In the present, schools need to ensure that accessibility is not limited to classrooms but
extends to all areas, including gyms, sports facilities, and extracurricular spaces. This would allow students like
Aditya to fully participate and showcase their skills, reinforcing that their challenges should never limit their
potential. Looking to the future, the expectation is for schools to adopt more flexible and inclusive approaches.
Whether it's through improved infrastructure, additional learning aids, or creating more inclusive activities, schools
have the responsibility to foster an environment where every student, regardless of ability, can thrive and feel
valued. It's about nurturing not only academic success but also personal growth, resilience, and ambition in every
child.
Question 2- Challenges faced by the Child?
Answer: It is evident that Aditya faces several challenges that highlight the need for more inclusive school
environments. One of the key issues he encounters is the lack of physical accessibility in areas beyond the
classroom, such as the gym and science labs. This limits his participation in activities that are crucial to his overall
development. Additionally, while Aditya has a supportive circle of friends, certain school events fail to consider his
needs, leaving him feeling excluded from fully showcasing his abilities, particularly in sports like badminton.
Question 3- Suggestions based upon the challenges.
Answer: To address Aditya's challenge with physical accessibility, schools should ensure that all areas, not just classrooms, are fully
accessible. This can be done by modifying facilities like gyms. Schools can introduce adaptive sports programs, such as para-
badminton, allowing students like Aditya to participate more actively in extracurricular activities and showcase their talents.
Creating accessible environments would help eliminate barriers and encourage students with disabilities to engage fully in school
life. Additionally, Schools can also focus on fostering an inclusive culture through staff training and peer awareness programs,
ensuring that students like Aditya feel valued and supported in every aspect of their education. By addressing these issues, schools
can create an environment where every student can thrive, regardless of their abilities
Question 4- Government Educational Schemes and Policy for this particular segment of student.
Solution: National Education Policy (NEP) 2020: NEP 2020 emphasizes inclusive education, advocating for schools to be more
accessible for students with disabilities. It focuses on teacher training, the use of assistive technology, and creating a barrier-free
learning environment. NEP also promotes flexibility in assessments and the inclusion of para-sports, ensuring that students with
disabilities can thrive academically and in extracurricular activities. Rights of Persons with Disabilities Act, 2016 (RPWD Act): This
law mandates that all educational institutions must provide inclusive education and ensure that students with disabilities have
equal access to education. It emphasizes the right to free education for children with disabilities until the age of 18 in government
or government-aided schools. It also calls for modifications in the curriculum, exam accommodations, and accessible learning
materials to support students with disabilities.
Question 5- Reflection About the Child.
Solution: As individuals, it is essential to recognize our role in creating an inclusive environment for students like Aditya. Beyond
government policies and school initiatives, the way we, as educators, peers, and members of the community, engage with students
with disabilities makes a significant difference. Our responsibility lies in actively promoting a culture of understanding, empathy, and
support. This means advocating for accessibility in every sphere—ensuring that students with disabilities are not left out, whether
in academics, sports, or social interactions. It also involves becoming aware of their unique challenges, encouraging their strengths,
and empowering them to reach their full potential.
INTERVIEW NUMBER -2

Name : Shivam Jha

Age : 17years

Class : 12th (with Arts)

School : Amrita Public School

Disability : locomotor

Hobby : Paying Badminton

 INTERVIEW
Q 1. What are you super good at ? Do you have a talent ?
Ans. 1. I am good at playing badminton, and my talent is my quick reflexes.

Q 2. Do you have friends ?

Ans. 2. Yes, I have friends. They treat me like a normal person, and no, they never mock me.My friends are very supportive, and
they respect how hard I work.

Q 3. Do you have a favorite teacher ? What do you like about them ?

Ans. 3. Yes, my favorite teacher is Kamlesh Ma'am, my English Teacher. She has made English so much more interesting and
easier for me to understand. She’s incredibly helpful, and I really appreciate her teaching style.

Q 4. Do you like learning with your friends who don’t have any disabilites? Has it helped you ?
Ans. Yes, I enjoy learning with my friends, many of whom don’t have disabilities. Learning alongside them has been really
helpful. It has healed a part of me because I’ve realized that sometimes, I’m better at things they might struggle with. It’s not
about having a disability; it’s about how hard you work and what you put into learning.

Q 5. Are facilities like classrooms and bathrooms and bathrooms easily

Accessible for you ?
Ans. Some areas of the school are okay, but others could be improved. The washrooms and certain parts of the building are
difficult to access, which can be frustrating. Sometimes, it feels like the school wasn’t designed with people like me in mind,
which can make things harder than they need to be.
Q 6. How does your school make you feel more included in acitivies or events ?
Ans. Honestly, I don’t always feel included.A lot of the time, it feels like activities or events aren’t designed for someone like me. I
wish the school would make more of an effort to ensure that students like me can participate fully. It would also be great if they
encouraged and supported us in the sports and activities we excel in, instead of making us feel like an afterthought.

Q 7. Do you have a suggestion about how schools can make learning easier for you ?
Ans. 7. I think schools can improve by making classrooms more accessible.Adding ramps, accessible seating, and ensuring that
teachers are more aware of how to include students like me in every aspect of learning—not just by making accommodations but
by truly integrating us—would make a huge difference.

Q 8. Who inspires you and why ?

Ans. 8. My biggest inspiration is my coach, Salman Sir.He believes in me, even when I doubt myself, and constantly pushes me to
reach my full potential. He never treats me differently because of my disability—he only sees my hard work and determination

Q 9. What do you hope to achieve and why ?

Ans. 9. I want to represent India in para-badminton at the international level.I want to show the world that no matter what
challenges you face, with hard work and determination, you can achieve great things. My goal is to inspire others like me, so they
know they’re capable of anything they set their minds to.

Q 10. What is your recent memory that you like ?

Ans. 10. A recent memory that stands out is when I first started playing badminton and enrolled in the Delhi State match.I lost my
first match, which was disappointing, but I didn’t give up. This year, I came back stronger and won silver in the Delhi State
tournament. That memory is really special to me, and I’m so proud of how far I’ve come.
 OUR PERSPECTIVE
Question 1- Expectations of children from school system?
Solution- As an interviewer, I find that children, especially those with disabilities like Shivam, have specific and
significant expectations from the school system. Presently, students seek an inclusive environment where they
feel valued and supported. Looking toward the future, children expect an education system that evolves to meet
their diverse needs. They envision a more personalized learning experience that recognizes individual strengths
and weaknesses, offering tailored support to help each student thrive. There is a growing desire for schools to
incorporate technology and innovative teaching methods that enhance accessibility and engagement.
Furthermore, students hope for increased awareness and advocacy for their rights within the school community,
fostering an environment where inclusion is not just a policy but a practice embedded in the school culture.
Ultimately, children like Shivam aspire for a future where the educational landscape is shaped by their voices
and experiences, allowing them to pursue their passions and achieve their goals without barriers.
Question 2- Challenges faced by the Child?
Solution- Inclusion in Activities Shivam often feels excluded from school events and activities that are not
designed with his needs in mind. This exclusion can lead to feelings of isolation and frustration, as he wants to
be an active participant in school life. The lack of inclusive sports programs further amplifies this issue, making it
challenging for him to engage in his passion for badminton alongside his peers. Emotional Well-Being The
challenges of navigating an environment that sometimes feels unwelcoming can impact Shivam's emotional
well-being. He may experience moments of self-doubt or frustration, especially when he perceives that his
abilities are overshadowed by his disability. This emotional strain can affect his motivation and academic
performance.
Question 3- Suggestions based upon the challenges.
Solution- Schools need to prioritize the inclusion of students with disabilities in all extracurricular activities. This could involve specialized
training for coaches on how to support athletes with disabilities, and ensuring that school events are accessible and engaging for everyone.
Creating more opportunities for students like Shivam to showcase their skills, particularly in sports like badminton, can foster a sense of
belonging and boost their confidence. Schools should prioritize the emotional well-being of students like Shivam by providing access to
counseling and mental health resources. Creating a safe and supportive environment where students feel comfortable discussing their
challenges and seeking help can significantly improve their overall experience. Implementing programs that promote resilience, self-
advocacy, and coping strategies can empower students to navigate their challenges effectively
Question 4- Government Educational Schemes and Policy for this particular segment of student.
Solution- Samagra Shiksha Abhiyan (SSA): This is an overarching program for school education that integrates schemes like Sarva Shiksha
Abhiyan and Rashtriya Madhyamik Shiksha Abhiyan. Under SSA, special provisions are made to ensure children with disabilities have access
to quality education. Schools receive grants for infrastructure development to make classrooms and school environments more accessible,
including ramps, accessible toilets, and inclusive learning materials. Inclusive Education for Disabled at Secondary Stage (IEDSS): This
scheme provides assistance for the inclusive education of children with disabilities in secondary education. It includes resources for aids
and appliances, assistive devices, and support services like special educators, to ensure students with disabilities can integrate into
mainstream education. It aims to help students with disabilities transition smoothly from elementary to secondary education.
Question 5- Reflection About the Child.
Solution- As an interviewer, engaging with Shivam Jha has been an enlightening experience that has significantly shaped my understanding
of the challenges faced by students with disabilities. Through our conversation, I’ve come to appreciate the resilience and determination
these students exhibit daily. Shivam's insights into his experiences highlighted not only the barriers he encounters but also the tremendous
potential he possesses. His passion for badminton and his aspirations to represent India on an international level serve as a powerful
reminder of the importance of supporting and uplifting students with disabilities. This interaction has underscored the critical need for
inclusivity in educational environments. It is clear that schools must evolve to meet the diverse needs of all students, fostering a culture of
understanding and support. I’ve realized that as an interviewer, my role goes beyond merely gathering information; it involves actively
listening, empathizing, and advocating for change. Understanding Shivam's perspective has reinforced my commitment to promoting
accessibility and inclusion in educational settings.
INTERVIEW NUMBER -3

Name : Neha

Age : 17 years

Class : 12th

School : Kanya Baal Vidyalaya

Hobby : Drawing

Disability : Crippled
 INTERVIEW
QUES 1: What are you super good at ? Do you have a talent?

Ans: I like drawing and painting and I am good at that.

QUES 2 :Do you have friends?

Ans: Yes I have many friends. They are very helpful, they help me in my
studies and also in co curricular activities.

QUES 3:Do you have a favourite teacher? What do you like about them?
Ans: Yes, I have my favourite teacher in my school. She provide me extra
support and encourage participation.

QUES 4:Do you like learning with your friends who don’t have any
disabilities? Has it helped you?
Ans: Yes, I have friends who don't have any disability and they are really kind
and understanding. We study together, and they explain things i don't
understand. They also include me in games and activities.

QUES 5: Are facilities like classrooms, bathrooms easily accessible for you?
QUES 6:How do your school make you feel more included in activities or events?
Ans: My school makes me feel included in activities and events like they organise special sports activities for
students like me and also they provide extra resources and support.

QUES 7: Do you any suggestion about how schools can make learning easy for you?
Ans: Yes i have one suggestion that makes us easy which is the washroom facilities which is not good or not
according to us.

QUES 8: Who inspires you and why?

Ans: My teachers inspires me a lot. They helped me grow not only academically but also personally.

QUES 9: What do you hope to achieve and why?

Ans: I want to finish schooling and higher studies and become a teacher because i want to prove that having a
disability doesn't limit my potential.
 OUR PERSPECTIVE
Question 1- Expectations of children from school system?
Answer- Safe and Accessible Environment: Assurance that the school is physically accessible, with features like
ramps, elevators, and accessible restrooms.
Inclusive Education: The desire to learn in a mainstream classroom alongside her peers, fostering social
interaction and reducing isolation.
Accessibility: A physical environment that accommodates their needs, including ramps, accessible restrooms,
and classroom layouts that facilitate movement.
Opportunities for Advocacy: Education on self-advocacy skills, empowering them to express their needs and
rights.
Question 2- Challenges faced by the Child?
Answer- Physical Barriers: Inaccessible school facilities, such as stairs and narrow doorways, can limit mobility
and participation in activities.
Emotional Challenges: Struggles with self-esteem, anxiety, or depression may arise from societal pressures or
personal experiences of discrimination.
Question 3- Suggestions based upon the challenges.
Answer- To address the challenge of physical barriers –
Conduct Accessibility Audits: Regularly assess school facilities to identify and address accessibility
issues, such as ramps, door widths, and restroom accommodations.
Install Ramps and Elevators: Ensure that all entrances have ramps and that elevators are available
for multi-story buildings, allowing for easy access to all areas.
Question 4- Government Educational Schemes and Policy for this particular segment of student.
Answer - Regulations requiring schools and public facilities to meet accessibility standards,
including modifications to infrastructure to accommodate children with mobility challenges.
: Grants, scholarships, or financial aid programs aimed at families of children with disabilities to
help cover education-related expenses.
Question 5- Reflection About the Child.
Answer- Recognizing her determination and strength in navigating both academic pressures and
physical challenges can inspire admiration. Her ability to overcome obstacles can serve as a
powerful example of resilience.
INTERVIEW NUMBER -4

Name : Iman

Age : 8 years

Location : CHESHIRE HOMES (NGO)

Disability : Dystonia

Passion : to become a doctor

 INTERVIEW
QUES 1:What are you super good at? Do you have a talent?
ANS: "I am super good at remembering things! I like to draw pictures of doctors and nurses."

QUES 2 :Do you have friends? If yes, how do they treat you? Do they mock you?
ANS : "Yes, I have friends! They are very nice to me. Sometimes they help me when I need it, and we play
together. They don't make fun of me."

QUES 3: Do you have a favourite teacher? What do you like about them?
ANS : "Yes, I like my teacher because she helps me understand things, and she is always kind. She listens to
me and makes learning fun."

QUES 4:Do you like learning with your friends who don't have any disabilities? Has it helped you?
ANS : "Yes , I like learning with my friends! It helps me a lot because they help me if I have trouble with
something, and we can learn together."

QUES 5: Are facilities like Classrooms, Bathrooms easily accessible for you?
ANS : “ Sometimes it's hard to get to the bathroom because I need help. But my classroom is okay, and the
teachers make sure I can sit where I feel comfortable."
QUES 6:How does your school make you feel more included in activities or events?
ANS: "The teachers always ask if I want to join in, and they make sure I have the help I need. I like when we do
activities where I can help others too."

QUES 7:Do you have a suggestion about how schools can make learning easy for you?
ANS : “ It would help if there were more time to do things slowly, and if the tables and chairs were easier for me
to use."

QUES 8: Who inspires you and why?

ANS: "Doctors inspire me because they help people feel better. I want to be a doctor one day so I can help
people too."

QUES 9: What do you hope to achieve and why?

ANS:"I want to become a doctor because I want to help people who are sick, just like the doctors help me."

QUES 10:what is your recent memory that makes you happy?

ANS :” When my teacher gave me a special star sticker for drawing a picture of a doctor helping people. All my
friends clapped for me, and I felt really happy.”
 OUR PERSPECTIVE
Question 1- Expectations of children from school system?
Solution - Encouragement in Participation: Iman enjoys participating in school activities and feels
included when teachers actively invite him to join and offer assistance. She hopes for ongoing
encouragement to engage in school events.Recognition of Achievements: Moments like receiving a
special star sticker motivate Iman. He expects recognition of his efforts and achievements, which
boosts his confidence and happiness.A Focus on Helping Others: Iman expresses a strong desire to help
others as a future doctor. He expects his school to encourage a culture of empathy and helping others.
Question 2- Challenges faced by the Child?
Solution - Communication Barriers: Expressing Needs: Iman may find it challenging to communicate his
needs effectively, whether due to his disability or anxiety about how his requests will be perceived.
Collaborating with Peers: Working with classmates who might not understand his needs can lead to
misunderstandings and feelings of exclusion .Learning Pace and Support. Need for Extra Time: Iman
feels that he needs more time to complete tasks compared to his classmates, which can be challenging
in a standard classroom setting. Difficulty Understanding Concepts: he sometimes struggles to grasp
certain concepts without additional help, highlighting the need for tailored support from teachers .
Question 3- Suggestions based upon the challenges.
Solution - Enhance Communication: Open Dialogue: Encourage open communication between students and
teachers, where students feel safe expressing their needs and concerns without fear of judgment. Use of Visual Aids:
Incorporate visual aids and assistive technology to help Iman and other students better express their thoughts and
needs during lessons and discussions. Small Group Learning: Encourage small group activities where students can
collaborate, allowing Iman to receive support from peers and teachers in a more comfortable setting.
Question 4- Government Educational Schemes and Policy for this particular segment of student.
Solution - The Right of Children to Free and Compulsory Education Act (RTE), 2009:This act ensures that all children,
including those with disabilities, have the right to free and compulsory education until the age of 14. It mandates
that schools accommodate children with disabilities and provide necessary facilities for their education. Mid-Day
Meal Scheme: This program provides nutritious meals to children in schools, ensuring that students with disabilities
receive the necessary nutrition and support to attend school regularly.
Question 5- Reflection About the Child.
Solution - As an interviewer, I had the opportunity to engage with Iman, a child with disabilities, and gain valuable
insights into his experiences and challenges within the educational system. This experience has significantly
impacted my understanding of the importance of inclusion and the diverse needs of students in the classroom.
Active Listening Skills: Engaging with Iman required me to practice active listening. I realized how crucial it is to be
fully present and attentive to a child’s responses. This skill allowed me to capture his feelings accurately and
understand his perspective better, which is essential for any effective communication, especially when working with
children. Commitment to Lifelong Learning: This interview experience has reinforced my commitment to lifelong
learning in the field of education. I understand that being an effective educator requires ongoing reflection,
adaptation, and a willingness to learn from the experiences of my students.
INTERVIEW NUMBER -5

Name : Aman

Age : 7 years

Location : CHESHIRE HOMES (NGO)

Disability : Intellectual

Hobby : Playing Games

 INTERVIEW
Q 1. What are you super good at? Do you have a talent?
Ans- I love running around and playing with toys and I’m also good at counting numbers.

Q 2. Do you have friends?

Ans- Yes, I have friends! We play together. Sometimes they laugh, but they don’t make fun of me. We all have fun!

Q 3. Do you have a favourite teacher? What do you like about them?

Ans- Yes! Miss Asha is my favorite. She helps me with math, and she always smiles. When I don’t understand, she
explains it again, and I feel really happy when I get it right!

Q 4. Do you like learning with your friends who don’t have any disabilities? Has it helped you?
Ans- Yeah! I like learning with my friends. Sometimes they help me when I don’t understand something, It makes school
fun.

Q 5. Are facilities like classrooms and bathrooms easily accessible for you?
Ans- Yes, the classroom and the bathroom are close by. I can get to them by myself, and it’s easy.
Q 6. How does your school make you feel more included in activities or events?
Ans- My school lets me join all the games and drawing times! The teachers help me, and I get to be in
everything, just like the other kids.

Q 7. Do you have a suggestion about how schools can make learning easier for you?
Ans- If they can show more pictures. I like looking at pictures because they help me understand things better.
And going slow is good for me too.

Q 8. Who inspires you and why?

Ans- Miss Asha inspires me because she’s so nice and always helps me with my math. I want to be smart like
her!

Q 9. What do you hope to achieve and why?

Ans. I want to be really, really good at math! I like when I get the answers right, and I want to do more of that
because i want to be a teacher.

Q 10. What is your recent memory that you like?

Ans. Last week, I played hide and seek with my friends, and I won! I was hiding so well, and they couldn’t find
me. It was so much fun!
 OUR PERSPECTIVES
Question 1- Expectations of children from school system?
Solution- Fun and Engaging Activities: Children desire engaging and enjoyable activities as part of
their learning experience. Fun games and interactive sessions not only make learning enjoyable
but also help solidify their understanding of concepts. Peer Collaboration: Children value the
opportunity to learn with their friends, including those without disabilities. Collaborative
learning is essential as it encourages social interaction, teamwork, and peer support, which
enhance the overall learning experience.
Question 2- Challenges faced by the Child?
Solution- Understanding Complex Concepts: Some concepts may be challenging for the child to
grasp without additional support or alternative teaching methods. This may result in the need
for repeated explanations, which can be overwhelming at times. Need for Additional Support:
The child may require more personalized attention and support from teachers to fully engage in
learning activities. If this support is not consistently available, it may lead to feelings of isolation
or inadequacy.
Question 3- Suggestions based upon the challenges.
Solution- Flexible Pacing Allow for flexible pacing in lessons, giving children the time they need to grasp concepts
fully. This could involve breaking down tasks into smaller, manageable steps and allowing for repetition when
necessary. Involvement in Decision-Making Involve children in discussions about their learning preferences and any
changes that could help them succeed. Giving them a voice in their education can empower them and increase
their engagement.
Question 4- Government Educational Schemes and Policy for this particular segment of student.
Solution- Integrated Child Development Services (ICDS):This program provides a holistic approach to child
development, including nutrition, health, and education. It supports children with disabilities through early
intervention programs and aims to integrate them into mainstream educational settings. National Programme for
the Education of Children with Disabilities (NPECD):This initiative focuses on improving educational access for
children with disabilities through special schools, inclusive education programs, and the provision of necessary
resources, such as assistive devices and trained teachers.
Question 5- Reflection About the Child.
Solution- Conducting the interview with a child from Cherish NGO provided me with valuable insights into the
experiences and challenges faced by children with intellectual disabilities in the educational setting.
Engaging with the child helped me cultivate a deeper sense of empathy. Hearing firsthand about their challenges
and joys allowed me to appreciate the unique perspectives they bring to the classroom. It emphasized the
importance of understanding individual needs and creating an inclusive environment. Importance of Feedback-
Throughout the interview, I recognized the value of feedback. The child's expressions of joy when discussing
positive experiences, such as receiving a sticker for their drawing, highlighted how meaningful encouragement can
be. This insight will guide me in providing constructive feedback to all students in my future teaching career.
INTERVIEW NUMBER -6

Name : Sameer

Age : 6 years

Class : 2nd

Location : CHESHIRE HOMES (NGO)

Disability : Dyslexia

Hobby : Playing Cricket

 INTERVIEW
Q 1.What are you super good at?
Ans - I'm super good at Playing cricket and yes i have a talent that i can make funny faces.

Q 2. Do you have friends ?

Ans - Yes, my whole class is my friend. They are nice and helped me. We play together and have fun. No , they are very
kind and don't make fun.

Q 3. Do you have favourite teacher? What do you like about them?

Ans - Yes , Simran ma'am is my favourite teacher. She makes learning fun and explain things clearly.

Q 4. Do you like learning with your friends who don’t have any dis abilities ? Has it helped you?
Ans - Yes , i like learning with my friends who don't have any disability. We learn together and have fun. Yes, they help me
with hard words. We share ideas and learn together.

Q 5. Are facilities like classrooms , bathrooms , easily accessible to you?

Ans - Yes, classroom and bathroom are easily accessible for me....
Q 6. How do your school make you feel more included in activities
or events ?
Ans - School organise group projects like art projects where I can
contribute equally and also i get extra help from the teachers.

Q 7. Do you have suggestions about how schools can make

learning easy for you?
Ans - Yeah! I have a suggestion cum request that if they can give me
extra time to finish my school work.

Q 8. Who inspires you and Why ?

Ans - My mother inspires me a lot because she helps me every time
whenever i want and she beleive in me. She makes me feel happy.

Q 9.What do you hope to achieve and why ?

Ans - I want to be in Indian Army. Because i want to protect my
country and make my family proud.
 OUR PERSPECTIVES

Question 1 - Challenges faced by the Child?

Answer- Reading Difficulties: Struggling with phonemic awareness, decoding words, and
recognizing sight words, making reading slow and laborious.
Writing Issues: Difficulty with spelling, organizing thoughts on paper, and forming letters,
which can lead to frustration and reluctance to write.
Question 2 - Suggestions based upon the challenges.
Answer- Phonemic Awareness Activities: Engage in fun games that focus on sounds, like
rhyming games, sound matching, or clapping out syllables in words.
Handwriting Practice: Introduce fun worksheets with guided lines and tracing exercises. Focus
on one letter or word at a time to reduce overwhelm.
Question 3- Government Educational Schemes and Policy for this particular segment of
student.
Answer- Several government schemes and policies support children with dyslexia in various
countries.
Special Education Services: Governments often provide funding for special education
services, including specialized teaching methods and resources designed for dyslexia.
Public Awareness Campaigns: Governments may run campaigns to raise awareness about
dyslexia, helping to reduce stigma and promote understanding in schools and communities.
Question 4 - Reflection About the Child.
Answer - I’ve seen firsthand the struggles this child faces with reading and writing. It can be
heartbreaking to witness their frustration when tasks that seem simple to others become
overwhelming for them.
Despite these challenges, I’ve come to admire their creativity and problem-solving skills. This
child often approaches situations with a unique perspective that highlights their strengths
beyond academics.
INTERVIEW NUMBER -7

Name : Karan Mistry

Age : 14 years

Class : 8th

School : Sarvodaya Vidyalaya (C.R Park)

Disability : Limb Difference

Hobby : Drawing & Playing Football

 INTERVIEW
Q1. What are you super good at? Do you have a talent?
Ans - I’m good at drawing and like to draw at free time and want to
excel in this field.
Q2. Do you have friends?
Ans - Yes, I have friends and they are friendly and helpful. No they don’t mock me.
Q3. Do you have a favorite teacher? What do you like about them?
Ans - Yes I have a favorite teacher that is Kirti ma’am. She helps me in every possible way she can, explains
me everything whenever I don’t understand anything.
Q4. Do you like learning with your friends who don’t have any disabilities ? Has it helped you?
Ans - Yes learning with my friends has helped me a lot in my studies, in discussion, understanding
concepts, clearing doubts.
Q5. Are facilities like Classrooms, Bathrooms easily accessible for you?
Ans - Yes, these facilities are easily accessible to me.
Q6. How do your school make you feel more included in activities or events?
Ans - They encourage me to participate in every possible event or activity I can. Like I did collage
making in my school which helped me to learn a new skill.

Q7. Do you have a suggestion about how schools can make learning easy for you?
Ans - By interacting with every student present in the class and motivating them to participate.

Q8. Who inspires you and why?

Ans - My biggest inspiration are my parents. They always try new things for me, whether it’s sports or art,
and they never want me to hold anything back. I also look up to athletes with disabilities who show that
you can be amazing no matter what. They make me believe I can chase my dreams

Q9. What do you hope to achieve and why?

Ans - I want to show everyone that having a limb difference doesn’t stop me from doing the things I love. I
want to be able to play sports, make art, and do well in school, just like my friends. I also hope to help
others understand that everyone is unique.
 OUR PERSPECTIVE
Question 1- Expectations of children from school system?
Answer- A child with a limb difference expects schools to be inclusive, accessible, and supportive,
providing adaptive tools, accessible spaces, and emotional understanding. They want equal
opportunities to participate in all activities, with teachers who challenge them and peers who
accept them. In the future, they hope for continued advancements in assistive technology, career
preparation, and mentorship, ensuring they can succeed and feel empowered.

Question 2 - Challenges faced by the Child?

Answer - A child with a limb difference may face challenges such as difficulty accessing certain
areas in school, like stairs or desks not designed for them, making it hard to move around or
participate fully. They may struggle with tasks that require both hands, like writing or sports and
feel left out during activities or playtime. Sometimes, they deal with bullying or
misunderstandings from classmates who don't know how to act around them, making them feel
isolated. They also face the emotional challenge of wanting to be treated normally while needing
extra help at times.
Question 3- Suggestions based upon the challenges.
Answer- To address the challenges children with limb differences face, schools should focus on making spaces
and materials fully accessible by providing ramps, adjustable desks, and adaptive tools. Inclusive activities and
sports programs should be designed so all students can participate, with modified equipment where needed.
Teachers and staff should receive training on supporting students with disabilities, and disability awareness
programs should be introduced to educate classmates and promote understanding. Schools should also foster a
supportive, anti-bullying environment and offer emotional support, helping these children feel included and
confident in asking for help when necessary.
Question 4- Government Educational Schemes and Policy for this particular segment of student.
Answer - Government schemes like the RPWD Act (2016) and Samagra Shiksha Abhiyan focus on inclusive
education by ensuring accessible infrastructure, assistive devices, and special educators for children with
disabilities, including limb differences. Programs like IEDSS and NEP 2020 promote barrier-free environments
and teacher training, while various scholarships provide financial support to help these students access quality
education.
Question 5- Reflection About the Child.
Answer - Children with limb differences demonstrate remarkable resilience and strength as they navigate a world
often not designed for their needs. Their experiences in school reflect both their unique challenges and their
determination to participate fully in all aspects of life. While they may face obstacles, such as accessibility issues
or social isolation, their ability to adapt and persevere is inspiring. These children remind us of the importance of
inclusivity and empathy in education, pushing for a system that not only accommodates differences but
celebrates them, fostering environments where all children, regardless of ability, can thrive and succeed.
INTERVIEW NUMBER -8

Name : Khushi Kumari

Age : 17 years

Class : 12th

Location : RAJASTHANI CAMP (ADHIYAGYA NGO)

Disability : Crippled

Hobby : Playing Football

 INTERVIEW
Q1. What are you super good at? Do you have a talent?
Ans - I’m good at playing football, and like to study for my competitive exams.

Q2. Do you have friends?

Ans - Yes, I have good friends and they are really helpful. No, they don’t mock me.

Q3. Do you have a favorite teacher? What do you like about them?
Ans - Yes I have a favorite teacher that is my chemistry teacher Nisha Ma’am. She guides me in my studies and tries to
clear my doubts.
Q4. Do you like learning with your friends who don’t have any disabilities ? Has it helped you?
Ans - Yes learning with my friends has helped me a lot in my studies, in discussion, understanding concepts, and
clearing doubts.

Q5. Are facilities like Classrooms, Bathrooms easily accessible for you?
Ans - Yes, these facilities are easily accessible to me.
Q6. Are facilities like Classrooms, Bathrooms easily accessible for you?
Ans - Yes, these facilities are easily accessible to me.

Q7. Do you have a suggestion about how schools can make learning easy for you?
Ans - By fulfilling the need of good teachers in our school, as there are no science teachers in our school they
should bring good science teachers to our school.

Q8. Who inspires you and why?

Ans - My biggest inspiration is my parents. They always try new things for me, whether sports or art and never
want me to hold anything back. They make me believe I can chase my dreams.

Q9. What do you hope to achieve and why?

Ans - I hope to clear my JEE exam this year and become an engineer. My main aim is to clear competitive exams.
 OUR PERSPECTIVE
Question 1 - Challenges faced by the Child?
Answer - A child with a crippling disability faces challenges like difficulty moving around the school
if there are no ramps, elevators, or accessible paths. They may struggle with participating in
physical activities, feel excluded during games or sports, and sometimes find it hard to use standard
school equipment like desks or chairs. Socially, they might face misunderstanding or even bullying
from peers who don't know how to interact with them, leading to feelings of isolation. Additionally,
they may need extra time or assistance with tasks, which can make them feel different or
frustrated.
Question 2 - Suggestions based upon the challenges.
Answer- To support children with crippling disabilities, communities should ensure accessible
environments with ramps and wider pathways, promote inclusive recreational activities tailored to
their needs, and provide awareness training to reduce stigma and bullying. Access to assistive
technology and support services, such as counselling and peer groups, is essential for fostering
emotional well-being. Additionally, community programs that encourage interaction and
friendships among all children, along with parental support networks, can create a more inclusive
environment where children with disabilities can thrive and engage fully in society.
Question 3 - Government Educational Schemes and Policy for this particular segment of
student.
Answer - Government educational schemes for children with crippling disabilities include
the Rights of Persons with Disabilities (RPWD) Act, 2016, which mandates inclusive
education and necessary accommodations in schools. Samagra Shiksha Abhiyan focuses on
holistic development and provides resources for special educators and assistive technology.
The Inclusive Education for Disabled at Secondary Stage (IEDSS) offers financial assistance
and scholarships for accessing secondary education, while the National Education Policy
(NEP) 2020 promotes the integration of children with disabilities into mainstream schools.
Various scholarships help cover educational costs, ensuring these children receive the
support they need to thrive.
Question 4 - Reflection About the Child.
Answer - Children with crippling disabilities exemplify resilience and adaptability in
overcoming unique challenges. Their journeys underscore the need for inclusivity and
compassion in society, revealing that every child has the potential to thrive when given the
right support. By recognizing their strengths and advocating for accessible resources, we
can create a world where all children are empowered to pursue their dreams, enriching our
communities with their diverse perspectives and experiences.
INTERVIEW NUMBER -9

Name : Nisha

Age : 7 years

Class : 2nd

Location : CHESHIRE HOMES (NGO)

Disability : Autism

Hobby : Playing
 INTERVIEW
1. What are you super good at? Do you have a talent?
Ans: I’m good at playing games! I can run really fast, and I also love math.

2. Do you have friends?

Ans: Yes, I have friends. They are nice to me. we all laugh together. They make me feel happy when we play.

3. Do you have a favorite teacher? What do you like about them?

Ans: Yes! I like my sports teacher because he lets us play a lot. He is always kind and makes sure we all get a turn.

4. Do you like learning with your friends who don’t have any disabilities? Has it helped you?
Ans: Yes, I like being with them. They always helps me understand new things and games, and we work together when we
learn.

5. Are facilities like classrooms and bathrooms easily accessible for you?
Ans: Yes, I can go to my classroom and bathroom without any problems. Everything is easy for me to reach.

6. How does your school make you feel more included in activities or events?
Ans: My teachers always make sure I’m part of games and fun activities. They make sure I’m never left out, and that makes
me feel happy.
7. Do you have a suggestion about how schools can make learning easier for you?
Ans: I would like more math games! It would be fun to learn while playing more games.

8. Who inspires you and why?

Ans: Soldiers inspire me because they are brave and protect everyone. I want to be like them when I
grow up.

9. What do you hope to achieve and why?

Ans: I want to be in the army when I grow up so I can help protect people and my country.

10. What is your recent memory that makes you happy?

Ans: I had a lot of fun last week when I played with my friends at the park, and we all laughed a lot. It
made me very happy.
 OUR PERSPECTIVE
Question 1 - Challenges faced by the Child?
Answer - She has difficulty in understanding things. problems in
social interaction and communication. Difficulty developing language
skills and understanding what others say to them.

Question 2 - Suggestions based upon the challenges.

Answer - The government should recruit good teachers for children
who facing autism & who are masters in that field . Government
should provide the teachers who will solve their problem of
language skill what others say to them.
Question 3 - Government Educational Schemes and Policy for this particular segment of student.
Answer - Government schemes for autism students in India-
• DISHA(early intervention and school readiness scheme)
• VIKAS(day care)
• SAMARTH(respite care)
• NIRMAYA ( health insurance scheme)
• SAHYOGI( caregiver training schemes)
• GYAN PRABHA ( educational support).
Question 4 - Reflection About the Child.
Answer - Teaching students with autism requires a deep understanding of their unique needs and perspectives. Here are some reflections on
teaching autism students:-
Embracing individuality: Each student with autism is distinct, with their own strengths, challenges, and learning styles.
- Creating a supportive environment: A structured and welcoming classroom can help autism students feel comfortable and confident.
- Using visual aids and assistive technology: Visual supports and technology can facilitate communication and understanding.
- Fostering social connections: Encouraging social interactions and relationships can help autism students develop essential life skills.
- Patient and flexible approach: Teachers must be patient and adaptable when working with autism students, as they may need more time to
process information or require creative teaching methods.
- Celebrating small victories: Recognizing and celebrating small achievements can boost self-esteem and motivation.
- Collaboration with parents and professionals: Working together with parents, therapists, and other professionals ensures a comprehensive
support system.- Emphasizing life skills: Teaching essential life skills, such as self-care and independence, is crucial for autism students.
- Encouraging self-advocacy: Empowering autism students to express their needs and wants helps build confidence and self-awareness.
- Continuous learning and growth: Educators must stay updated on best practices and research to provide optimal support. By reflecting on
these aspects, educators can refine their approach to teaching autism students, fostering a more inclusive and supportive learning
environment.
INTERVIEW NUMBER -10

Name : Mamta

Age : 17 years

Class : 12th

School : Sarvodaya kanya Vidyalaya

Disability : Dyslexia

Hobby : Playing Carrom

 INTERVIEW
1. What are you super good at? Do you have a talent?
Ans: I’m really good at playing carrom! I’ve always enjoyed it, and I usually win when I play with my friends. I also like
reading stories, even though it can be tough sometimes.

2. Do you have friends?

Ans: Yes, I do have friends. They treat me nicely, and we have fun together. Sometimes they don’t understand why I take
longer to read or write, but they never make fun of me for it.

3. Do you have a favourite teacher? What do you like about them?

Ans: Yes, my favourite teacher is my history teacher. She explains things in a way that’s easy to understand, and she always
helps me when I need it without making me feel different.

4. Do you like learning with your friends who don’t have any disabilities? Has it helped you?
Ans: Yes, learning with them has helped me a lot. I get to see how they study and it motivates me to try harder. Sometimes
they help explain things in their own way, which makes it easier for me.

5. Are facilities like classrooms and bathrooms easily accessible for you?
Ans: Yes, I don’t have any problems with the classrooms or bathrooms. Everything is easy for me to get to.
6. How does your school make you feel more included in activities or events?
Ans: My school always makes sure I can join in everything, whether it’s sports or competitions. They don’t treat me
differently, which makes me feel included and happy.

7. Do you have a suggestion about how schools can make learning easier for you?
Ans: It would be helpful if we had more time for writing in exam or if teachers could provide materials in simpler language
sometimes.

8. Who inspires you and why?

Ans: My father inspires me because he always encourages me to do my best, no matter how difficult things get. He believes
in me, and that makes me feel strong.

9. What do you hope to achieve and why?

Ans: I want to become an officer because I want to make a difference in people’s lives and help others who are struggling,
just like I’ve been helped.

10. What is your recent memory that makes you happy?

Ans: Recently, I won a carrom match at school during a small tournament. My friends were cheering for me, and it made me
feel really proud and happy.
 OUR PERSPECTIVE
Question 1- Expectations of children from school system?
Answer- She wants the government to provide well trained teachers in
schools.
She also wants good quality education for students with special needs.

Question 2 - Challenges faced by the Child?

Answer- 1. Difficulty spelling simple words.
2. Trouble learning the names of letters.
3. Problems telling apart letters with similar shapes, such as “d” and “b”
or “p” and “q.”
4.Trouble rhyming.
5. Reluctance to read aloud in class.
6. Trouble sounding out new words.
Question 3- Suggestions based upon the challenges.
Answer - The government should recruit good teachers for children with special needs who are masters in that field
and who have knowledge about the disease and can help them in studies.
Question 4- Government Educational Schemes and Policy for this particular segment of student.
Answer - Government policy for Dyslexia -Certification of Disability-
1.Guidelines for Assessment and Certification of various disabilities. Department of Disability Affairs - MSJE2001
2.Guidelines for Assessment and Certification of Mental Illness Department of Disability Affairs - MSJE2002
Question 5- Reflection About the Child.
Answer - Dyslexia is a neurological disorder that affects an individual's ability to read, write, and spell. It is a common
condition that affects many students, but often lacks awareness and understanding. Teaching dyslexic students requires
a different approach, as they face unique challenges in the classroom. Here are some reflections on teaching dyslexic
students:
1. Multisensory approach: Dyslexic students benefit from a multisensory approach to learning, incorporating visual,
auditory, and kinesthetic methods.
2. Assistive technology: Utilize assistive technology, such as text-to-speech software, speech-to-text software, and other
tools to help with reading and writing.
3. Extra time: Provide extra time for assignments and exams, as dyslexic students may need more time to complete
tasks.
4. Clear instructions: Offer clear, concise instructions, and break down complex tasks into smaller steps.
5. Support and encouragement: Provide emotional support and encouragement, as dyslexic students may struggle with
self-esteem and confidence.
By implementing these strategies, we can create a more inclusive and supportive learning environment for dyslexic
students, helping them to reach their full potential.
 REFLECTION

Working on this project is an opportunity for us to enhance our

understanding of individuals with disabilities.
All the children we met displayed remarkable patience and a
genuine curiosity. Smiles were present on everyone's faces,
reflecting their shared desire to pursue their dreams.

Also we learned from individuals that they can turn their

disabilities into strengths and they do work hard to
achieve their goals in their life despite of giving up.

In the end, we realized that those student demonstrated

that having a disability doesn't limit their potential.
 ROLES EVERYONE PLAYED
CONTENT
QUESTIONNAIRE PHOTOGRAPHERS/ PPT MAKING
INTERVIEWERS FINALIZING PPT EDITOR PRESENTERS
GROUP VIDEOGRAPHERS
GROUP GROUP

ANJALI
ANJALI AGGARWAL
ANJALI RUMPA RUMPA ANJALI
KOMAL KESHRI AGGARWAL
AGGARWAL MALLICK MALLICK AGGARWAL
PRIYANKA
SAHOO TECHNICAL
MONIKA
ISHANI PANDEY ANISHA GARG
DAGAR SACHIN
PRIYANSHA PRIYANSHA ANJALI
MAHAJAN MAHAJAN KATARIA AGGARWAL
JASMEET KAUR BHAWANA MANISHA
VEDI PANDEY KUMARI ANUSHKA
BHOWMIK
ANURADHA ANURADHA BHIPASHA
VARSHIKA
VASHISHT VASHISHT SINGH
PRIYANKA
ANANYA
SAHOO NO SAKSHI SAINI
ESHA GUPTA CONTRIBUTION
BABITA NEGI ANJALI ANJALI ANJALI SWARNADEEP
SANA SAHOO
PUSHKAR
FAMILY IS NOT JUST AN
IMPORTANT THING.
IT'S EVERYTHING.
 REFERENCES

Ryan International (Noida Ext.) CHESHIRE HOMES (NGO)

Sarvodaya kanya Vidyalaya Kanya Baal Vidyalaya

RAJASTHANI CAMP (ADHIYAGYA NGO)

Sarvodaya Vidyalaya Amrita Public School

THANKYOU!