jan+2012+jssw
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Only indexed journal from India for SCHOOL SOCIAL WORKERS read by 5000= in the group mail and a readership of 15000 largest for any professional journals in India.Focus: CBR for Children. HSE: Rayadurgam Narasimham a rehabilitation professional attached with RCITRANSCRIPT
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
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JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
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atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
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EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
01
No
te: V
iews expressed by the contributors are not necessarily the official view
of the Journal.
Hony. Special Editor:
Dr R
ayad
urg
am
Nara
simh
am
,
Co
nsu
ltant (V
ocatio
nal R
ehab
and
Livelih
oo
d P
rog
ramm
es),Ch
enn
ai
Volu
me V
III Issue 0
8 C
on
tents J
an
uary
20
12
Pa
ge
A N
ation
al Sch
oo
l So
cial Wo
rk m
on
thly
ded
icated to
netw
ork
ing
of p
arents an
d teach
ers.
Pric
e R
s 20.0
0
Jou
rnal o
fIS
SN
: 0976-3759
Sch
ool S
ocia
l Wo
rk
Journal of School Social Work,
8 (N
ew 1
4), S
ridev
i Co
lon
y, Sev
enth
Aven
ue,
Ash
ok
Nagar, C
hen
na
i 60
0 0
83
Mo
bile: 9
8406 0
2325 E
-mail: jssw
.ind
ia@
gm
ail.co
m an
d P
J.N
aid
u@
yah
oo.in
Focu
s: CB
R fo
r Ch
ildren
Ed
itorial
CB
R – A
n E
xercise in R
ealism
CB
R fo
r Slo
w L
earners – Teach
ers’ Ro
le
CB
R fo
r the H
earing
Imp
aired C
hild
ren
CB
R fo
r Effective L
iving
An
Overview
of C
BR
in C
hild
ren w
ith M
ental Illn
ess
Co
mm
un
ity Rad
io fo
r Ad
olescen
t Welfare
Dr R
ayadu
rgam
Narasim
ham
02
Pro
f Visvesvaran
P K
03 - 05
Nireeksh
an S
ing
h G
ow
gi S
K and G
uru
prasad
a Rao
S R
06- 11
Dr A
mu
thavalli T
G 12- 14
Dr U
sha R
ani M
and So
ph
ia Meslin
a P 15- 18
Dr N
agarajaiah
, Sh
ireesh S
Sh
ind
e and Joth
iman
i 19- 25
Man
oj B
abu
G S
and Vasan
thaku
mari P
27- 32
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bscrip
tion
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m: To
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e sub
scriptio
n D
epartm
ent
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RN
AL
OF
SC
HO
OL
SO
CIA
L W
OR
K
14 (Old 8) S
ridevi Colony, 7th A
venue,
Ashok N
agar, Chennai 600083.
Sir,
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Date:
Place:
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
Rs 3600 (P
atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
02 Editorial
Th
e g
en
era
l pe
rcep
tion
ab
ou
t
CB
R
(Co
mm
un
ity B
ase
d
Rehabilitation) is that it is a quick,
che
ap
an
d e
piso
dic d
istribu
tion
of
som
e a
pp
lian
ces fo
r pe
rson
s with
disabilities (PW
D). C
BR
in simple
terms has to do w
ith the delivery of
prim
ary re
ha
bilita
tion
service
s to
people in their own com
munities. T
he
com
ple
xity of C
BR
is the
curre
nt
concept that the programm
es should
be multi-sectoral.
The children in rural areas face
seve
ral co
nstra
ints in
acce
ssing
education. It is more so for those w
ith
disabilities. Helping them
involves
crea
tion
o
f a
wa
ren
ess
in
the
comm
unity by identifying leaders and
recruiting volunteers. They ought to
be trained by professionals to identify
an
d d
elive
r reh
ab
ilitatio
n se
rvices
effe
ctively in
the
com
mu
nity. A
s
Vo
lun
tee
rs g
ain
e
xpe
rtise
in
managing 70%
of disability problems,
they will realise that the rest need
institutional care.
Another im
portant problem is the
high illiteracy level of PW
D at as m
uch
as 8
0.2
% (7
3.9
% to
97
.2%
for
different disabilities). A com
munity
of school teachers can help this group
of dropouts to acquire a reasonable
living
thro
ug
h C
om
mu
nity B
ase
d
Vocational T
raining (CB
VT
).
Th
e H
SE
ha
d d
eve
lop
ed
the
concept while w
orking in Ahm
edabad
at Pirana in 1989. A
survey after one
year of training, revealed that over
83% of those trained w
ere earning
wh
ile
Vo
catio
na
l R
eh
ab
ilitatio
n
Centres for the H
andicapped (Govt.
of India) could reach out to only 31%
of th
eir clie
nts a
nd
the
Sp
ecia
l
Em
ployment E
xchanges, a paltry 1 to
2% registered w
ith them.
The aim
of CB
R should be to help
children through appropriate teaching
methodlogies in schools and organize
CB
VT
programm
es and services for
those out of school. Education is not
a constraint, but accessing it is.
Com
mu
nity
Based
Reh
ab
ilitatio
n (C
BR
) for C
hild
ren
Am
antramaksharam
Nasti;
Nasti M
oolamanaushadham
:
Ayogyoh P
urusho Nasti:
Yojakastatra Durlabhaha
Every letter a M
antra;
Every ro
ot a m
edicin
e;
No
perso
n is to
tally useless;
User is alw
ays hard
to fin
d!
03
Intro
du
ction
:
In the olden days, professionals
use
d to
talk a
bo
ut d
om
iciliary
treatment, m
eaning that for certain
chro
nic
dise
ase
s, p
rolo
ng
ed
hospitalization was not the answ
er
but the sufferer could be treated as
an out-patient. CB
R, is, in a w
ay, a
modified version of the dom
iciliary
approach.
Pro
of o
f the p
ud
din
g:
Few
write-ups on C
BR
currently
ava
ilab
le
reve
als
h
ow
m
an
y
diffe
ren
tly ab
led
pe
rson
s ha
ve
actually benefitted from this effort by
way of rehabilitation in its true sense,
na
me
ly re
stora
tion
(o
f th
e
handicapped) to the fullest physical,
me
nta
l, so
cial
an
d
eco
no
mic
use
fuln
ess
of
wh
ich
the
y a
re
cap
ab
le
(Ha
milto
n
1
95
0,
paraphrased). Non-availability of
such data is astonishing because
atte
ntio
n h
as re
pe
ate
dly b
ee
n
focused on this idea in the absence
of h
ard
da
ta to
sub
stan
tiate
an
d
support it.
Wh
y com
mu
nity-b
ased:
One reason is for rehabilitation
CB
R –
An
Exercise in
Rea
lismV
isvesv
ara
n P
K*
*V
isvesv
ara
n P
K, E
dito
rial Co
nsu
ltant, JS
SW
.
be
ing
com
mu
nity-b
ase
d th
at th
e
diffe
ren
tly ab
led
pe
rson
do
es n
ot
ha
ve to
be
institu
tion
alize
d a
nd
separated from his or her fam
ily. In
CB
R,
fam
ily su
pp
ort
will
be
continuously available to the subject.
Se
con
dly, th
e lo
cally a
vaila
ble
resources like the VR
C (V
ocational
Rehabilitation C
entre) and the DR
C
(District R
ehabilitation Centre) and
the
re
gio
na
l tra
inin
g
an
d
employm
ent agencies can be fully
utilized. Com
munity’s involvem
ent
in th
e re
ha
bilita
tion
is rep
ea
ted
ly
being stressed under this scheme.
Th
e com
mu
nity’s ro
le:
As
a
re
sult
of
the
7
3rd
am
en
dm
en
t (19
92
) of th
e In
dia
n
Co
nstitu
tion
the
villag
e co
un
cils
came to be em
powered to undertake
and carry out inter alia the following
responsibilities.
Poverty A
lleviation Program
me,
Ed
uca
tion
, Tra
inin
g, V
oca
tion
al
Education, N
on-formal E
ducation,
He
alth
an
d S
an
itatio
n, F
am
ily
We
lfare
, W
om
en
a
nd
C
hild
De
velo
pm
en
t, S
ocia
l W
elfa
re
inclu
din
g
We
lfare
o
f th
e
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
Rs 3600 (P
atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
04
ma
y be
po
inte
d o
ut th
at n
o o
ne
reco
mm
en
ds co
mm
un
ity-ba
sed
em
plo
yme
nt fo
r the
ab
le-b
od
ied
.
Th
ey
are
e
xpe
cted
to
se
ek
opportunities in all possible places
in the same S
tate or beyond, and
even outside their country of origin.
Thus, the very fact that C
BR
has
gained wide currency w
ith special
reference to the handicapped is an
ind
icatio
n
tha
t it
is th
e
mo
st
desirable, if not the only possible way
to help them.
Co
nclu
sion
:
Thus C
BR
is a necessity rather
than being a virtue, especially in the
case of the physically and mentally
challenged. To make it successful
at least two things are absolutely
ne
cessa
ry. T
he
lo
cal
self-
government in the villages should
start various facilities for the training
an
d h
ab
ilitatio
n o
f the
me
nta
lly
challenged and for the rehabilitation
of th
e p
hysica
lly disa
ble
d a
nd
handicapped.
This calls for the availability of
adequate funds for the village bodies
in the first place. Som
ething more
is called for, besides. That is the
sense of pride that every comm
unity
must acquire in extending a helping
Ha
nd
icap
pe
d
an
d
Me
nta
lly
Retarded.
Therefore, it becom
es incumbent
on
the
Pa
nch
aya
ts to e
stab
lish
suitable institutions and facilities for
the handicapped adults and children
living
with
in th
eir ju
risdictio
n. It
would be interesting and instructive
to find out how m
any Panchayats
have done this.
No
t cho
ice-based
:
From
another perspective, CB
R
is not a matter of choice either for
the
a
dm
inistra
tors
or
for
the
physically and mentally challenged
clients, but is the one by possibility
in most cases. T
he present writer
has a relative, a young man w
ho is
visually challenged and has a PG
Degree to boast, along w
ith a gold
medal aw
arded for his proficiency in
the subject of his specialization. He
is currently employed as a school
teacher in the same city in w
hich he
wa
s bo
rn, b
rou
gh
t up
an
d w
as
educated. He is m
arried and lives
with his parents. H
e will find it very
difficult to move out of the city to seek
a job elsewhere. H
is is a saga of
com
mu
nity-b
ase
d
em
plo
yme
nt
against all odds.
From
yet another perspective, it
05
helping hand to the most vulnerable
sections of its populace.
The right attitude for people to
adopt is: “The vulnerable are one
amongst us. W
e will not leave them
wanting.” A
nd, let the TIN
A factor be
rem
em
be
red
: T
he
re
Is N
o
Alternative.
Refe
ren
ces:
Bak
shi, P
M (2
01
0): T
he C
on
stitutio
n o
f Ind
ia, N
ew D
elhi: U
niv
ersal p.3
90
Ham
ilton
, Ken
neth
W (1
95
0): C
ou
nsellin
g th
e Han
dicap
ped
in th
e Reh
abilitatio
n
Pro
cess, NY
: Th
e Ro
nald
Press.
Most of the habilitation services for
the
m
en
tally
cha
llen
ge
d
are
concentrated in the urban areas. 75%
of the population of the country lives in
the
rura
l are
as a
nd
pra
ctically n
o
service exists for the habilitation of the
rural disabled. Governm
ent and NG
Os
have realized the importance of taking
the
service
s to th
e ru
ral d
isab
led
people.
CB
R is a system
atic approach to
help disabled persons within their ow
n
com
mu
nity, m
akin
g th
e b
est u
se o
f
loca
l re
sou
rces
an
d
he
lpin
g
the
comm
unity to become aw
are of their
resp
on
sibility in
this re
ga
rd. T
he
resp
on
sibility is a
lso g
iven
to th
e
disabled themselves as they are part
of the comm
unity. The aim
is to provide
services from w
ithin and with the active
involvement of the com
munity, fam
ily
an
d th
e lo
cal a
dm
inistra
tion
. Th
is
ap
pro
ach
is
clien
t-cen
tere
d
an
d
services are provided for the felt needs
of the individual.
The thrust of C
BR
approach lies in
simp
lifying
the
tech
no
log
y an
d skills
which can m
eet the needs of the rural
po
pu
latio
n w
ith d
isab
ility an
d th
eir
fam
ilies. C
BR
pro
gra
mm
e u
tilizes
existin
g
reso
urce
s w
ithin
th
e
comm
unity and establishes a network
of those resources so as to reduce the
operational cost.
Th
e fo
rma
l an
d co
mp
reh
en
sive
CB
R services started w
ith the initiation
of District R
ehabilitation Centre (D
RC
)
by the Governm
ent of India in the year
1985 and the new schem
e of National
Re
ha
bilita
tion
pro
gra
mm
e fo
r the
disa
ble
d in
the
yea
r 19
94
-95
. It
pro
vide
s se
rvices
of
scree
nin
g,
de
tectio
n,
asse
ssme
nt,
train
ing
,
managem
ent, care, vocational training
an
d jo
b p
lace
me
nt to
pe
rson
s with
disabilities at the grass root level.
Com
mu
nity
Based
Reh
ab
ilitatio
n (C
BR
)
So
urc
e:
Dip
lom
a in S
pecial E
ducatio
n, P
aper 4
, (p. 4
2), N
ational In
stitute fo
r the M
entally
Han
dicap
ped
, Secu
nd
erabad
. (Year n
ot stated
.)
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
Rs 3600 (P
atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
06
Intro
du
ction
:
A ch
ild h
as n
atu
ral a
bility to
develop informal learning from
the
socie
ty w
hich
p
rovid
es
am
ple
opportunities to every child to learn.
But in case of form
al learning, a child
sho
uld
ge
t en
rolle
d itse
lf to th
e
school and the schools provide all
other material things to children to
lea
rn. G
ove
rnm
en
t ha
s be
en
spending a huge amount of m
oney
on education. According to W
orld
Bank R
eport (Secondary E
ducation
in India) estimation alm
ost 50 million
stud
en
ts go
to sch
oo
ls (low
er
secondary and senior secondary) in
2009-10 and World B
ank projections
suggest that an increase in absolute
de
ma
nd
for se
con
da
ry ed
uca
tion
between 2007/08 and 2017/18 of
around 17 million students per year,
with total enrollm
ent growing from
40
to 57 million students.
On the other hand, according to
Annual S
tatus of Education R
eport,
(2010), nationally, there is not much
change in reading levels of children
as compared to 2009 status. O
nly
53.4% children in standard 5 can
read a standard 2 level text. This
suggests that even after five years
of education in school, close to half
of all children are not even at the
leve
l exp
ecte
d o
f the
m a
fter tw
o
years in school. There is a decline
in ability to do basic mathem
atics.
This decrease of a few
percentage
points is visible across all classes.
Th
e
pro
po
rtion
o
f ch
ildre
n
in
stan
da
rd five
wh
o ca
n d
o sim
ple
divisio
n p
rob
lem
s pe
rtain
ing
to
standard five has dropped from 38%
in 2009 to 35.9% in 2010 (P
ratham
Resource C
entre, 2011).
Here, one should rem
ember that
child
’s u
nd
ersta
nd
ing
a
lwa
ys
depends on its ability to receive the
stimulus. W
hile some children are
CB
R fo
r Slo
w L
earn
ers –
Tea
chers’ R
ole
Nireek
shan
Sin
gh
Gow
gi S
K*
Gu
rupra
sada R
ao S
R**
*N
ireek
sha
n S
ing
h G
ow
gi S
K, A
ssistant P
rofesso
r, DO
S in
So
cial Wo
rk, P
oo
ja
Bh
agav
at Mem
orial M
ahajan
a PG
Cen
tre, My
sore.
**G
uru
pra
sad
a R
ao
S R
, Assistan
t Pro
fessor, D
OS
in B
usin
ess Ad
min
istration
,
Po
oja B
hag
avat M
emo
rial Mah
ajana P
G C
entre, M
yso
re.
07
quick to understand, some m
aybe
slow. In other w
ords some children
may take tim
e to understand. These
children are generally known as slow
learners.
Th
ou
gh
ma
ny te
rms su
ch a
s
bo
rde
rline
, du
ll, du
ll-no
rma
l, du
ll-
ave
rag
e, lo
w a
chie
vers, m
ildly
me
nta
lly ha
nd
icap
pe
d, m
arg
ina
l
learners, gray-area children, at risk,
and kids who fall through the cracks
are being used interchangeably over
yea
rs (Da
sh, 2
01
0) o
the
rs ha
ve
use
d
diffe
ren
t te
rms
na
me
ly,
un
de
rach
ieve
rs, disa
dva
nta
ge
d
stud
en
ts (O’N
eil, 2
00
1), the
term
slow
lea
rne
r is mo
re a
pp
rop
riate
from
the
socia
l an
d e
du
catio
na
l
perspective (Kaznow
ski, 2004).
The follow
ing table reveals the
severity of learning disability and IQ
levels.
Severity o
f Learn
ing
Disab
ilities and
IQ L
evel
Level o
f learnin
g
disab
ility
Norm
al
Mild
Moderate
Severe
Profound
Co
rres
po
nd
ing
IQ level
70 or above
50–69
35–49
20–34
Less than 20
Ap
pro
ximate m
ental
age in
years
12 or older
9–12
6–9
3–6
Under 3 years
(Source: V
ahabzadeh, Arshya B
N; D
elaffon, Vijay; A
bbas, Mizrab; B
iswas,
Asit B
: Severe Learning D
isability, InnovAit, 2011, 4(2), 91-97)
Meth
od
olo
gy:
In this study, the investigators
with the follow
ing objectives made an
attempt to explore the perception of
teachers’ role in counselling the slow
lea
rne
rs in G
ove
rnm
en
t prim
ary
school and private aided schools:
1.To
kno
w th
e p
erce
ptio
n o
f
tea
che
rs tow
ard
s the
ne
ed
for
counselling for slow learners.
2.To com
pare the Governm
ent
primary schools w
ith private aided
school teachers’ perception of their
role in counselling the slow learners.
To fulfill the above objectives, the
inve
stiga
tors h
ave
ad
min
istere
d a
qu
estio
nn
aire
wh
ich co
nta
ins 11
questions. This questionnaire had
be
en
p
rep
are
d
ba
sed
o
n
fou
r
pa
ram
ete
rs, th
at
is, Te
ach
er-
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012
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012
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bscrip
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atron
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T to (U
se the form in page 01)
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RN
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F S
CH
OO
L SO
CIA
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IDE
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08 Orie
nte
d
Ro
le
(TO
R-F
ou
r
Questions), F
acilitator-Oriented R
ole
(FO
R-F
our Questions), P
roblems of
Slow
Learners (PS
L-Two questions),
an
d S
ub
ject d
ifficulty fo
r Slo
w
Le
arn
ers
(On
e
Qu
estio
n).
Th
e
questionnaire is prepared on the lines
of the instrument evolved by Lee and
Ng
(20
09
). To
acco
mp
lish th
e
pro
po
sed
stud
y, the
inve
stiga
tors
ha
ve
visited
4
5
scho
ols
an
d
administered the questionnaire on
100 primary school teachers of w
hom
65
are
from
Go
vern
me
nt p
rima
ry
schools and 35 are from private aided
scho
ols. T
he
tea
che
rs sele
cted
randomly. T
he data were tabulated
for analysis.
An
alysis:
The purpose of the study is to
analyze the perception of teachers’
role in counselling the slow learners
in primary schools. To accom
plish
the
p
urp
ose
o
f th
e
stud
y, th
e
inve
stiga
tors h
ave
colle
cted
the
req
uisite
da
ta fo
rm o
ne
hu
nd
red
primary school teachers of M
ysore
(Urban) Z
one.
Of the 100 teachers, 65 belong to
government schools and 35 belong
to private aided schools. Of 100, 15
are male teachers and 85 are fem
ale
teachers. The sam
ple comprises of
15
tea
che
rs be
lon
gin
g to
sma
ll
schools (schools with 1 - 3 teachers),
31
tea
che
rs to m
ed
ium
scho
ols
(schools with 4 - 6 teachers), 35 to
larg
e sch
oo
ls (scho
ols w
ith 7
- 9
teachers) and 19 teachers to very
large school (schools having more
than 10 teachers).
To fulfill the objectives of the study,
the following statistical hypotheses
we
re
fram
ed
a
nd
te
sted
subsequently.
H1
: Th
e p
erce
ptio
n o
f tea
che
rs
towards need of counselling for
slow
le
arn
ers
is u
nifo
rmly
distributed.
H2
: Th
ere
is no
diffe
ren
ce in
perception of male teachers and
female teachers.
H3
: Th
ere
is no
diffe
ren
ce in
perception of government school
teachers and private aided school
teachers.
H4
: Th
ere
is no
diffe
ren
ce in
perception of teachers belonging
to different types of schools.
To
te
st H
1,
no
rm
tab
le
is
constructed with three sigm
a concept
among governm
ent school teachers
and private aided school teachers
and tested accordingly.
09
Table 1
Level o
f Percep
tion
of Teach
ers abo
ut
Overall A
spects o
f Slo
w L
earners
Minim
um value: 14; M
aximum
value: 115; Mean=
90.57; SD
=11.2
Class
52-68
69-79
80-101
102-115
Level
Poor
Below
average
Average
Above average
Freq
uen
cy
3107314
Percen
t
3107314
Calculated x
2 value=125.36 Table X
2 value=7.81
Since the p-value w
as greater
than 0.05, the test was not significant
at 0
.05
leve
l an
d th
ere
wa
s no
sign
ifican
t me
an
diffe
ren
ce in
perception of teachers about overall
asp
ects o
f slow
lea
rne
rs am
on
g
male and fem
ale school teachers.
Hence, the investigator concluded
that there is no significant difference
in the perception towards the need
of counselling of slow learners on the
basis of gender of the teacher.
Table 2
Gen
der C
lassification
Gen
der
Male
Fem
ale
N1585
Mean
86.93
91.21
S.D
.
9.051
11.461
t-value
1.370
Sig
. (2-tailed)
.174
Since the calculated chi-square
value is greater than table value, the
test was significant at 0.01 levels of
significance, that is, the perception
of te
ach
ers to
wa
rds th
e n
ee
d o
f
counselling for slow learners is not
uniformly distributed, and of the one
hu
nd
red
tea
che
rs, 87
tea
che
rs’
perception about overall aspects of
slow learners is average and above
and only 13 teachers’ perception is
be
low
ave
rag
e a
nd
po
or. T
he
investigators, thereby, conclude that
most of the teachers (87%
) have
ag
ree
d th
at th
ere
is a n
ee
d o
f
counselling for slow learners.
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012
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uary 2
012
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tion
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atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
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Since the p-value is greater than
0.05, the test was not significant at
0.05 levels that there is no significant
me
an
diffe
ren
ce in
pe
rcep
tion
of
teachers about overall aspects of
slow learners am
ong government Tab
le 3
Percep
tion
of Teach
ers Acco
rdin
g to
Types o
f Sch
oo
ls
Type o
f scho
ol
Governm
ent
Private
N6535
Mean
90.05
91.54
S.D
.
12.432
8.528
t-value
.636
Sig
. (2-tailed)
.527
Table 4
Classificatio
n o
f Sch
oo
ls and
Percep
tion
of Teach
ers
Classificatio
n o
f scho
ol
Sm
all schools
Medium
schools
Large schools
Very large schools
Total
N15313519
100
Mean
86.00
86.48
94.14
94.26
90.57
S.D
.
8.062
11.809
11.202
9.182
11.198
and private aided school teachers.
Hence, the investigators concluded
tha
t th
ere
w
as
no
sig
nifica
nt
difference in the perception towards
the
ne
ed
of co
un
sellin
g fo
r slow
learners.
So
urce o
f
variation
Betw
een Groups
Within G
roups
Total
Su
m o
f
Sq
uares
1536.798
10877.712
12414.510
Deg
rees of
freedo
m
39699
Mean
Sq
uare
512.266
113.309
F
4.521
Sig
.
.005
Since the p-value w
as less than
0.05, the test was significant at 0.05
level and there was significant m
ean
difference in perception of teachers
ab
ou
t ove
rall a
spe
cts of slo
w
learners among four different types
of schools. Post hoc test indicated
that there exists significant mean
diffe
ren
ce
be
twe
en
th
e
sma
ll,
medium
size school teachers’ and
larg
e
size
scho
ol
tea
che
rs’
perception of their role in identifying
problems of slow
learners.
He
nce
, th
e
inve
stiga
tors
11
con
clud
e th
at th
e te
ach
ers fro
m
large size schools are more w
illing
to id
en
tify the
pro
ble
ms o
f slow
learning students than those from
small and m
edium size schools.
Fin
din
gs:
Fro
m
the
a
bo
ve
statistica
l
analysis, the following findings w
ere
listed:
àIrre
spe
ctive o
f ge
nd
er, typ
e
and classification of school, the
teachers admitted that they have
a role to play in counselling the
slow learners.
àIrre
spe
ctive o
f ge
nd
er a
nd
type
of sch
oo
l, the
re e
xists a
sign
ifican
t m
ea
n
diffe
ren
ce
between the sm
all, medium
size
school teachers and large size
school teachers’ perception about
the teachers’ role in identifying
problems of slow
learners.
Co
nclu
sion
:
To
lo
ok
into
th
e
asp
ect
of
pe
rcep
tion
of te
ach
ers’ ro
le in
ide
ntifyin
g o
f pro
ble
ms o
f slow
learners, the investigators collected
the
in
form
atio
n
from
th
e
on
e
hundred school teachers of Mysore
city b
y a
dm
iniste
ring
a
questionnaire. From
the analysis
carrie
d
ou
t, th
e
inve
stiga
tors
conclude that irrespective of gender,
type and classifications of school,
the
te
ach
ers
ad
mitte
d
tha
t
cou
nse
lling
ha
s a ro
le to
pla
y in
helping the slow learners; and the
larg
e size
scho
ol te
ach
ers a
re
ha
ving
mo
re in
clina
tion
tow
ard
s
ide
ntifyin
g th
e p
rob
lem
s of slo
w
lea
rne
rs tha
n th
at o
f sma
ll an
d
medium
size school teachers.R
eferences:
Dash
, Mitu
(20
10
): Ed
ucatin
g th
e S
low
Learn
ers: S
co
pe fo
r Inte
rven
tion
s,
Ed
uca
tion
al Q
uest, 2
01
0, 1
(1), 9
9-1
02
.
Kazn
ow
ski, K
imb
erly
(20
04
): Slo
w L
earn
ers: A
re E
du
cato
rs Leav
ing
Th
em
Beh
ind
?, NA
SS
P B
ulletin
, 20
04
, 88
(64
1), 3
1-4
5.
Lee, W
inn
ie and
Ng
, Sarah
(20
09
): Red
ucin
g S
tud
ent R
eticence th
rou
gh
Teach
er
Interactio
n S
trategy, E
LT
Jou
rna
l, 20
09
, 64
(3), 3
02
-31
3.
O’N
eil, Barb
ara (20
01
): Imp
rov
ing
Learn
ing
for U
nd
erachiev
ers, Th
e Clea
ring
Ho
use, 2
00
1, 7
4(5
), 23
6-2
37
.
Prath
am R
esource C
entre(2
011): A
nnual S
tatus o
f Educatio
n R
eport (R
ural) 2
010,
Prath
am R
esou
rce Cen
tre, Mu
mb
ai, 20
11
, p. 5
1.
Vah
abzad
eh, A
rshy
a B N
; Delaffo
n, V
ijay; A
bb
as, Mizrab
; Bisw
as, Asit B
(20
11
):
Sev
ere Learn
ing
Disab
ility, Inn
ovA
it, 20
11
, 4(2
), 91
-97
.
ww
w.w
orld
ban
k.o
rg.in
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D/ N
EF
T to (U
se the form in page 01)
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RN
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F S
CH
OO
L SO
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RK
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IDE
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OLO
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agar, CH
EN
NA
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Intro
du
ction
:
Com
munity based rehabilitation
(CB
R) for the disabled has been in
vogue for some tim
e now. In the last
few years how
ever, development and
changes have been significant and
CB
R is u
nd
ersto
od
in a
vastly
different manner from
what it w
as in
the initial years. With reference to
the
he
arin
g im
pa
ired
po
pu
latio
n,
tho
ug
h re
ha
bilita
tion
service
s are
found in the metropolitan cities and
many of the sm
all and big towns in
India, CB
R is a boon for those living
in densely populated rural areas.
Ob
jectives of C
BR
:
Th
e C
BR
ap
pro
ach
sho
uld
be
planned and implem
ented in such a
manner as to achieve the follow
ing
objectives for the hearing impaired:
àTo enable them
to remain w
ithin
the fold of their family.
àTo m
ake comm
unity accept the
child as a rightful mem
ber
àTo prepare them
vocationally to
be
com
e
self-su
fficien
t a
nd
financially independent later as an
adult.
CB
R fo
r the H
earin
g Im
paired
Ch
ildren
Am
uth
ava
lli T G
**
Dr A
mu
thava
lli, T G
, Asso
ciate Pro
fessor, D
epartm
ent o
f Educatio
n, S
.P. Mah
ila
Visv
avid
yalay
am, T
irup
ati
àTo
crea
te a
wa
ren
ess in
the
comm
unity, about the existence of
services, need for rehabilitation
and about their potentials.
àTo prom
ote local organizational
set up to supervise, monitor and
regulate the services for them.
àTo
train
the
gra
ss-roo
t leve
l
workers, for proper C
BR
.
àTo rehabilitate the child in such
a manner that the fam
ily is the
main supporter in the com
munity
setting
àTo involve the com
munity at all
levels in the rehabilitation
àT
o
pla
n
a
cost-e
ffective
rehabilitation programm
e
àT
o
pro
vide
scre
en
ing
,
assessment and follow
-up.
àT
o
exe
cute
n
ee
d-b
ase
d
services to the child according to
his/h
er a
ge
, sex, ca
ste, fa
mily
background and experience.
àTo include a child in the general
stream of education by adm
itting
him to the village school for his
social inclusion and development
of his personality.
13
àTo
utilize
loca
l reso
urce
s for
preventing the preventable and
curin
g
the
cu
rab
le
he
arin
g
impairm
ent.
àTo
pro
mo
te lo
cal n
etw
orkin
g
with m
edical centres, schools and
local government.
àTo identify them
and design an
ind
ividu
alize
d
instru
ction
al
programm
e.
àTo provide m
edical/ audiological
asse
ssme
nt,
train
ing
a
nd
intervention if necessary.
àTo train in com
munication skills
in reading and writing.
àTo
give
fam
ily cou
nse
lling
to
ensure inclusion in schools.
àTo give psychological support to
the child.
àT
o
pro
vide
co
mm
un
ity
awareness program
mes.
àT
o
en
sure
n
ee
d-b
ase
d
vocational training and placement.
àTo tap N
GO
and government
support for the service.
àTo provide referral and follow
-
up services.
Prin
ciples o
f CB
R:
à To
inte
gra
te th
e h
ea
ring
impaired child into the society.
à To
me
et th
e n
ee
ds o
f the
he
arin
g
imp
aire
d
with
comprehensive interventions.
àTo encourage innovative use of
local resources.
àTo change the negative attitude
of the comm
unity.
àT
o
be
co
st e
ffective
a
nd
resource effective.
àT
o
be
m
ore
fle
xible
a
nd
crea
tive, d
ep
en
din
g h
ea
vily on
ne
ed
s an
d re
sou
rces o
f the
comm
unity.
àT
o
pro
mo
te
com
mu
nity
pa
rticipa
tion
in
p
lan
nin
g,
de
velo
pin
g a
nd
mo
nito
ring
the
programm
e.
Hin
deran
ces to C
BR
:
àS
tructures and systems of the
socie
ty are
larg
ely a
mo
rph
ou
s.
àT
he
train
ing
give
n in
CB
R
becomes inadequate
àM
ultip
le a
nd
mu
lti-secto
ral
resources have to be co-ordinated
to function cohesively.
àA
cceptance in the comm
unity
occu
rs late
be
cau
se o
f loca
lly
adapted technology, less trained
pe
rson
ne
l, slow
resu
lts, low
literacy and superstitions.
àP
eople have to be organized
be
fore
colle
ctive a
ction
can
be
initia
ted
in
th
e
com
mu
nity.
àN
o
un
iversa
l m
od
els
are
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
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atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
14
available to easily replicate from
one setting.
àS
ocia
l, eco
no
mic, cu
ltura
l
ge
og
rap
hica
l a
nd
p
olitica
l
environment in som
e areas may
not yet be conducive to initiating
CB
R.
àIn
ad
eq
ua
te
pla
nn
ing
a
nd
development
àC
omm
unities resist changing
beliefs and practices in disability
and rehabilitation
àL
ack
of
infra
structu
re,
functioning institutions and social
organization in villages.
Co
nclu
sion
:
Sim
ilar to any other services to
hu
ma
nkin
d C
BR
for th
e h
ea
ring
impaired also has its ow
n objectives
principles and hindrances. The C
BR
for the hearing impaired child can
become a casualty unless great care
is taken to design a feasible and
rea
listic stra
teg
y b
ase
d
on
a
thorough understanding of deafness
an
d its im
plica
tion
s alo
ng
with
careful resource analysis and need
assessment.
Refe
ren
ces:
Pu
nan
a Dr.B
hu
shan
and
Raw
al Nan
din
i (YN
S): M
anu
al on
CB
R : N
ab. W
orli,
Mu
mb
ai – 4
00
02
5.
Train
ing
No
tes in C
BR
(20
01
): http
://ww
w/aifo
.it/eng
lish/ap
dj.h
tm.
Train
ing
no
tes in C
BR
(20
02
): A T
oo
l to A
ssist Train
ers for C
BR
20
02
http
://ww
w.aifo
.it/eng
lish/ap
dj.h
tm
John, P
rior (E
d) (1
996): E
ncy
cloped
ia of M
anag
emen
t Train
ing an
d D
evelo
pm
ent
Vl.3
, Jaico P
ub
lishin
g H
ou
se, New
Delh
i.
An
no
un
cemen
t
Paren
ts, teachers an
d p
rofessio
nals h
ave ap
pro
ached
us tim
e and ag
ain fo
r guid
ance an
d d
irection in
matters
that co
ncern
the w
elfare of stu
den
ts. We are th
ankfu
l to
them
for th
e confid
ence th
ey rep
ose in
us.
We receiv
e man
y su
ggestio
ns an
d reco
mm
endatio
ns
from
peo
ple
from
diffe
ren
t walk
s of life
– m
an
y
practical an
d so
me o
utrig
ht U
topian
. We h
ave started
implem
entin
g m
any o
f the p
ractical ones. ~
Ed.
15
Intro
du
ction
:
The purpose of educating a child
with a special need is to prepare him
for full participation in comm
unity life.
Therefore, from
the very start the
comm
unity should be involved in the
education of children with special
ne
ed
s. S
uch
co
mm
un
ity
pa
rticipa
tion
e
nsu
res
be
tter
acce
pta
nce
of th
eir n
ee
ds a
nd
potential for education, employm
ent
and social activities. The m
ain focus
in tra
inin
g p
erso
ns w
ith sp
ecia
l
ne
ed
s is
on
re
du
cing
th
eir
dependence on care givers and lead
them tow
ards independent living to
the extent possible. This is possible
with com
munity based rehabilitation
(CB
R).
CB
R–A
com
mu
nity strateg
y:
“Com
munity based rehabilitation
is a stra
teg
y with
in co
mm
un
ity,
development for the rehabilitation,
eq
ua
lizatio
n o
f op
po
rtun
ities a
nd
social integration of all people with
disa
bilitie
s. CB
R is im
ple
me
nte
d
thro
ug
h th
e co
mb
ine
d e
fforts o
f
disabled people themselves, their
families and com
munities, and the
ap
pro
pria
te h
ea
lth, e
du
catio
n,
vocational and social activities.”
Most of the habilitation services
for such children are concentrated
in th
e u
rba
n a
rea
s. 75
% o
f the
population of the country lives in rural
are
as a
nd
pra
ctically n
o su
ch
service
s e
xist th
ere
fo
r th
e
habilitation of the rural children with
special needs. So com
munity based
reh
ab
ilitatio
n
is a
syste
ma
tic
approach to help such children within
the
ir ow
n co
mm
un
ity ma
king
the
be
st use
of lo
cal re
sou
rces a
nd
helping the comm
unity to become
aware of their responsibility in this
reg
ard
. Th
e a
im is to
pro
vide
services from w
ithin and the active
involvement of the com
munity, fam
ily
an
d
loca
l a
dm
inistra
tion
. Th
is
ap
pro
ach
is clien
t cen
tere
d a
nd
service
s are
pro
vide
d fo
r the
felt
needs of the individual. CB
R aim
s
also
at tra
inin
g th
e m
idd
le le
vel
functionaries who in turn w
ill train the
CB
R fo
r Effectiv
e Liv
ing
Ush
a R
an
i M*
So
ph
ia M
eslina
P*
**
Ush
a R
an
i M, M
.A, M
.Ph
il, M.S
c, M
.Ph
il, M.A
, M.E
d, P
hD
, Lectu
rer in
Psy
cho
log
y, T V
S T
eacher T
rainin
g A
cadem
y.
**S
op
hia
Meslin
a P
, Prin
cipal, D
.T.E
d, T
V S
Teach
er Train
ing
Acad
emy
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RN
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grass root level workers, parents,
fam
ily me
mb
ers a
nd
oth
er ca
re
givers to manage and train persons
with specific difficulties.
The thrust of C
BR
approach lies
in sim
plifyin
g th
e te
chn
olo
gy a
nd
skills which can m
eet the needs of
the
rura
l po
pu
latio
n w
ith sp
ecia
l
ne
ed
s an
d th
eir fa
milie
s. CB
R
pro
gra
mm
e
utilize
s e
xisting
resources within the com
munity and
esta
blish
es n
et w
ork o
f the
se
reso
urce
s so a
s to re
du
ce th
e
operational cost.
Co
mm
un
ity map
pin
g:
This m
eans preparing a list of all
those resources in the comm
unity,
wh
ich ca
n h
elp
the
ed
uca
tion
of
children with children w
ith special
needs. The com
munity needs to take
a list of schools in their comm
unity
who are prepared to adm
it children
with special needs and w
hat support
services the school can provide for
such children. Peers w
ho would be
ab
le to
or w
illing
to e
scort su
ch
child
ren
sho
uld
be
ide
ntifie
d a
nd
provided for such children.
Ro
le of C
BR
wo
rker:
àC
rea
ting
aw
are
ne
ss am
on
g
pe
op
le a
bo
ut th
eir rig
hts a
nd
po
ssibilitie
s of im
pro
ving
the
ir
quality of life.
àE
ducate the comm
unity about
children with special needs.
àG
uide the parents to get the
required help.
àIn
volve
m
an
y p
are
nts
to
become m
embers.
àId
en
tify a co
mm
on
pla
ce to
meet periodically.
àH
elp mothers of such children
to feel that they are not alone with
their child, there are others to work
for the betterment of life of the
person.
àU
pdating the parents to avail
the government schem
es, trends
with the relevant details.
àT
rain
the
care
give
rs with
interesting therapies and use the
materials available at hom
e.
àM
obilize the resources within
the comm
unity, family and utilize
the
key m
em
be
rs like villa
ge
head, religious head, to influence
the
pu
blic to
form
self-h
elp
groups.
Mo
bilizin
g reso
urces:
Available com
munity resources
can
be
mo
bilize
d e
ffective
ly to
promote the education of children
with special disabilities. F
or example,
if a q
ua
lified
reso
urce
tea
che
r
is n
ee
de
d,
you
m
ay
ask
the
Panchayat P
resident or the Block
Developm
ent Officer m
ay be able to
pa
y or g
et th
rou
gh
con
verg
en
ce
some aids and appliances. W
e may
also locate a special school or an
alternative school to which a child
with a special need can go w
ithout
undergoing much ordeal. F
or this
purpose, we m
ay need to contact the
District E
ducation or Social W
elfare
Officer, w
ho can provide guidance
on the available resources.
Fo
rmin
g self–h
elp g
rou
ps:
In urban areas, to minim
ize the
bu
rde
n
of
the
tra
nsp
orta
tion
difficulties, car sharing is a comm
on
ph
en
om
en
on
. Sim
ilarly g
rou
p o
f
parents can get together and help
each other in some of the follow
ing
tasks.
àG
ettin
g a
dm
ission
for th
eir
wa
rds
in
the
n
eig
hb
ou
ring
schools.
àTa
king
turn
s to ta
ke a
few
child
ren
with
spe
cial n
ee
ds to
scho
ol e
very d
ay a
nd
brin
gin
g
them back.
àO
rganizing evening coaching
for these children.
àO
rga
nizin
g
ap
pro
pria
te
recreational activities.
Sp
ecial therap
ies:
Guidance and C
ounseling to the
fam
ily ab
ou
t acce
pta
nce
, spe
cial
education, AD
L skill training, regular
health check up, play therapy, early
intervention sessions, occupational
the
rap
y, eco
no
mic re
ha
bilita
tion
,
speech therapy, providing designed
and modified chairs and equipm
ent
to specially challenged children who
need them.
Health
:
Th
ere
is
a
ne
ed
to
cre
ate
awareness of the health services,
medical facilities for rural areas and
need to educate about basic care
and hygiene.
Ed
ucatio
n:
The aim
of Sarva S
iksha Abhiyan
(SS
A) is to provide education for all
inclu
din
g ch
ildre
n w
ith sp
ecia
l
needs, promote inclusive education,
pro
vide
su
pp
ort
service
a
nd
assessment in schools and provide
training for CB
R w
orkers on inclusive
ed
uca
tion
. Th
is ed
uca
tion
sho
uld
provide a platform for them
to involve
themselves in productive activities
with in turn reduces their problem
behaviors.
Co
nclu
sion
:
With the help of C
BR
workers w
e
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012
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012
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EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
19
Intro
du
ction
:
The W
orld Health O
rganization’s
(WH
O)
rep
ort
on
D
isab
ility
Prevention and R
ehabilitation can be
take
n a
s the
startin
g p
oin
t for
com
mu
nity-b
ase
d re
ha
bilita
tion
(CB
R). C
BR
wa
s pre
sen
ted
as a
pro
misin
g a
pp
roa
ch to
pro
vidin
g
rehabilitation services to people with
disabilities and chronic psychiatric
patients in general. It was based on
a th
oro
ug
h stu
dy o
f the
living
conditions and of the abilities and
ne
ed
s a
mo
ng
p
erso
ns
with
disabilities and chronic mentally ill
persons in the developing countries.
The C
BR
is a strategy that defined
a new entry point. A
ction to improve
the quality of life of these persons
would no longer be based in highly
specialized institutions away from
the mainstream
; it would be available
close to those who needed them
.
Co
mm
un
ity m
ob
ilizatio
n
wa
s
identified as important. C
hanging the
en
try p
oin
t a
lso
imp
lied
ve
ry
tho
rou
gh
cha
ng
es in
the
en
tire
traditional system, including existing
po
licies;
sup
po
rting
th
e
em
po
we
rme
nt o
f pe
rson
s with
disabilities and their organizations,
providing better opportunities, and
promoting their hum
an rights. Using
that entry point, each country should
develop its own culturally adapted
policies, plans, actions and services
in a future system based on needs
assessments, the availability of local
an
d n
atio
na
l reso
urce
s, an
d th
e
views of the stakeholders. P
roper
utilization of CB
R in children w
ith
me
nta
l illne
ss red
uce
s the
fam
ily
burden and improves their quality of
life.Imp
ortan
ce of C
BR
:
Mo
st of th
e ch
ildre
n w
ho
are
suffering from m
ental illness as well
as some of the chronic m
edically ill
An
Overv
iew o
f CB
R in
Ch
ildren
with
Men
tal Illn
essN
ag
ara
jaia
h*
Sh
ireesh S
Sh
inde*
*
Jo
thim
an
i**
**
Dr N
agara
jaia
h, A
dditio
nal P
rofesso
r, Dep
t of N
ursin
g, N
IMH
AN
S, B
angalo
re.
**S
hire
esh
S S
hin
dh
e, Staff N
urse, N
IMH
AN
S, B
ang
alore
**
*J
oth
ima
ni, C
linical In
structo
r, NIM
HA
NS
, Ban
galo
re
18 can
en
sure
the
se p
erso
ns w
ith
spe
cific difficu
lties a
vail o
f the
different services and facilities which
Refe
ren
ces:
Pan
dey
R S
and
Lal A
dv
ani (1
99
4): P
erspectiv
e in D
isability
Reh
abilitatio
n,
New
Delh
i: Vik
as Pu
blish
er
Dr. Ja
yan
thi N
ara
yan
(Ed
20
02
): A P
ractic
al M
an
ual o
n S
pecia
l Ed
ucatio
n
Pra
cticals a
nd
Tea
chin
g P
ractice in
Men
tal R
etard
atio
n.
MP
BO
U (2
00
1) C
ou
rses of stu
dy, B
.Ed
, Sp
ecial Ed
ucatio
n D
istance E
du
cation
Pro
gram
me, M
PB
OU
, Bh
op
al.
are
a
vaila
ble
to
o
the
r p
eo
ple
specifically for their functional and
social integration.
Correctio
n S
lipP
K V
Decem
ber 2
011
Issue
Pag
e no
Fo
rR
ead
3caregivers resources
caregivers’ resources
4lesser trips
fewer trips
6under ‘S
ession 2’ the second line repeated itself erroneously.
8at tim
e lose or are unable toat tim
es are unable to
8To regain those skills
To restore those skills
10com
pared score beforecom
pared, scores before
12a very basic requirem
enta b
asic requirement
13U
nder ‘Strategize’ delete ‘all these tim
es!’
13through out
thro
ug
ho
ut
14given the situation
given this situation
19expect direct observation
use direct observation
20practice
practise
28 to realize them
to m
ake them
realize that
30skills of a child needs to be
skills of a child need
to be
Reg
ard
ing R
eferences
Dear contributors! P
lease provide all relevant information like place and
year of publication along with nam
e of the publisher and volume num
ber in
case of journals. Place of publication unstated is no light error. ~
Ed.
Journal of SCHOOL SOCIAL WORK
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uary 2
012
Journal of SCHOOL SOCIAL WORK
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uary 2
012
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bscrip
tion
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atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
20 require long-term rehabilitative care
because the chronic illnesses makes
child
ren
to su
ffer w
ith d
isab
ilities
affecting their growth, developm
ent
in te
rms o
f ph
ysical, m
en
tal a
nd
socia
l life. C
om
mo
n p
sychia
tric
disorders which requires C
BR
are
àM
ental retardation
àP
erva
sive
de
velo
pm
en
tal
disorder
àC
onduct disorder
àlearning disorder
àsp
ecific
de
velo
pm
en
tal
disorder of speech and language
àsp
ecific
de
velo
pm
en
tal
disorder of motor function
àC
erebral palsy
Histo
ry:
The real m
ove forward for C
BR
cam
e w
ith th
e d
istribu
tion
of th
e
manual T
raining Disabled P
eople in
the
Co
mm
un
ity (He
lan
de
r et a
l.,
1980, 1983). The basic idea of this
manual w
as that the rehabilitation
process could be broken down into
step
s to
fo
llow
a
nd
co
uld
b
e
exp
lain
ed
to p
eo
ple
with
ou
t a
pro
fessio
na
l b
ackg
rou
nd
in
reh
ab
ilitatio
n, sp
ecia
l ed
uca
tion
,
vocational training and so on. WH
O
state
d th
at a
ll cou
ntrie
s ha
ve to
initia
te
com
mu
nity
ba
sed
rehabilitation programm
es that are
ava
ilab
le a
nd
acce
pta
ble
to a
ll
sectors of the population, especially
the
ru
ral
an
d
urb
an
p
oo
r,
con
cen
tratin
g
on
th
e
ma
jor
cate
go
ries
of
disa
bilitie
s o
r
ha
nd
icap
s cau
sed
by lo
com
oto
r,
speech, hearing, seeing and mental
diso
rde
rs’ (W
orld
H
ea
lth
Organization, 1982).
In a 1997 Econom
ic and Social
Com
mission for A
sia and the Pacific
(ES
CA
P)
state
me
nt
calle
d
“Un
de
rstan
din
g
CB
R”,
it w
as
concluded that CB
R program
mes
should be based on the following
criteria:
1. Persons w
ith disabilities are
included at all stages and levels
and have distinct decision-making
roles.
2. The prim
ary objective is the
improvem
ent of the quality of life
of p
erso
ns w
ith d
isab
ilities. In
ord
er
to
ach
ieve
th
is, C
BR
programm
es focus on
àE
limin
atin
g
stigm
a
an
d
incre
asin
g th
e re
cog
nitio
n o
f
disabled persons as resourceful
mem
bers of familyand society;
àM
aking the environment and
existin
g
service
d
elive
ry
21
systems accessible to persons
with disabilities;
àS
upporting persons with all
types of disabilities (physical,
sen
soria
l, psych
olo
gica
l an
d
me
nta
l, le
pro
sy, e
pile
psy)
acco
rdin
g to
the
ir spe
cific
needs.
The sam
e ideas are reflected in
the revised joint position paper on
CB
R from
the UN
Agencies.
3.
In
this
pa
pe
r in
crea
sed
emphasis is given to aspects on
hu
ma
n rig
hts a
nd
com
mu
nity
participation. CB
R is seen as a
strate
gy
to
ach
ieve
e
qu
al
opportunities and full participation
of disabled persons, addressing
a wide range of obstacles to their
participation in society. The w
ord
“reh
ab
ilitatio
n” is se
en
as to
o
medical and narrow
and no longer
reflects the CB
R concept. C
BR
is
seen as a strategy to promote the
righ
ts of p
erso
ns w
ith ch
ron
ic
disabling diseases or disorders to
enjoy health and well-being and
to participate fully in educational,
socia
l, cu
ltura
l, re
ligio
us,
economic and political activities.
CB
R b
en
efits a
ll pe
op
le in
the
com
mu
nity
be
cau
se
an
acce
ssible
an
d h
um
an
righ
ts
sensitive environment m
akes life
easier for everyone. The position
pa
pe
r in
trod
uce
s th
e
term
“inclusive comm
unities” meaning
that the focus is on the human
righ
ts of a
ll citizen
s, inclu
din
g
those with disabilities.
Key areas:
Lo
okin
g
at
the
d
iffere
nt
com
mu
nity b
ase
d re
ha
bilita
tion
pro
gra
mm
es it ca
n b
e co
nclu
de
d
that the fllowing are perceived as
mo
st u
sefu
l b
y ch
ildre
n
with
disabilities and mental disorder:
àS
ocial counselling.
àT
raining in mobility and daily
living skills.
àP
rovid
ing
o
r fa
cilitatin
g
access to loans.
àC
om
mu
nity
aw
are
ne
ss-
raising.
àP
rovid
ing
o
r fa
cilitatin
g
voca
tion
al
train
ing
/
apprenticeships.
àF
acilitating formation of local
self-help groups, parent groups.
àF
acilita
ting
con
tacts w
ith
different authorities
àF
acilita
ting
sch
oo
l
en
rolm
en
t (sch
oo
l fe
es
an
d
con
tacts
with
te
ach
ers)
Journal of SCHOOL SOCIAL WORK
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uary 2
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uary 2
012
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atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
22
Aw
areness-raisin
g:
CB
R p
rog
ram
me
s ha
ve b
ee
n
successful in raising awareness and
should include the following:
àS
ystem
atica
lly e
ng
ag
e
pe
rson
s w
ith
disa
bilitie
s
the
mse
lves
as
ad
voca
tes
be
cau
se
the
m
ost
po
we
rful
ad
voca
cy to
ols
are
livin
g
exa
mp
les
of
succe
ss a
nd
pe
rson
al
storie
s a
bo
ut
discrim
ina
tion
a
nd
h
ow
to
overcome it.
àE
valu
ate
the
loca
l situa
tion
an
d ta
rge
t the
mo
st influ
en
tial
people (those who have pow
er
an
d/o
r m
on
ey)
like
schoolteachers, religious leaders,
comm
unity leaders and elders.
àB
e specific about the tasks of
the change agents.
àU
se
me
dia
a
s a
to
ol
—
especially radio.
àU
se drama as a tool to m
ake
prejudices visible.
Med
ical care:
CB
R program
mes have not yet
be
en
ab
le to
ma
ke a
diffe
ren
ce
concerning medical care for persons
with
d
isab
ilities
an
d
me
nta
l
disorders. CB
R program
mes should
give more priority to influence health
authorities to take their responsibility
as stipulated in the Standard R
ules
on medical care. C
BR
programm
es
should increasingly challenge and
support the health authorities:
àTo im
prove competence and
capacity of primary health care to
make early interventions, correct
dia
gn
ose
s, tre
atm
en
ts a
nd
referrals.
àTo
ma
ke re
ferra
l spe
cialists
accessible at regional or district
levels.
àT
o
pro
vide
su
bsid
ies
for
medical care.
àTo
en
ga
ge
with
trad
ition
al
he
ale
rs to
in
crea
se
the
ir
knowledge about disabilities, their
cau
ses
an
d
suita
ble
e
arly
intervention measures.
Reh
abilitatio
n services:
Re
ha
bilita
tion
a
nd
su
pp
ort
services have not been provided by
the
CB
R p
rog
ram
me
s, as w
as
orig
ina
lly exp
ecte
d. C
om
mu
nity
ba
sed
reh
ab
ilitatio
n p
rog
ram
me
s
sho
uld
con
side
r de
velo
pin
g th
e
following aspects:
àS
ocial counselling, AD
L and
mobility training can be effectively
carrie
d o
ut in
com
mu
nitie
s bu
t
the
y cou
ld b
e m
ore
effe
ctive if
23
pe
ers (o
r pa
ren
ts of d
isab
led
pe
rson
s) wh
o h
ave
pra
ctical
experience from solving various
pro
ble
ms w
ere
system
atica
lly
used as resource persons.
àP
hysica
l reh
ab
ilitatio
n a
nd
pro
du
ction
of a
ssistive d
evice
s
require a level of expertise that is
no
t a
vaila
ble
in
m
ost
comm
unities: government funded
refe
rral ce
ntre
s at th
e d
istricts
level should be promoted as w
ell
as district budgets for assistive
devices.
àS
ign
lan
gu
ag
e tra
inin
g a
nd
training of interpreters should also
be
th
e
resp
on
sibility
of
the
reso
urce
ce
ntre
—
in
collaboration with the A
ssociation
of the Deaf.
àT
he
district re
ferra
l cen
tre
should also play an important role
in supporting vocational training
initiatives and apprenticeships.
Ed
ucatio
n:
CB
R p
rog
ram
me
s ha
ve h
ad
a
po
sitive
imp
act
on
e
du
catio
n
op
po
rtun
ities fo
r child
ren
with
ph
ysical d
isab
ilities a
nd
min
or
impairm
ents. For other children the
op
tion
s rem
ain
limite
d to
a fe
w
special schools. CB
R program
mes
should increase efforts to influence
education authorities to take their
resp
on
sibility a
s stipu
late
d in
the
Standard R
ules on education. CB
R
programm
es should also consider
supporting:
àS
pe
cial
sign
la
ng
ua
ge
me
diu
m cla
sses fo
r au
tistic ,
ap
ha
sic an
d m
en
tally re
tard
ed
child
ren
in co
llab
ora
tion
with
ed
uca
tion
au
tho
rities a
nd
the
Asso
ciatio
n co
nce
rnin
g th
ese
disorders.
àP
are
nt-d
riven
co
mm
un
ity
centres for intellectually disabled
children focusing on skills training
and care: these parent self-help
groups should be supported to
develop comm
unity-based care
facilitie
s as a
com
ple
me
nt to
family care.
Inco
me m
ainten
ance an
d so
cial
security:
This has been a successful C
BR
pro
gra
mm
e
initia
tive
tha
t h
as
impacted on all aspects of quality of
life. It could be further strengthened
by:àF
acilita
ting
acce
ss to lo
an
sche
me
s o
utsid
e
the
C
BR
programm
e such as the poverty.
àF
inding new innovative areas
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
Rs 3600 (P
atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
25
viab
le a
nd
inte
rcon
ne
cted
set o
f
systems that are closely linked and
ofte
n
evo
lving
o
ver
time
. T
o
understand the complexity of issues
surrounding mental disorders and
disability in society, it is important to
reach beyond the boundaries of our
particular disciplinary and ideological
fram
ew
orks, a
nd
see
k pro
du
ctive
dialogues with others using different
disciplinary approaches.
Fin
ally, th
e re
spo
nsib
ility an
d
Refe
ren
ces:
Helan
der E
(19
92
): Preju
dice an
d D
ign
ity: A
n In
trod
uctio
n to
Co
mm
un
ity B
ased
Reh
abilitatio
n. U
ND
P N
ew Y
ork
, 19
92
, 2nd ed
ition
19
99
.
Bela S
hah
et al. (20
05
): Men
tal Health
Research
in In
dia: M
on
og
raph
on
ICM
R
Men
tal Health
Research
. Ind
ian C
ou
ncil o
f Med
ical Research
: New
Delh
i. 20
05
Harry
Flin
ken
flug
el, Ivan
Wo
lffers and
Ro
bert H
uijsm
an (2
00
5):T
he E
vid
ence
Base fo
r Com
munity
Based
Reh
abilitatio
n: A
Literatu
re Rev
iew. In
ternatio
nanal
Jou
rna
l of R
eha
bilita
tion
Resea
rch, 2
00
5, v
ol 2
8, n
o 3
, pp
18
7-2
00
Pim
Ku
ipers an
d S
teve H
arkn
ett (20
08
): Co
nsid
eration
in th
e Qu
est for E
vid
ence
in C
om
mu
nity
Base
d R
eh
ab
ilitatio
n. A
sia P
acific
Disa
bility
Reh
ab
ilitatio
n
Jou
rna
l, 20
08
, vo
l 19
, no
2, p
p 1
-14
http
://ww
w.w
ho
.int/d
isabilities/cb
r/en/
choice for using this new know
ledge
and promulgating changes or w
hat
traditional ideas and practices are to
be kept, must ultim
ately rest with the
individuals with m
ental disorders and
disa
bilitie
s with
in th
eir re
spe
ctive
socie
ties. H
en
ce u
tilizatio
n o
f
com
mu
nity b
ase
d re
ha
bilita
tion
becomes im
perative for total care
an
d
effe
ctive
ma
na
ge
me
nt
of
children with psychiatric disorder in
order to mainstream
them.
Gra
titud
eW
e a
re th
an
kful to
the
ho
no
rary sp
ecia
l ed
itor D
r Ra
ya
du
rga
m
Narasim
ham
for his excellent co-operation and co-ordination even when
abroad. We thankhim
for co-opting Dr B
hattach
aryya R and P
rosen
jit
Maju
md
ar as com
mittee m
emb
ers for the month of January 2012.
We are thankful to all the contributors and the subscribers. F
ocus for
all the months of A
pril 2012 to Decem
ber 2012 have been selected after
consultation with the giants in the field and w
e are awaiting the confirm
ation
from the honorary special editors for form
al announcement.
~E
d.
24
for
skills tra
inin
g;
lea
ving
trad
ition
al p
reco
nce
ived
ide
as
behind regarding suitable trades
for d
iffere
nt g
rou
ps o
f pe
rson
s
with disabilities; involving persons
with disabilities in the identification
of suitable trades.
àF
acilitating apprenticeship and
participation in ordinary vocational
training schemes.
Go
vernm
ent an
d co
mm
un
ity
com
mitm
ent:
CB
R program
mes have not yet
succe
ed
ed
in
e
nsu
ring
th
e
an
ticipa
ted
g
ove
rnm
en
t a
nd
comm
unity comm
itment. In general,
this co
mm
itme
nt h
as b
ee
n m
ora
l
support, but improved quality of life
for persons with disabilities requires
reso
urce
s as w
ell. C
BR
an
d th
e
fulfillment of hum
an rights of persons
with disabilities cannot depend on
volunteers and goodwill from
NG
Os.
CB
R program
mes m
ust recognize
tha
t susta
ina
ble
cha
ng
e re
qu
ires
government support both in policy
an
d p
ractice
. Th
ere
is an
urg
en
t
need for CB
R program
mes to ensure
that governments:
àIn
clud
e
pe
rson
s w
ith
disabilities in ordinary comm
unity
de
velo
pm
en
t pro
gra
mm
es a
nd
poverty reduction schemes.
àP
rovid
e co
mm
un
ity he
alth
workers w
ith back-up, continuous
train
ing
o
pp
ortu
nitie
s a
nd
incentives so that they are kept
abreast of the latest technologies.
àS
upport a referral system at
district level.
àP
rovide training and resources
for education and health systems.
àS
up
po
rt sig
n
lan
gu
ag
e
de
velo
pm
en
t an
d in
terp
rete
r
training.
Effectiveness of C
BR
is hard to
establish as it cannot be described
as a discrete intervention nor the
expected outcomes standardized.
Co
nclu
sion
:
Un
de
rstan
din
g
trad
ition
al
concepts and beliefs about mental
diso
rde
rs a
nd
d
isab
ility a
re
fundamental to our understanding of
how to approach system
s and how
to foster productive change. But it
must also be rem
embered that all
socie
ties ch
an
ge
ove
r time
an
d
incorporate new ideas into a cultural
whole. H
aving said this, one cannot
simply list w
hat the traditional beliefs
an
d p
ractice
s are
. We
ne
ed
to
un
de
rstan
d
be
liefs,
pra
ctices,
custo
ms a
nd
issue
s as p
art o
f a
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
Rs 3600 (P
atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
27
Intro
du
ction
:
In In
dia
, ad
ole
scen
ts (10
–1
9
yea
rs), con
stitute
22
.8%
of th
e
po
pu
latio
n
(acco
rdin
g
to
the
Pla
nn
ing
Co
mm
ission
Po
pu
latio
n
Pro
jectio
ns, 2
00
1). Ta
king
into
acco
un
t of th
e im
po
rtan
ce a
nd
ne
ed
s o
f th
e
ad
ole
scen
ts,
Adolescent H
ealth and Developm
ent
Project (A
HD
P) is functioning under
Rajiv G
andhi National Institute of
Yo
uth
De
velo
pm
en
t (RG
NIY
D),
since
20
07
sup
po
rted
by U
nite
d
Nations P
opulation Fund (U
NF
PA
).
It is an autonomous body of M
inistry
of Youth A
ffairs and Sports, offering
train
ing
an
d ca
pa
city bu
ildin
g fo
r
you
th fu
nctio
na
ries a
cross th
e
Nation. It functions as vital resource
cen
tre, co
ord
ina
ting
the
train
ing
,
orientation, research, extension and
ou
trea
ch in
itiative
s for S
tate
an
d
Central G
overnments and N
ational
level youth organizations in order to
strengthen the quality of youth.
Co
mm
un
ity Rad
io:
Un
de
r AH
DP
, R
GN
IYD
h
as
established a Com
munity R
adio viz.
Ilanthalir Com
munity R
adio inside its
campus w
ith the frequency of 107.2
MH
z (FM
broadcasting) from 14th
Novem
ber 2008. Com
munity R
adio
is pe
op
le’s ra
dio
, invo
lving
the
mem
bers of the comm
unity in the
broadcast of programm
es. It is cost
effective, easy to operate, reaches
all m
em
be
rs of th
e co
mm
un
ity in
their own languages and as a local,
grassroots media, it m
aximizes the
po
ten
tial fo
r de
velo
pm
en
t to b
e
dra
wn
from
sha
ring
info
rma
tion
,
kno
wle
dg
e a
nd
skills with
in th
e
comm
unity. It covers a geographical
area of not more than 15 to 20 km
.
Fo
cus o
f the p
rog
ramm
e:
Ilan
tha
lir Co
mm
un
ity Ra
dio
wo
rks on
the
con
cep
t ‘Fo
r the
adolescents, of the adolescents and
by th
e a
do
lesce
nts’. T
he
targ
et
gro
up
in
clud
es:
Ad
ole
scen
ts,
Com
mu
nity
Rad
io fo
r Ad
olescen
t Welfa
reM
an
oj B
abu
G S
*
Vasa
nth
aku
mari P
**
*M
an
oj B
ab
u G
S, P
rog
ram
me E
xecu
tive, Ila
nth
alir C
om
mu
nity
Rad
io
10
7.2
MH
z, RG
NIY
D
**V
asa
nth
ak
um
ari P
, Pro
gram
me E
xecu
tive, Ilan
thalir C
om
mu
nity
Rad
io
10
7.2
MH
z, RG
NIY
D
Su
bscrip
tion
Form
Fro
m: To
:
Th
e sub
scriptio
n D
epartm
ent
JOU
RN
AL
OF
SC
HO
OL
SO
CIA
L W
OR
K
14 (Old 8) S
ridevi Colony, 7th A
venue,
Ashok N
agar, Chennai 600083.
Sir,
Kindly accept the am
ount of Rs. ___________________________________
_______________________ only as two/ five/ ten years’ subscription sent
by EM
O/ D
D payable at C
hennai/ At P
ar cheque payable at Chennai/ D
D/
Ch
eq
ue
n
o:
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ate
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wn
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Date:
Place:
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
Rs 3600 (P
atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
29
scho
ol H
ea
d M
aste
rs/ Mistre
ss,
teachers and students on concept
of comm
unity radio and programm
e
production.
Pro
du
ction
pro
cess:
Orie
nta
tion
pro
gra
mm
e fo
r
School H
Ms and Teachers
by Ilanthalir Production Team
.
Te
ach
er
no
min
ate
d
as
Program
me-in- charge assists
students in developing scripts
Pro
gra
mm
e
reh
ea
rsal
by
Ilanthalir production team.
Pro
gra
mm
e
reco
rdin
g
at
Ilanthalir CR
S.
Afte
r orie
nta
tion
an
d tra
inin
g,
discussions were carried out w
ith the
teachers and students on the needs
and problems of the adolescents and
their villages. Radio program
mes are
designed with the help of Ilanthalir
Com
munity R
adio officials based on
their assessed needs and problems.
Fo
llow
ed
by th
at, re
he
arsa
l on
de
sign
ed
rad
io p
rog
ram
me
s with
proper script would be conducted.
Finally the students w
ere exposed
to the new m
edium by taking them
to the radio station for programm
e
recording.
Afte
r th
e
reco
rdin
g
it’s a
n
awesom
e feeling for an individual to
be on air, voice his/ her views and
sha
re e
xpe
rien
ces w
ith th
e clo
se
ones and the comm
unity at large.
So
me recen
t pro
gram
mes:
So
me
o
f th
e
p
rog
ram
me
s
produced by Ilanthalir Com
munity
Ra
dio
focu
s on
ad
ole
scen
t he
ath
(Nalam
aai Vaazha), career guidance
(Ka
na
vug
al
Nija
ma
ag
um
),self-
de
velo
pm
en
t, m
ed
ia
litera
cy,
awareness on drug addiction and
spo
ken
En
glish
too
. Ap
art fro
m
adolescents, Ilanthalir also focuses
and produces programm
e for youth
be
twe
en
15
an
d 3
5 ye
ars a
nd
com
mu
nity
invo
lving
se
lf-he
lp
groups (SH
G), G
ram P
anchayats,
tee
ns clu
bs,N
eh
ru Y
uva
Ke
nd
ra
(NY
K) youth clubs and IC
DS
in and
around Sriperum
budur, and in some
parts of Thiruvallur district.
Ou
tcom
e of C
om
mu
nity R
adio
:
The program
mes have m
ade an
impact in the com
munity as can be
seen from the follow
ing responses
of
som
e
of
the
m
em
be
rs
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
Rs 3600 (P
atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
e sent b
y EM
O/ D
D/ N
EF
T to (U
se the form in page 01)
JOU
RN
AL O
F S
CH
OO
L SO
CIA
L WO
RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083
of the comm
unity:
“Ilanthalir has provided a platform
to enhance the multiple talents of
the
stud
en
ts an
d m
ake
the
ir
dre
am
com
e tru
e. T
he
dra
ma
s
pro
du
ced
by th
e stu
de
nts a
nd
the
ir p
articip
atio
n
in
rad
io
programm
e unveiled their talents.
We
tha
nk Ila
nth
alir C
om
mu
nity
Ra
dio
fo
r th
is w
on
de
rful
opportunity.” ~M
rs. Um
a Jothy,
Teacher, Panchayat U
nion Middle
Sch
oo
l, N
GG
O
Co
lon
y,
Sriperum
budur
“From
Ilanthalir Com
munity R
adio
the
officia
ls ap
pro
ach
ed
ou
r
school regarding IIanthalir Neram
(Adolescent T
ime) P
rogramm
e.
All the students w
anted to make
use of the opportunity and were
willin
g to
pa
rticipa
te. T
hro
ug
h
au
ditio
n w
e se
lecte
d th
e b
est
talents and finally produced the
show.
We are not only presenters and
listeners of the programm
e… w
e
also
spre
ad
info
rma
tion
ab
ou
t
Ilan
tha
lir pro
gra
mm
es a
mo
ng
civic foru
ms o
f oth
er villa
ge
s
~M
rs. Selvi, Teacher, G
ovt High
Sch
oo
l, T
ha
nd
ala
m,
Sriperum
budur
“By p
articip
atin
g in
Ilan
tha
lir
Com
munity R
adio programm
e, I
can confidently say, I can speak
an
ywh
ere
with
ou
t stag
e fe
ar.
~M
s.Hem
a, Student, P
anchayat
Un
ion
M
idd
le
Sch
oo
l,
Thirum
angalm, S
ripermbudur
“Ilan
thlir p
rog
ram
me
s are
very
useful for students like us. I thank
Ilan
tha
lir for th
is exp
erie
nce
”.
~M
r.Divakar, S
tudent, Don B
osco
Hr.S
ec.School, P
anur, Thiruvallur
“T
hro
ug
h
the
p
rog
ram
me
“Kanavugal N
ijamaagum
” (Career
Guidance P
rogramm
e) I came to
know the career options after 12th
stan
da
rd.
I’m
su
re
the
pro
gra
mm
e is ve
ry use
ful to
students like me from
a village
background whose parents are
illiterate.” ~ M
s. Bhavani, C
ivic
Fo
rum
,
Pa
nch
ala
mp
attu
,
Sriperum
budur
Listen
ership
survey:
Th
e
surve
y a
ime
d
at
the
following:
àTo
an
alyze
the
imp
act o
f
Ilan
tha
lir C
om
mu
nity
Ra
dio
pro
gra
mm
es
am
on
g
the
adolescents.
àTo
estim
ate
info
rma
tion
req
uire
me
nt o
f ad
ole
scen
ts for
31
future scheduling of programm
es.
àTo elicit target beneficiaries’
opinion on the information given
under the Ilanthalir programm
e
àTo
solicit co
mm
en
ts an
d
sug
ge
stion
s fro
m
the
beneficiaries for the improvem
ent
of the programm
e.
A listenership survey (2010) w
as
recently conducted in10 Schools in
an
d a
rou
nd
Srip
eru
mb
ud
ur a
nd
Thiruvallur blocks w
ith a sample size
of 500 (50 respondents from each
scho
ol) u
sing
system
atic ra
nd
om
sam
plin
g
me
tho
d
an
d
a
qu
estio
nn
aire
as to
ol fo
r da
ta
collection.
Resu
lt of th
e survey:
The survey revealed that m
ajority
of th
e stu
de
nts (9
6%
) listen
to
Ilanthalir Com
munity radio. O
f the
listen
ers m
ajo
rity of th
em
(89
%)
listened at school and 11 %, at hom
e.
On
e-th
ird
of
the
re
spo
nd
en
ts
rep
orte
d th
at th
ey like
d d
ram
a
(29
%). T
he
seco
nd
mo
st liked
programm
e was folk song (28%
),
the other liked programm
es were
poem (11%
), storytelling (9%), group
discussion (7%), debate (5%
) and
conversation (5%) in that order.
More than half of the respondents
(57% ) stated that they had adopted
few
en
richm
en
t pro
gra
mm
es to
change their behaviour such as: to
help others , to be active and bold,
to develop their comm
unication skill
, to
b
e
fea
rless
in
fron
t o
f
microphone, to adjust w
ith friends,
to think critically and to plant trees.
Ma
jority (9
7%
) of re
spo
nd
en
ts
consider Ilanthalir Com
munity R
adio
as a
n e
ffective
too
l to cre
ate
awareness in the com
munity
. Nearly
ha
lf (47
%) o
f resp
on
de
nts w
ere
proud that they imparted such social
me
ssag
es
for
pe
op
le
thro
ug
h
programm
es.
A large m
ajority (90%) reported
that they would becom
e mem
bers of
radio club and represent their school
to cre
ate
an
d p
rese
nt so
cially
rele
van
t p
rog
ram
me
s fo
r th
e
comm
unity
Majority (60%
) of respondents
fee
l tha
t the
y lea
rnt to
de
sign
a
drama for radio, to m
odulate their
voice and gained knowledge through
programm
es such as scientific facts,
spo
ken
E
ng
lish
an
d
self-
development program
me.
Co
nclu
sion
:
Ilan
tha
lir Co
mm
un
ity Ra
dio
Pro
gra
mm
es
he
lpe
d
the
30
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Journal of SCHOOL SOCIAL WORK
Jan
uary 2
012
Su
bscrip
tion
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IDE
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EN
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32 Pu
blish
ed an
d o
wn
ed b
y P
. Jaya
chan
dra
n N
aid
u. P
ublish
ed fro
m
8, S
ridev
i Co
lon
y, 7th
Aven
ue, A
sho
k N
agar, C
hen
nai 6
00
08
3 an
d
prin
ted b
y T
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gu
ru at T
RK
Press, 3
9, S
aidap
et Road
, Vad
apalan
i,
Ch
enn
ai 60
00
26
. Ed
itor: P
. Jaya
chan
dra
n N
aid
u.
ad
ole
scen
ts to
ch
an
ge
th
eir
behaviour and gain knowledge. T
his
survey also helped them to know
the
requirements of listeners to im
prove
and develop quality programm
es for
the
ad
ole
scen
ts an
d re
st of th
e
comm
unity.
It se
rves
as
an
im
po
rtan
t
comm
unication channel that caters
to the needs of adolescent-audience
an
d
en
cou
rag
es
the
ta
rge
t
com
mu
nity
to
pa
rticipa
te
in
programm
e activities and serves as
a p
latfo
rm fo
r you
ng
tale
nts. T
he
Co
mm
un
ity R
ad
io
ha
s m
ad
e
be
ha
viou
ral, so
cial a
nd
cultu
ral
imp
act o
n th
e a
do
lesce
nts a
nd
young persons of target districts.
Refe
ren
ces:
Activ
ity R
epo
rt (20
09
): Ad
olescen
t Health
and
Dev
elop
men
t Pro
ject, Activ
ity
Rep
ort, R
GN
IYD
.
GO
I (20
10
): Natio
nal Y
ou
th P
olicy
(Draft). R
GN
IYD
.
GO
I (20
11
): Rep
ort o
f Wo
rkin
g G
rou
p O
n A
do
lescent an
d Y
ou
th D
evelo
pm
ent.
Min
istry o
f Yo
uth
Affairs an
d S
po
rts.
Kiro
n B
ansal, (2
00
9): “C
on
tent S
trategy
for C
om
mu
nity
Rad
io”, O
ral Co
nten
t
May
-Au
gu
st 20
09
.
Th
e Hin
du
(20
08
): Co
mm
un
ity R
adio
laun
ched
: Tam
il Nad
u –
Kan
chip
uram
,
No
v 1
5.
Th
e Hin
du
(20
10
): Natio
nal Y
ou
th D
evelo
pm
ent In
dex
to b
e released. T
amil
Nad
u - C
hen
nai, A
ug
ust 3
1.
Focu
s for th
e Fu
ture
Feb
2012 STA
KE
HO
LD
ER
S’ R
ES
PO
NS
IBIL
ITIE
S
HS
E: D
r Seth
uram
an S
ub
biah
Mar 2012 V
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Journal of SCHOOL SOCIAL WORK
Jan
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Journal of SCHOOL SOCIAL WORK
Jan
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012
Su
bscrip
tion
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atron
) Rs 2400 (10 years’), R
s 1200 (5 years’) Rs 500 (2 years’ only for students)
can b
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O/ D
D/ N
EF
T to (U
se the form in page 01)
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RN
AL O
F S
CH
OO
L SO
CIA
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RK
, 14, SR
IDE
VI C
OLO
NY, 7t h A
venue, Ashok N
agar, CH
EN
NA
I 600083