changing perception about devlopmental disabilities dr. alok kumar “bhuwan” consultant...

Changing Perception Changing Perception ABOUT DEVLOPMENTAL DISABILITIESABOUT DEVLOPMENTAL DISABILITIES

Dr. Alok Kumar “Bhuwan”Dr. Alok Kumar “Bhuwan”Consultant Rehabilitation SpecialistConsultant Rehabilitation Specialist MANOVIKAS CHARITABLE SOCIETYMANOVIKAS CHARITABLE SOCIETY

A-267 Surajmal Vihar, Delhi- 110092A-267 Surajmal Vihar, Delhi- 110092www.manovikas.co.inwww.manovikas.co.in

YOUR PERCEPTIONYOUR PERCEPTION

IRRESPONSIBLE

IRRESPONSIBLE Disability Disability CharacteristicsCharacteristics

SLOWSLOWLEARNER

LEARNER

AGGRESSIVE

AGGRESSIVE HYPERACTIVE

HYPERACTIVE

UNMOTIVATED

UNMOTIVATED

IMPULSIVE

IMPULSIVEDEFIANT

DEFIANT

WITHDRAWN

WITHDRAWN

So What Does All This Mean?So What Does All This Mean?

StudentStudentCharacteristicsCharacteristics

IRRESPONSIBLE

IRRESPONSIBLE

SLOWSLOWLEARNER

LEARNER

AGGRESSIVE

AGGRESSIVE HYPERACTIVE

HYPERACTIVE

UNMOTIVATED

UNMOTIVATED

IMPULSIVE

IMPULSIVE

DEFIANT

DEFIANT

WITHDRAWN

WITHDRAWN

What Is The Connection Between What Is The Connection Between Disability Characteristics And Disability Characteristics And

Student Characteristics?Student Characteristics?

A Developmental Disability is attributable to

mental physical

Developmental DisabilitiesDevelopmental Disabilities

impairment

manifested before the person attains age 22

likely to continue indefinitely

combination of mental and physical impairments

Types of Developmental Disabilities Types of Developmental Disabilities

and Other Special Needsand Other Special Needs

Autistic Spectrum DisordersAutistic Spectrum Disorders

ADD/ADHDADD/ADHD

Cerebral PalsyCerebral Palsy

Mental Retardation Mental Retardation

Learning DisabilityLearning Disability

Severe and/or Multiple DisabilitiesSevere and/or Multiple Disabilities

SN 1

Realities Realities

Mental, Mental,

emotional, and emotional, and

behavioral problems behavioral problems

are are real, painful, and costly.real, painful, and costly.

These problems, often called These problems, often called "disorders,""disorders," are are

sources of stresssources of stress for for

children and children and

their families, schools, their families, schools,

and communities.and communities.

causedcaused

biologybiology

environment, environment,

or a combination of the two.or a combination of the two.

biological factors are genetics, biological factors are genetics, chemical imbalances in the body, chemical imbalances in the body, and damage to the central nervous system, and damage to the central nervous system, such as a head injury.such as a head injury.

environmental factors including environmental factors including exposure to violence, exposure to violence, extreme stress, and extreme stress, and the loss of an important person.the loss of an important person.

NeedsNeeds

Families and communities-----working Families and communities-----working

together, together, can helpcan help

services ----------- to meet the needs of services ----------- to meet the needs of these young people these young people

andand their families.their families.Understanding the Strength and Need Understanding the Strength and Need

AutismAutism

Problems Problems

interacting and communication interacting and communication

Autism appears Autism appears before the third birthdaybefore the third birthday, , causing children to act inappropriately, often causing children to act inappropriately, often repeating behaviors over long periods of time. repeating behaviors over long periods of time.

For example, some children bang their heads, For example, some children bang their heads, rock, or spin objects. rock, or spin objects.

AutismAutism

Symptoms of autism range from Symptoms of autism range from

mild to severemild to severe. .

Studies suggest that autism affectsStudies suggest that autism affects 10 to 12 10 to 12 of every 10,000of every 10,000 children. children.

Attention-deficit/Hyperactivity Attention-deficit/Hyperactivity Disorder (ADHD)Disorder (ADHD)

Is it hard for child to sit still? Is it hard for child to sit still?

Does child act without thinking first? Does child act without thinking first?

Does child start but not finish things? If so,Does child start but not finish things? If so,

child may have ADHDchild may have ADHD

Nearly everyone shows some of these behaviors at times, but ADHD Nearly everyone shows some of these behaviors at times, but ADHD

lasts more than 6 months and causes problems in school, at home lasts more than 6 months and causes problems in school, at home

and in social situations.and in social situations.

ADHDADHD

ADHD is more common in boys than girls, ADHD is more common in boys than girls, and it affects 3-5 percent of children. and it affects 3-5 percent of children.

characteristics are characteristics are Inattention Inattention Hyperactivity Hyperactivity Impulsivity Impulsivity

No one knows exactly what causes ADHD. It runs in families, so genetics No one knows exactly what causes ADHD. It runs in families, so genetics may be a factor. A complete evaluation by a trained professional is the only may be a factor. A complete evaluation by a trained professional is the only way to know for sure if your child has ADHD. Treatment often includes way to know for sure if your child has ADHD. Treatment often includes medicines to control symptoms. Structure at home and at school is also medicines to control symptoms. Structure at home and at school is also important. Parenting classes or behavioral therapy may also help. important. Parenting classes or behavioral therapy may also help.

NEURODEVELOPMENTAL NEURODEVELOPMENTAL DISORDERSDISORDERS

Cognitive DysfunctionCognitive Dysfunction

SeizuresSeizures

Motor DysfunctionMotor Dysfunction

Behavior DysfunctionBehavior Dysfunction

Cerebral Palsy: PhysiologicCerebral Palsy: Physiologic

AthetoidAthetoid AtaxicAtaxic Rigid-SpasticRigid-Spastic AtonicAtonic MixedMixed

Cerebral Palsy: TopographicCerebral Palsy: Topographic

MonoplegicMonoplegic ParaplegicParaplegic HemiplegicHemiplegic TriplegicTriplegic QuadraplegicQuadraplegic DiplegicDiplegic

Mental Retardation

An IQIQ of approximately 70 70 or below  or below  

Concurrent deficits or impairmentsimpairments in present adaptive functioningadaptive functioning

The onset is before age 18 years. 

IQIQ

Learning DisordersLearning Disorders

DifficultiesDifficultiesto receive or express information could be a to receive or express information could be a sign of learning disorders. sign of learning disorders.

Problems Problems spoken and written language, coordination, spoken and written language, coordination, attention, or attention, or self-control.self-control.

LD- SymptomsLD- SymptomsLearning

DisabilityArea of Impact Symptoms

Reading Disorder or

Dyslexia

Oral and written language

Difficulty in listening, speaking, reading and writing; Reads letters or words transposed; omits letters or words while reading

MathematicsDisorder orDyscalculia

Math Difficulty performing calculations; Difficulty with numbers; Spatial problem, Difficulty placing number into vertical columns.

Disorder ofWritten

Expression or

Dysgraphia

Writing Illegible handwriting; Difficulty writing within a defined space; Letter reversals; Letter transposition; Omission of letters or words; Poor spelling

Motor Disorders or

Dyspraxia

Body Coordination Problems with muscles control and coordination; Apparent clumsiness.

Multiple Disabilities Multiple Disabilities

Multiple disabilities means concomitant [co-existing] impairments (such as

mental retardation-blindness or

mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.

So what is the So what is the situation for people situation for people with a disability in with a disability in

developing developing countries?countries?

More than 650

million, or 10% of

the world’s

population – have a

disability.

20% of population

are effected when

families are taken

into account(ADB, 2002)

Care-giving falls disproportionately on women and girls, resulting in even fewer opportunities for them to gain

employment or complete schooling. (S.Miles, 1999)

Only 1-2% of persons with disabilities in developing countries receive an education

(UNESCO, 1998)

Only 1-2% of Only 1-2% of people with a people with a

disability in low disability in low income income

communities communities receive the receive the

rehabilitative rehabilitative services they services they

need need

(May- Teerink, World Bank, 1999).(May- Teerink, World Bank, 1999).

Almost half of the children who go blind will Almost half of the children who go blind will

die within two years of losing their sight die within two years of losing their sight (CBMI, (CBMI,

2006)2006)

As many as 20

million women per

year suffer

disability & long

term complications

as a result of

pregnancy &

childbirth

(UNFPA).

Mortality of children with disabilities can be as

high as 80% even in countries where overall

under-five mortality rate is below 20%. (DFID).

For every child killed in war, three are permanently For every child killed in war, three are permanently

disabled disabled (UNICEF).(UNICEF).

At least At least

10m 10m

children children

worldwide worldwide

have been have been

traumatisetraumatise

d by d by

armed armed

conflict.conflict.

(UNICEF)(UNICEF)

Women and girls

with disabilities

are twice to three

times more likely

to be victims of

physical and

sexual abuse.

(DFID).

People with a disability are often overlooked in emergency/ humanitarian responses

…and people with disabilities are disproportionately poor.” (Holzmann, R. World Bank.)

Poor people are disproportionately disabled…

The issue

I have no legs,But I still have feelings,I cannot see,But I think all the time,Although I’m deaf,I still want to communicate,Why do people see me as useless, thoughtless, talkless,When I am as capable as any,For thoughts about our world.—Coralie Severs, 14, United Kingdom

This poem speaks for millions of children and adults, living everywhere in the world, who have disabilities. Many face discrimination every day. Their abilities are overlooked and their capacities underestimated. They don’t get the education and health care they need, and they are excluded from activities in their community. But children and adults with disabilities have the same rights as everyone else.

The Medical Model

The Social Model

A l l m e a n s A l l

The Social Model

T h e s t r u c t u r e s I n s o c i e t y

A r e t h e p r o b l e m

Disabled people as active fighters for equality working in partnership with allies.

The Medical Model

Disabled people as passive receivers of services aimed at cure or management

The Social Model

Child grows up with These values of self

and others

© For DEE Skitteral & Chapman 2002 Figure 2

Medical to Social Medical to Social

Barriers to InclusionBarriers to Inclusion

Barriers to disabled children at school

Segregation

Integration

Inclusive Education

What Is The Connection Between What Is The Connection Between Disability And Right Based Disability And Right Based

ApproachApproach

Belief in InclusionBelief in InclusionBelief in InclusionBelief in Inclusion

Partnership Partnership ParentsParents Rehabilitation Professionals Rehabilitation Professionals Mainstream School Mainstream School Civil SocietyCivil Society Funding Partners Funding Partners

Bond betweenBond between 2000 + parents2000 + parents 250 + Teachers 250 + Teachers 350 + Rehab professionals 350 + Rehab professionals 10000+ Civil Society 10000+ Civil Society

members members ++++++++ Many more++++++++ Many more

Partnership Partnership ParentsParents Rehabilitation Professionals Rehabilitation Professionals Mainstream School Mainstream School Civil SocietyCivil Society Funding Partners Funding Partners

Bond betweenBond between 2000 + parents2000 + parents 250 + Teachers 250 + Teachers 350 + Rehab professionals 350 + Rehab professionals 10000+ Civil Society 10000+ Civil Society

members members ++++++++ Many more++++++++ Many more

This is

RIGHTS of

each and every

individual

“Transition into Mainstream

education

system”

This is

RIGHTS of

each and every

individual

“Transition into Mainstream

education

system”

ConsequencesConsequencesConsequencesConsequences

Autistic Child ‘A’ was

placed and withdrawn

from school

within 3 months…. we

trained 2 teachers of

same school and again

placed ‘A’ Now she is in

class three

‘K’ was placed with

written plan for teachers

n’ principal. Whole

school demanded the

training for teachers

and staff Now 10+

Children with Disabilities

are in the school.

Teachers attended the training and now ‘N’ has got admission in the mainstream school. The transition was usefully and successfully implemented. Whole school accept ‘N’ as a mainstream students

Every Year we include 20-50 Students with CWSN into mainstream Education and Employment

Every Year we include 20-50 Students with CWSN into mainstream Education and Employment

Basic Prerequisite Basic Prerequisite

Understanding about CWSNUnderstanding about CWSNfull enjoyment without discriminationfull enjoyment without discrimination

Identification of CWSN Identification of CWSN evolving skills development …. the interaction between evolving skills development …. the interaction between impairments and attitudinal and environmental barriersimpairments and attitudinal and environmental barriers

Highlights for CWSN Highlights for CWSN mainstreaming disability issues as an integral partmainstreaming disability issues as an integral part

Facts Facts the negative impact of poverty on persons with disabilitiesthe negative impact of poverty on persons with disabilities

Understanding about CWSNUnderstanding about CWSNfull enjoyment without discriminationfull enjoyment without discrimination

Identification of CWSN Identification of CWSN evolving skills development …. the interaction between evolving skills development …. the interaction between impairments and attitudinal and environmental barriersimpairments and attitudinal and environmental barriers

Highlights for CWSN Highlights for CWSN mainstreaming disability issues as an integral partmainstreaming disability issues as an integral part

Facts Facts the negative impact of poverty on persons with disabilitiesthe negative impact of poverty on persons with disabilities

Social Responsibility Social Responsibility right to education without discrimination right to education without discrimination

on the basis of equal opportunityon the basis of equal opportunityinclusive education - at all levels - lifelong learninginclusive education - at all levels - lifelong learning

right to education without discrimination right to education without discrimination on the basis of equal opportunityon the basis of equal opportunityinclusive education - at all levels - lifelong learninginclusive education - at all levels - lifelong learning

The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity;

The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential;

Enabling persons with disabilities to participate effectively in society.

Social Responsibility..Social Responsibility.. To realize this right To realize this right

Programme shall ensureProgramme shall ensure

To realize this right To realize this right Programme shall ensureProgramme shall ensure

not excluded from the general education system on the basis of disability

access of inclusive, quality and free primary education

Reasonable accommodation

Providing effective individualized support measures

Social Responsibility..Social Responsibility.. To convergence with Govt. & Civil SocietyTo convergence with Govt. & Civil Society

for appropriate support and measurefor appropriate support and measure

To convergence with Govt. & Civil SocietyTo convergence with Govt. & Civil Societyfor appropriate support and measurefor appropriate support and measure

learn life and social development skillsSpecial Education to Mainstream Education

.

Facilitating learning and mobility supportGO and NGO Networking

Ensuring environments which maximize academic and social development

Mainstream Teachers’ Trg..

Peer Support and mentoringCommunity Support

Social ResponsibilitySocial Responsibility To take appropriate measures To take appropriate measures

for adequate care and education for adequate care and education

To take appropriate measures To take appropriate measures for adequate care and education for adequate care and education

The teacher, professionals

and staff who work at all levels of education

Sensitization and

disability

awareness

appropriate

augmentative and alternative modes, educational techniques and materials to support persons with disabilities.

Social Responsibility..Social Responsibility.. To access transition To access transition

for quality care and education for quality care and education

To access transition To access transition for quality care and education for quality care and education

promotion towards general tertiary education, vocational training, adult education and lifelong learning

Parents and community support for transition

ensure reasonable

accommodation for transition

““Doing with” Doing with” not not

“Doing for”“Doing for”

““Nothing about us without Nothing about us without us”us”

Principle partnership is with people with a disability

DPI Slogan

Are there Are there

people with a people with a

disability in disability in

your your

programs?programs?

Think about a program you have visited….

A Thought…A Thought…

""Alone we can do so little, Alone we can do so little,

together we can do together we can do

so much."so much." ~ ~ Helen KellerHelen Keller

Suggestions and Questions Suggestions and Questions