Social Accounts

Stakeholder Mapping

Stakeholder	No. of Stakeholders	No. consulted	% consulted	Methodology
Children	92	70	76%	Parents responded on behalf of the child
Parents	96	70	73%	Structured Interviews using a questionnaire
Special Educators	29	26	90%	Focus Group Discussions & Personal interviews
Management staff	7	4	57%	Personal interviews

Objectives / Achievements / Impact

OBJECTIVES AND ACTIVITIES :

Objective 1 : Providing Early Intervention Services for the Habilitation of the Child with Intellectual disability through

• Early detection through direct communication and referrals
• Early identification using the UPANAYAN assessment tool
• Implementation of the Early Intervention Program UPANAYAN
• Providing Support Systems through the projects–Annapoorna, Sankarshana, Samyam, Sambhavam and Sanmargam
• Establish a Montessori unit at the Centre to create a pre-school environment prior to education in mainstreaming

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Objective 2 : Rehabilitation of Parents and their Empowerment through

• Training programs
• Planning and Conducting Events
• Conducting Early Childhood Special Education Diploma course

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Objective 3 : Creating Awareness on the Importance of Prevention, Early Detection / Early Intervention through

• Dissemination of knowledge
• Effective media communication
• MNC website

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Objective 4 : Organize Outreach Programs through Government Schemes and in programs conducted for Special Schools

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Objective 5 : Create professionals in special education through

• Offering Accredited Courses offered by the Rehabilitation Council of India
• In house Refresher / Orientation courses to staff / parents

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Objective 6 : Moving forward - Preparing children with early intervention experiences, training them in developing skills towards their employability in their adult years, on an experimental basis.

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SOCIAL IMPACT OF EARLY INTERVENTION SERVICES (EIS)

Providing Early Intervention Services (EIS) for the habilitation of children with intellectual disabilities can have a significant and positive social impact on the individual child, family and society. Some of them are :

• Improved Quality of Life : EIS leads to improvements in the overall quality of life for children with intellectual disabilities. The therapies and educational support help children develop essential skills and abilities, improving their ability to communicate, socialize, and participate in daily activities.

• 114 children in 2020-2021 and 100 children in 2021-2022 enrolled in the program
• The EIS reinforced Positive Behavior in children, as the activities incorporated in the program meaningfully engaged the child throughout the day and most importantly with all the family members
• Regression of the child’s activities was avoided by continuous training given at home during COVID times.
• The online sessions improved Teacher-Child rapport as children got connected with their teachers through video calls which helped in sustaining the rapport already built.
• Teacher-Parent interaction enhanced as the online sessions created a platform for Parents to interact with teachers on a weekly basis. They clarified their doubts, shared the challenges faced, and sought professional guidance.
• Teachers became innovative and made use of the available smart phone technology to handle the classes effectively and share their knowledge to meet the needs of the child.

• Empowerment of Families : EIS not only benefit the child but also empowers families.

• Parents evolved as Special Educators and Therapists in delivering the programme to their child at home. This has built confidence in them, and they truly believe in the concept of being a carryover agent for their child.
• The training helped them better understand and meet their child's needs. This further aided in reducing stress and improved the well-being of the entire family.

• Inclusion and Social Integration : EIS promotes inclusion and social integration by helping children develop the necessary skills to interact with their peers and participate in community activities. This reduces the stigma associated with intellectual disabilities and promotes a more inclusive society.

• 28 children benefitted from the orthosis camp.
• 26 children availed UDID
• 10 got maintenance grant
• 63 children availed Niramaya insurance cards.

• Better Educational Outcomes : EIS leads to better educational outcomes for children with intellectual disabilities. By addressing developmental delays and providing tailored support, these children are more likely to succeed in school, potentially reducing the need for special education services later.
• Reduction in Behavioral Problems : EIS helps address behavioral problems associated with intellectual disabilities. By teaching coping strategies and providing appropriate therapies, the likelihood of challenging behaviors that can disrupt families and communities is largely reduced.
• Enhanced Social Cohesion : EIS fosters a sense of social cohesion and unity, as individuals with intellectual disabilities are more fully integrated into the fabric of society. It helps break down barriers and promotes the understanding that every individual has unique strengths and potential contributions to make.
• The following is an email received from Mr. B Ashok Kumar, father of Aadavan who was registered at MNC vide Registration number 2005393 on 14.4.2015. He was diagnosed with ADHD. He left the centre after a year’s training.

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SOCIAL IMPACT OF REHABILITATION OF PARENTS

• The rehabilitation of parents of children with intellectual disabilities can have a significant and positive social impact in various ways.
• Enhanced Family Well-being : When parents receive rehabilitation and support services, it can improve the overall well-being of the family. As parents become better equipped to understand and cope with their child's disability, family stress levels often decrease, and family dynamics can improve. About 200 parents were empowered to teach / train their children at home through the 24 hour on line program for over a year. They showed remarkable understanding of the skills, immense patience and the tenacity to help their children come what may.
• Improved Parent-Child Relationships : Rehabilitation helps parents develop better communication and relationship-building skills with their children. This can lead to stronger bonds and a more supportive family environment, which is essential for the child's overall development.
• Reduction in Parental Isolation : Raising a child with an intellectual disability can be isolating for parents. Rehabilitation programs often provide opportunities for parents to connect with others facing similar challenges, reducing feelings of isolation and providing emotional support. 96% of the parents appreciated the parent’s group at MNC which was helpful and supportive.
• Reduced Stigma : Rehabilitation programs help reduce the stigma associated with intellectual disabilities. As parents gain knowledge and confidence in advocating for their children, they can help educate their communities and challenge stereotypes and misconceptions.
• Community Inclusion : When parents are empowered through rehabilitation, they are more likely to advocate for the inclusion of their children in mainstream schools and community activities. This can lead to greater acceptance and integration of individuals with intellectual disabilities in society. Dry rations were provided to over 100 families at a time when their finances were almost dried up or very low due to lack of work.
• Advocacy and Awareness : Parents who undergo rehabilitation may become advocates for the rights and needs of individuals with intellectual disabilities. They can raise awareness about the challenges faced by their children and work towards creating a more inclusive and supportive society.
• Employment and Economic Impact : As parents gain skills and knowledge through rehabilitation programs, they may also have the opportunity to improve their own employability and economic well-being. This can have a positive ripple effect on the family's financial stability and overall quality of life.
• Long-Term Independence for the Child : When parents receive rehabilitation and support, they can better plan for their child's future and work towards building a support network that will be beneficial throughout the child's life. This can help ensure a smoother transition to adulthood and greater independence for the child.
• Policy and Systemic Changes : As parents become more informed and empowered, they may also engage in advocacy efforts to influence policies and systems related to disability services and inclusion. Their collective efforts can lead to systemic changes that benefit not only their own children but also the broader community.

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SOCIAL IMPACT OF OBJECTIVES 2 AND 3

• Providing awareness on early intervention services for children with intellectual disabilities contributes to the overall well-being and cohesion of the community. When society invests in early intervention services, it sends a message of inclusion and support for all its members. This can foster a sense of social cohesion and unity, as individuals with intellectual disabilities are more fully integrated into the fabric of society.
• The awareness of early intervention programs and their success can lead to greater support for inclusive policies and legislation that protect the rights and well-being of individuals with intellectual disabilities. This can have a broader impact on society by promoting equity and social justice.

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SOCIAL IMPACT OF OBJECTIVE 5 - CREATING PROFESSIONALS IN SPECIAL EDUCATION

• Creating professionals in special education : is essential for building a more inclusive, empathetic, and productive society. It not only directly benefits individuals with disabilities but also contributes to a more harmonious and forward-thinking community. These professionals have a significant and positive social impact in various ways :
• Empowering Individuals with Disabilities : Through tailored education plans and support, special education professionals empower individuals with disabilities to reach their full potential. This leads to increased independence, self-confidence, and overall well-being for them.
• Parent and Family Support : Special education professionals often work closely with families. They provide resources, guidance, and emotional support, which improve the overall well-being of families with individuals who have special needs.
• Improved Quality of Life : Special education professionals help individuals with disabilities acquire essential life skills, leading to an improved quality of life. This includes skills related to communication, self-care, socialization, and vocational training.
• Reducing Stigma and Discrimination : Well-trained special education professionals help reduce the stigma associated with disabilities. They can educate communities, parents, and students about different abilities and foster a more inclusive and accepting society.
• Enhanced Employment Opportunities :Special education professionals can collaborate with vocational programs and employers to create opportunities for individuals with disabilities to enter the workforce. This not only benefits the individuals but also contributes to a more inclusive job market.
• Inclusive Education : Special education professionals play a crucial role in promoting inclusive education. By equipping educators with specialized skills and knowledge, more students with diverse needs would be included in mainstream classrooms. This fosters a sense of belonging and acceptance among all students.
• Advocacy and Policy Influence :Trained professionals in special education often become advocates for policies that benefit individuals with disabilities. They can influence educational and societal systems to become more inclusive and accommodating.
• Breaking the Cycle of Exclusion : Effective special education professionals can identify and address early signs of learning difficulties. This early intervention can prevent students from falling behind or being marginalized, potentially breaking the cycle of exclusion.
• Promoting Social Cohesion : Inclusive education environments encourage interaction and understanding between students of all abilities. This fosters empathy, tolerance, and respect, leading to a more cohesive and harmonious society. A society that values and supports individuals with disabilities reaps long-term benefits. It promotes diversity, innovation, and a sense of community responsibility.
• Research and Innovation :Trained professionals in special education often engage in research and development of innovative strategies and technologies to better support individuals with disabilities. This can lead to advancements that benefit a broader range of people.

Social Audit Book 2020-2022