Changing India, to

an India that is

inclusive and caresDr. Mithu Alur

Founder Chairperson

ADAPT formerly The Spastics Society of India

Mother of 23 with baby Malini

The Spastics Society of India Mumbai (to fill the gap where there was no school)

A Holistic Service Combining Special Education, Treatment and Training Manpower Services

Resource Support to the Parents

In Dharavi with parents

The Skills Development Centre After school what?

Skilling of Beneficiaries

Dr. Vipasha MehtaPh.d. In Philosophy

Ruma KirtikarAssistant Librarian, ADAPT

Utpal ShahSenior Accountant, ADAPT

Toshaan ChatterjeeDocumentation Officer, Reliance

Vijay BishtAccounts Executive TATA Motors, Lucknow

Lucas BarettoIT Officer, ADAPT

Senior Events Manager, Oxford Bookstore

Malini ChibAuthor, Writer, Librarian.

My recommendations are:• Hiring and supporting employees with disabilities isn’t just a matter of

corporate social responsibility or public relations; it’s just good business.

Employ

• Organizations must ensure that persons with disabilities are represented intheir workplace and in their talent pipeline. Beyond hiring, employers shouldimplement practices that encourage and progress persons with disabilities.

Enable

• Leaders must provide employees with disabilities with accessible tools andtechnology and/or a formal accommodations programme. To improveawareness and integration across teams, companies should considerintroducing formal training programmes for employees without disabilities tolearn about the tools and accommodations available to their colleagues.

Engage

• To foster an inclusive culture throughout the organization, companies mustinvest in awareness-building through recruitment efforts, disability educationprogrammes and grassroots-led efforts and events.

Empower

• Companies must offer mentoring and coaching initiatives, as well asskilling/reskilling programmes, to ensure that persons with disabilitiescontinue to grow and succeed. Persons with disabilities should occupy rolesat all levels, including top leadership positions.

National Resource Centre for Inclusion

National Resource Centre for Inclusion

The macro level looked at policy,legislation, at the local, state, national,international level which we called theWhole Policy Approach which examinedexisting policies, their impact on practiceand the changes needed. The WholeRights Approach: describes the RightsGroup that focused on moving away fromservice delivery to the matter of rightsand entitlements.

Macro

Mezzo

The mezzo level was the level of thecommunity. Based on an action research,we developed inclusive services within thecommunity which we called the WholeCommunity Approach.

The micro level was the level ofclassroom and school values, culture. Itexamined two key areas of: SchoolDevelopment and Training. This has beencalled the Whole School Approach.

Micro

Results and outcomesEducation:• More than 50,000, babies, children and young people have come for assessment

and remedial programmes over the last 45 years.

• Over 10,000 preschool children with and without disabilities admitted intoinclusive nurseries from the poorest areas of the city.

• Government programmes and policies such as SSA, ICDS, RTE have been changedto include disabled children an inclusive discrimination.

• Among the most important and unique achievements was moving a chronicdisability like CP away from dreary hospitals to a special school model andproviding a social setting where the children received social, emotional,therapeutic and academic support.

• We were able to humanize a group of people who were earlier neglected or

patronized or sometimes treated as morons and idiots. Certainly, they were

grossly misunderstood.

• CP, which had previously not been recognized amongst the government’s

classifications is now recognized as one of the 11 official classifications accepted

by the Government of India’s ministry of social justice and empowerment.

Andhra Pradesh AssamDelhiGoaGujaratHaryanaJharkhandKarnatakaKerala Madhya PradeshMaharashtraMeghalaya Orissa PunjabRajasthanTamil NaduUttar PradeshWest Bengal

There are now education and therapy services for children with cerebral palsy in 24 out of the 29 states.

Educational

Change

Legislative

Change

Children with Disabilities included in

the ICDS

Children with Disabilities included

Sarva Shiksha Abhiyan

National Curricular

Framework (NCF), 2005

An Inclusive definition

A part of Ministry of

HRD

Structural

Change

New Ministry of Women

and Child Development

formed

Right to Education Act

Nomination to the

CABE & SSA committee

Allocation forInclusive

Education in the 11th

Five Year Plan

Nomination to theWorking Group

Advising the Planning

Commission

Nomination to the Round Table

on School Education

Persons with Disability Act

in 199586th

Amendment

Political

Change

Free & Compulsory Bill

Policy

National Level Teacher Training Course (Diploma in the Education of Physically Handicapped) affiliated to

Mumbai University

National Level Therapists Training Course: Management

in Cerebral Palsy [MCP]

Orientation for Parents,

Volunteers and Staff.

Community Initiatives in Inclusion Early Childhood Care and Education

Training for ICDS Personnel

Skilling Manpower

Training for mainstream school teachers

National Level: Over 400 teachers trained • Andhra Pradesh• Assam

• Delhi• Goa

• Gujarat

• Haryana• Jharkhand

• Karnataka

• Kerala• Madhya Pradesh

• Maharashtra

• Meghalaya• Orissa

• Rajasthan• Punjab

• Tamil Nadu

• Uttar Pradesh• West Bengal

All India Presence

India Bangladesh Cambodia

Tonga

Indonesia

Sri Lanka

PakistanChina

Vietnam

Papua New Guinea

CambodiaNepal Tajikistan

Tibet

Mongolia

Community Initiatives in Inclusion

Asia Presence

Community Initiatives in Inclusion

A small body of determined spirits fired by an unquenchablefaith in their mission can alter the course of history…

- Mahatma Gandhi