While inclusion is very much on the agenda of government programmes, however there is a paucity of understanding and practicing meaningful inclusion of persons with disabilities.
The VISHWAS Centre for Research and Training aims to bridge the gap between intent and practice through various capacity building and awareness programmes on Disability and Inclusive Practices.
A team of Educators (trained in inclusive education) and therapists at VISHWAS Resource Centre cater to the needs of persons with disabilities across all age groups.
As part of our research and training work, we have :
- Developed an Inclusion Kit that has been disseminated by the Department of Education, to schools across all 119 blocks of 22 districts in Haryana
- Started a Tele-Helpline for the education of children with special needs in collaboration with Education Department, Haryana
- Worked as a State Nodal Agency Centre (SNAC) for Haryana for The National Trust, a statutory body under the Ministry of Social Justice & Empowerment, Government of India.
- Conducted a three day RCI-approved CRE training program on “Assessment and Diagnosis of Autism Spectrum Disorder “
- Regular counselling workshops for family members of children with disabilities
- Ongoing training programmes for relevant stakeholders on topics related to Disability-Inclusion at Block, District and State level
- A Resource Centre, in partnership with the Department of Education, Haryana
Story of change
Himanshu is a seven years old boy who is hyperactive and his mother has OCD (Obssessive compulsion disorder). During his visits to the DRC, his father shared that he is the sole caregiver for his child and wife and many a times due to frustration he would lock up Himanshu. To cope with his responsibility, he has taken up night shift job as a driver.
With an integrative approach, his mother was counselled for taking treatment and medication seriously so that she could be beside her children. Certain activities were suggested for Himanshu for his behavioural improvement. Disability certificate of Himanshu was also facilitated. He was granted admission to the Vidyalaya in grade I and has been attending school regularly.
His father is happy that he is able to get some “me time” now and is able to take better care of his family.
With an integrative approach, his mother was counselled for taking treatment and medication seriously so that she could be beside her children. Certain activities were suggested for Himanshu for his behavioural improvement. Disability certificate of Himanshu was also facilitated. He was granted admission to the Vidyalaya in grade I and has been attending school regularly.
His father is happy that he is able to get some “me time” now and is able to take better care of his family.
Pallavi is a regular student of grade V of Vishwas Vidyalaya. Suddenly, her teachers and class mates started noticing that Pallavi was not responding to their verbal instructions and required repeated ones. A meeting was held with her parents and it came out that they were also facing similar issues with Pallavi at home and also that her mother and brother had congenital hearing loss. She was referred for immediate medical intervention. With intervention of Vishwas, her audiometry and other tests were conducted free of cost by a renowned ENT specialist. She was prescribed medicines and her brother was given a hearing aid. Doctor also mentioned that if it would not have been treated on time, it may have resulted in permanent hearing loss. This explains very well the criticality of early intervention. Vishwas also supported parents to get appointment for follow up and acclimatization of the hearing aid.
Pallavi and her brother have overcome their auditory issues and credited VISHWAS for their support.
Pallavi and her brother have overcome their auditory issues and credited VISHWAS for their support.
