Shristi Special Academy

Transcription

1 Shristi Special Academy Evaluation/Tracking over and Updates from 2011 Budget for Presented at Asha SV and Asha Austin, Jun/Jul 2011

2 Invisible handicap = Invisible people Mentally disabled are over about 15% of all disabled folks in India (by census data) 40 lakh mentally disabled in India Seeing, Hearing, Speech, Movement, & Mental Mentally disabled are further discriminated Society does not accept them easily Parents hide it until there is a physical manifestation Treated as stigma instead of disability By extrapolation data 1 in 150 people are autistic (> 2million in India) Over 50 lakh people with CP 30% of all early birth or low-weight at birth children have CP

3 Invisible handicap = Invisible people Not much recognition or knowledge about mental impairments in general public domain Inadequate awareness of abilities and services Divide is further more in rural areas Majority of institutions working with the mentally disabled have stipulations: Refuse services to children who are not toilet trained Refuse to admit children with severe retardation or seizure disorders Don t necessarily have vocational training programs for those above 16yrs of age Ensures children don t realize their potential and live a life of neglect

4 Shristi: program overview Structured intervention programs for children with Mental retardation Autism ADHD Down s syndrome any other intellectual impairment Rehabilitation includes Therapeutic intervention Special education Sensory stimulation Physiotherapy Language stimulation Occupational therapy

5 Shristi: program overview Individualized child-focused programs Child centric end-to-end argument Enable children with developmental delays to go to normal or integrated schools Enable others to gain employment, or be gainfully employed within Shristi s sheltered workshop Special Educators Are the core of the program Well trained (continued training) Hard to find, harder to sustain Asha s focus in Autism and Respite Care units

6 Shristi: program overview Saathi (early intervention unit) For children under the age of 5 with delayed development or psycho-motor retardation Specific emphasis on sensory motor training Train skills which are delayed or wont happen naturally Prakruti (autism unit) Intensive, focused therapy to autistic children Find a way to communicate with each child Adapt to their mode of communication, integrate well in social settings Prayathna (respite care unit) For those with severe retardation or multiple disabilities Care-giver programs and respite for parents

7 Shristi: program overview Dhruthi (vocational training) Pre-vocational training to identify skills After children are 14 Internship at sheltered workshop or outside Integrate socially and place them in gainful employment Full scale production at the workshop Balwadi For children under 6 (normal children) Early screening for autism and other disorders Some success in early intervention Children are more sensitive as they go on in life

8 Shristi: program overview Redefined Curriculum Specially designed (and honed for each child) Family centric catering to holistic development Self-care, socialization, appropriate-behavior, language skills, physical ability, cognitive development in that order Pet therapy Infrastructure Rural campus in Channenhalli all units except Autism, and vocational unit workshop Construction complete, organic garden In-town Autism center in Nagarbhavi

9 Shristi: Asha s involvement First visited in 2003 Much debate over SAC, what to support etc. Decided on Teachers salaries of the Autism unit Some initial one-time support from UIUC Some equipment, and towards maintenance of a bus Steady support from Austin (except ) SV support started in Extended to therapists of Autism unit Included entire Respite Care unit Care givers, therapists, special educators

10 Shristi: Asha SV Evaluation Asha SV Evaluation Document 2009 Eval Matrix broken down by 5 meta-level tasks Training Teachers, educators, care-givers, parents, etc. Outreach Awareness, early intervention, social impact, acceptance, etc. Methodology Staff Pedagogy, documentation, innovation, communication, etc. Attrition, quality of interaction, staff-evals Vocational Unit Number of orders etc. in the workshop Children graduating into gainful employment Stipends, streams of training, increased skill, etc.

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17 Autism and Respite Care Unit Budget