in partnership with BROTHERHOOD has been implementing an
advocacy initiative known as "Teen Peers Educators Programme on
Disability" in four mainstream schools in New Delhi. The basic
objective of implementing this initiative has been to create
awareness in students, teachers and school administrations on
disability issues and to promote inclusion of children with
disabilities into mainstream schools. The first year was a pilot
phase and we received a very encouraging response from the
students as well as school authorities. Other than the planned
results we were able to achieve more than we set out for.
St. Thomas school is set to
implement the suggestion made by the students in their Access
Audit Report (letter received).
Salwan School has agreed to make
changes in their school building and have given admission to
15 visually impaired students (letter received).
Gitarattan Jindal School has given
admission to two students with disability.
NDMC Nayug School has given
admission to four students with disability. The Principal is
pursuing to implement suggestions made by students to make the
The authority of the Navyug School
are inviting Chairman, NDMC and Director Education - NDMC in
July 2008. Students will share the presentation and ask the
Chairman and the Director to implement the suggestions made by
the students in their report.
This success has given
us the encouragement to take this project to the next level.
Also, we have learnt a lot from our practical experience in the
last year. We also firmly believe that we have reached a very
crucial and interesting phase in the life of this project, where
most schools have admitted children with disabilities and also
given us written assurance to make changes to their built
environment to make it accessible to the differently abled. It
is at this phase that the schools really need our support to
ensure proper inclusion and to support them in implementing the
Three new schools have
heard of this initiative through word of mouth and have
requested us to implement this project in their schools.
towards awareness raising on the issue of disability in five
schools in New Delhi by the end of one year
awareness on rights-based, inclusive perception of children with
disabilities in five schools (three new batches in the old
school + two new schools) in New Delhi by the end of one year
towards making the three schools (old) into disability-inclusive
model schools for Physically Impaired (PI) & Visually Impaired
(VI) in New Delhi by the end of one year
beneficiaries (direct and indirect)
seeks to reach out to Children both disabled and non-disabled
and their teachers directly and to reach out to the community at
large e.g. parents, friends, family etc indirectly.
20 teachers/Principals/board members
trained on Disability & Development (four per school) by
Nearly 150 students trained on Disability &
Dev. by February 2008
Students & teachers experience practically
the interaction with children with disabilities and
demonstrate that inclusive education is possible.
Communications and Advocacy tools/
documents are ready to replicate initiative at a larger scale.
Three model schools fully accessible for
children with VI and PI
This year we
propose to work on two focal areas or axis.
To continue with our awareness building of
students as last year. We take a new batch in three of the old
schools - St. Thomas School, Salwan Public School and NDMC
School and we take two new schools - JD Tytler public school
and Meera Model School.
Last year was a pilot phase and it was a great learning exercise
for us. As a result we have made a lot of changes to our
methodology and strategy to make it more effective and relevant.
Also, most importantly, as a result of our interventions we
have reached a stage with schools where they have pledged to
make changes to their built environment and have also admitted
Children With Disability (CWD). Hence it is now that they need
maximum hand holding support to accomplish the task of actually
Also, the three
schools who have requested us to continue the initiative want to
train their student counselors on this issue so that in the
coming years they can replicate it themselves with minimal
support from us.
In order to take this
initiative forward we will choose two new schools for
Hence, on this axis
our strategy remains the same as last year but with three new
batches in the old schools and with addition of two new schools.
Also we will use the trained batch from last year to facilitate
some sessions with the new batches. This will on one hand keep
them involved and "in the loop" and on the other hand develop
their skills as "Peer Educators"
To facilitate the process of making the
three (old) schools as disability-inclusive "Model Schools"
for physical and visual impairment.
This is the advocacy axis of the project. Here we
propose to build the three old schools as model schools. We feel
confident in proposing this as in the past year, we have reached
a certain level with these schools (mentioned above). We have
also built a good rapport with the administration and they are
supportive of our work. Also these schools have admitted
children with disabilities ( VI & PI). The proposal is to form a
group of students from the trained (old) batch and train them to
be advocates for this cause. This group will liaise with the
school authorities and do advocacy for the changes.
In order to facilitate
this process, we will convene a small group to provide guidance
and do the final evaluation known as the "consultative
committee". This group will comprise:
Representative from Chief Commissioner of
Disability (CCD) office
Member Access resource group
One Persons With Disability (PWD) - VI
One PWD - Sensory Impaired (SI)
One representative Handicap International
One representative BROTHERHOOD
This group will work
together with the students group to draw up a checklist for
making the schools fully disability-inclusive for PI and VI
students. The students will then liaise with the school
administration to implement these changes. The consultative
committee will also be available for any support to the students
group. At the end of the year when checklist has been
implemented, the consultative committee will do a final
Liaison and meet concerned school officials
to seek permission to implement the project
Conduct two one-day Awareness raising
Programmes for 25 teachers on D&D
Conduct 26 one-hour training sessions for
students on D&D per school. i.e. total trainings will be
26x5=130 for five schools. (one hr session per week)
Facilitate the formation of five peer educators' groups
Facilitate three interactive sessions
between disabled and non-disabled students
Facilitate three extra curricular
activities (led by old students) such as film shows, quiz
contests, cultural Programmes etc. for students
Facilitate the participation of the peer
groups in the WDD celebrations
Facilitate the process of creation of tools
ex documentation- photo/ written reports etc.
Elaborate final document about the process
and lessons learnt
Facilitate the formation of a school level
advocacy committee comprising students (old & new) and
teachers and administration
Facilitate the formation of a guidance and
evaluation committee comprising six members from CCD office,
Access resource group, 1PWD -VI, 1 PWD -PI, HI & BH
Facilitate the drafting of a checklist with
all the features for DI model school by the School committee
and Guidance & evaluation committee
Conduct one three-day training of
school-level committee on the features of the checklist
Facilitate the drafting of an action plan
based on the checklist
Facilitate a meeting of the two committees
to ratify the action plan and present to school authorities
Coordinate with the school advocacy
committee to implement the action plan
Facilitate the preparation of the final
report by the school advocacy committee and present to the
Facilitate one evaluation visit per school
by the evaluation committee
Develop a module documenting the process,
final checklist and the features implemented to make a DI
model school for VI & PI children for wider dissemination and
9. Peer Mentoring
During the TPEP, we
sensitized students on various issues of disability concerning
inclusion of children with disability. These students of
mainstream school are excited and want to continue to implement
the process of Inclusion in their school. On the other hand, as
a result of the success of the Programmeme three out of five of
the schools have given admission to children with disabilities
in their various sections ranging from 2nd standard to 11th
To promote inclusion
in the three of the schools we will start Peer Mentoring
Programmeme through which we will match sensitized students with
the students with disabilities in one-to-one relationship to
provide guidance to students with disabilities on various issues
like school work, social issues, support services required
within the class room and school etc. These students will
solve the day-to-day academic and behavioural problems of the
students with disability. This will certainly build healthy
relationship between students with and without disabilities. It
will help sensitize other students and will help them to become
involved in the life of the students with disability. We
believe that this peer mentoring will allow genuine inclusion of
students with disabilities.
For this a special
mentoring Programmeme will be designed to provide positive
influence on the students with disabilities.
8. ISSUES TO BE
TAKEN UP DURING INTERACTION
1. Change of perception about disabled and
2. Definitions of various disabilities
3. Difference between disability, handicap & impairment
4. Integration and inclusion
5. Barrier-free environment
6. Rehabilitation of persons with disability
9. About Acts, policies, schemes, concessions etc.
8. Attitudinal barriers etc.
9. Sustainability of
The whole idea of
working with this approach of creating Teen Peer Educator groups
in schools is to inculcate sustainability within the project
from its inception. We have also proposed to involve the
teachers, principals and boards (where possible) to try and
ensure that once we have moved on the efforts still carry on.
Also, we propose to link these groups with main stream advocacy
movements such as "9 is Mine" and CR4WSF etc in order to ensure
sustainability and amplification of the projects.
10. Project duration
The duration of the
proposed initiative is as follows:
(July - Aug 2008)
(Sept - Oct 2008)
(Oct - Nov 2008)
(Dec - Jan 2009)
(Feb - Apr 2009)
including final evaluation and report writing.
(As per annexure)
Preparation of the
final report - 10 working days (2 weeks)
budget and Financing plan - budget annexed
Administration of Questionnaire
1.2 What do you
understand by "NORMAL"?
1.3 What do you understand by "DISABLED?
1.4 List needs
of a human being.
2.1 What do you
understand by Empathy and Sympathy?
2.3 What is
How disability is part of diversity?
2.3.2 How people who are different from us are also like
2.3.3 What about people who do not fit into this mould?
2.3.4 How do we view persons with disability as people
excluded from society or people included in
PHASE - II
Misconceptions, Stereotypes and Prejudices on Impairment,
Disability and Handicap
are the myths, misconceptions, stereotypes and prejudices in the
context of persons with disabilities are concerned?
What are the sources of myths, stereotypes and
prejudices in the context of persons with
3.2 What is
impairment, disabled and handicap?
3.3 How do we
is the relationship between perception of the problem, attitudes
and nature of services rendered?
4.1 What are
human rights and responsibilities of an individual?
4.2 Interaction with achievers with disability
PHASE - III
Persons with Disabilities
Accessibility and Various Acts/Schemes
6.1 What is
6.3 Access Audit of School
6.4 Persons with Disability Act 1995 and The National
6.5 The Rehabilitation Act
PHASE - IV
9.2.2 Who are blind or visually impaired
9.2.3 Who are deaf or hard of hearing
9.2.4 with speech impairment
9.2.5 with mental retardation
PHASE - V
project reports by the students of five schools, final
evaluation and report writing etc.