Sunday, September 16, 2012

In quest for knowledge, physical disability is no handicap

In quest for knowledge, physical disability is no handicap
Arshad Hussain


Muhammad Ramzan Gugjoo and Haleema in Srinagar’s Dangerpora area are epitome of parental love since they groom two daughters who are suffering from Muscular Dystrophy, a genetic disorder that gradually weakens the muscles. Both the girls in their teens have lost the ability to walk, sit upright or move their arms. Despite odds, Ramzan and Haleema have been toiling hard to educate them. Amazingly, both are matriculate. Tabassum due to intense weakness has stopped further studies while Saima is hell bent in pursuing her education. The impoverished family, which detested celebrating any occasion, were gripped by joy as Saima, 17, achieved what her friends failed to and she did it by working relentlessly for 14 hours a day to pass the matriculation with 66 per cent marks.

She could have secured more marks had she been able to move her hand properly. Ramzan's elder daughter Tabasum, 22, has qualified the exams in 2006. This was her second attempt after failing in two subjects in 2003.

According to Ramzan, Tabasum was born a normal baby but it was at the age of four when she was unable to stand by her own and used to fall down and crawl.

It was Dr Sethi who, after examining her when she was in fifth class, revealed that our other child will also have the same problem as the elder one, said Ramzan.



It was the third child, Saima, who, after Tabasum, showed signs of the disability while other two children Wasim, 20, and Iqra, 15, are normal. Wasim studies in 12th standard and Iqra is in ninth.



Both Ramzan and Haleema are the embodiments of parenting as the former used to carry Tabasum and Saima on his shoulders to their school while the latter would bathe, comb, dress them and help them with books and lunch pack.



“I have to minutely monitor their movements since they can't move from the place where they are seated. After every eight days, I bathe, comb and change their clothes. Their movement to bathroom is difficult and I have to ensure that they are not hurt while I carry them on my shoulders,” says Haleema.



Ramzan left his traditional work of selling carpets and started a grocery shop at his house in Dangerpora, Yechpora, near Nawakadal.



“I suffered huge losses when I switched over but to me taking care of my daughters was more important. For both of us, it was crucial that Tabassum and Saima don't get a feeling of insecurity due to their disability,” he opines.



This family rarely visits any relative on occasions of happiness or grief as taking them along means inviting people to raise queries about their health conditions. Besides, the focus on the occasion shifts to them.



Ramzan's shoulders do bear marks of resilience since he had to carry daughters on them from home to school.



Both Tabasum and Saima stopped walking when they were in sixth standard.



“It was for more than five years that I carried my daughters on shoulder to their school,” reveals Ramzan.



It was dream come true for illiterate parents to educate crippled daughters who worked hard to qualify the matriculation.



Apart from parents and siblings, both Tabasum and Saima love Kangri and pillow as they consider the items vital to live in a room round the year.



“They are like roses as they can't wear warm and heavy clothes in winter and have to sit on pillow for comfort. So Kangri and pillow are two things which they consider vital to their life. Since they wear light clothes, they feel chilly and that is why they use Kangri from October till May while pillow is always there,” reveals Haleema, who sold her ornaments to construct a single storey house with a toilet for use by Tabasum and Saima.



“In the previous house, the toilet was far away from the rooms and we had to face problems while carrying them during bad weather conditions,” says Ramzan.



Among the two, Tabasum has developed fear psychosis and yells at her mother the moment she fears slipping or skidding while Saima is composed but off late has developed pain at the back whenever she is lifted on the shoulders by her mother.



Shocking for both the parents, Tabasum has been seen cursing her fate when she goes to bed while Saima says that her end was near within a year.



“I often saw Tabasum wishing her death while Saima cries that she will pass away any moment as she is developing weakness,” observes Haleema.



This makes both the parents worrisome.



Interestingly, even in these conditions, they don't want to be dependent on their parents and that was the main reason for Tabasum to stop from pursuing her education beyond matriculation.



“I have seen the way my parents took care of me and Saima and how much my father had to spend on our medical and education facilities. Besides, I do have a brother and a sister who live a normal life and their education is important, so I decided to quit,” says Tabasum, who loves computers.



Her interest in computers pushed her resolve to complete a three-month course in computer application from Govt Polytechnic, Srinagar .



Both the parents are worried about the future of Tabasum and Saima as they ponder over the situation when they are no more.



“That is why we struggled to educate them. The emphasis was to help them survive as independent persons but since Tabasum quit and Saima's interest got diminished which makes me worry about their future,” feels Ramzan.



Saima's interest in going for medical stream diminished after college authorities argued that she can't opt for the subjects since practical and regular classes are a must for qualifying for the examination.



Shocked, Saima is slowly accepting the reality of going for arts subjects with no regular classes. “This will depend on BOSE if they will allow her to appear in the examination without going for regular classes,” argues Ramzan.



With dejected mindset, both read Holy Quran and go for Zikr praying for their parents' long and healthy life.

Tarigami for Disability Commission for policy inputs

Tarigami for Disability Commission for policy inputs


GK NEWS NETWORK

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Larger Srinagar, Dec 4: CPI (M) State Secretary M Y Tarigami has called for a comprehensive reservation policy for the disabled in private educational institutions, training and professional colleges and other employment concerns to empower the disabled population in Jammu and Kashmir.

In a statement, he said the recurring cycle of violence in the State has necessitated the urgent need to evolve, develop and focus on measures to build capacities among this miserable lot for their dignified living and equal opportunities to progress and development.

Demanding setting up of a Disability Commission in the State, the senior legislator said that the administrative structure would be instrumental in looking at their problems holistically and formulating policy inputs for their welfare. He said the State’s Social Welfare department is overburdened and is not capable to redress the grievances of the disabled accounting for over 3% population in Jammu and Kashmir.

disable children

Inclusive Education and PARIVAAR


Inclusion is a philosophy based on the belief that it is every person’s inherent right to fully participate in society.

SPECIAL CHILDREN BY AMARJIT SINGH ANAND

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What is Inclusion?

Inclusion means irrespective of the social, political, cultural, religious, ethnic status of a person, he or she is accepted in the Community or Society to which he or she belongs.

In respect of a person with disability inclusion has one more connotation. That a person with disability should not be discriminated against because of his or her disability. Inclusion of persons with disability in the mainstream of society is all the more relevant as their rightful place in the rights-based society has been ensured now with acceptance of United Nations Convention on the Rights of Persons with Disabilities [UNCRPD] by our country.

It is necessary that the process of inclusion should start at a very early stage in the life of person with disability and particularly so in the life of Persons with Intellectual and Developmental Disabilities [PwIDDs]. In fact, if we look around the exclusion, and not the inclusion, or isolation of persons with disabilities starts at a very early stage when the child with disability is put in a special school and not in a normal school as other children.

It is heartening to observe that in quite a few elementary, middle and secondary classrooms students with special needs and other cognitive and physical disabilities are studying with their non-disabled peers. This practice of welcoming, valuing, empowering and supporting diverse academic and social learning among students of all abilities is called Inclusive Education.

Inclusive Education is more than mainstreaming. Mainstreaming implies that a student from a separate special education class visits the regular classroom for specific, usually non-academic, subjects. Inclusion is an educational process by which all students, including those with disabilities, are educated together for the majority of the school day. With sufficient support, students participate in age-appropriate, general education programs in their neighborhood schools.

Inclusive Education is an educational process by which all students, including those with disabilities, are educated together. Inclusion is a philosophy based on the belief that it is every person’s inherent right to fully participate in society. Inclusion implies acceptance of differences. It makes room for the person who would otherwise be excluded from the educational experiences.

When inclusion is effectively implemented, it has been found that it brings academic and social benefits for all students, both those who have special needs as well as non-disabled students. Actually, non-disabled students are more appreciative of differences and students with disabilities are more motivated. True acceptance of diversity ultimately develops within the school environment and is then carried into the home, workplace and community.



Benefits of Inclusion

It is, however a sad story in India that not many private or public schools are going for inclusive education. There are many misgivings about inclusive education with parents of non-disabled, and even teachers, are opposing it on various grounds. I don’t have any data of inclusive schooling, we have to analyze and study the problem with participation of parents, teachers and professionals. My discussion with concerned has found that the learning characteristics of students with special needs were more similar to their non-disabled peers than they were different. Moreover, teachers reported positive experiences with students with Learning Disabilities. They described their students as eager to learn, especially when encouraged, and reported personal satisfaction in terms of their professional achievements.



Vision of Reality.

Many children with disabilities continue to be educated in separate classrooms or schools for all or most of the day, even when their parents believe an inclusive setting would be more appropriate.

Why does this happen? Researchers have identified a variety of perceptual, cultural and emotional barriers that cause people to resist the idea of students with and without disabilities sharing the same classroom. In some cases the barrier is simply a matter of prejudice. But there are also many more complex views, including the belief that only those students with disabilities who are closer to “normal” can or should be included and the belief that the needs of students with disabilities are unique and beyond the reach of general educators.

Others may be concerned about the need for special expertise to support the student’s academic and social learning or the potential for students with disabilities to disrupt the classroom. Concerns may also include the costs associated with special services and the idea that functional life skills cannot be addressed in general classroom settings.

Successful implementation of inclusive education programs would allay these concerns. In fact, models of inclusive education can be models for the education of all students, as they overcome barriers and offer a variety of approaches which reach a broader range of students and improve learning. These successful inclusion programs will demonstrate how certain changes in the structure of school systems, classroom operations and the roles of teachers, students, parents and community members can enable equal access to general education curricula and related services for all students.

Unfortunately, effective models for inclusion do not yet exist in many parts of our country. The Government which came out with an Action Plan to implement an aggressive inclusive education policy in Feb 2006 also failed to take necessary steps and the policy remained on paper only.



Role of PARIVAAR.

We in PARIVAAR support all concerned individuals, parents, associations, organizations, institutions who support for inclusion. Inclusion if adopted in true manner in all spheres of life can bring great change in the life of the generation of young persons with disabilities. English speaking Public Schools can bring great change in this. Acceptability by normal children will fill the gap; it’s like untouchability. That is why we loud our voice and stand for ‘One Comprehensive Law’.

PARIVAAR is the only platform which formed Self Advocates Society of India-SASI Groups, where our self advocates have proved that they are second to none in honesty, loyalty, and working to their best. Some enlightened corporate sector companies have taken initiative to provide suitable jobs after training them. But these examples are very few and Parivaar and its affiliated units are taking initiatives in approaching and motivating other corporate sector companies. Even Educational Academies have come forward to educate our leaning disable children as part of Inclusion if PARIVAAR and Parents support them by providing Special Educators, in academic subjects.

We in PARIVAAR are confident that J&K will soon have the NT Act that will entitle you of what the rest of India gets for which PARIVAAR stands with you. As you all know that all Legislations that are enacted in our country are subject to ‘except the State of J&K’. It is the State of J & K that have to approach the Centre to extend all disability legislations to the State; has to pass a Legislation that J&K Disability Sector has equal rights as in rest of India and that J&K Assembly too should pass these legislations and make them applicable to the State. Here starts a revolution in J&K for our Special children.

I hope that in Jammu & Kashmir not a single District will be left without a Parents Platform and all the Parents Association in J&K are part of PARIVAAR. I as Secretary North Zone of PARIVAAR is always their to assist you and take every challenge for the cause of our special needs children.



Amarjit Singh Anand is Secretary North Zone PARIVAAR. Feedback at amarjitsinghanand@gmail.com.





Lastupdate on : Sat, 3 Sep 2011 21:30:00 Mecca time

Disability Defeated

Defeating Disability


Volume 04, Issue 06

Sunday, 15 April 2012 01:45

Crippled after losing control of his lower limbs by bullet injuries during an incident of cross firing, Arshad Pandit, a young Kashmir innovator defeated disability. He collaborated with a local motor mechanic and customized his car control system at hand level regaining his independence. P A Mushtaq reports.



Torso is what 37-year-old Arshad Pandit is able to move, while his lower limbs cannot sense anything. Like thousands of others maimed in Kashmir during the armed conflict, Pandit too was caught up in a firing incident and was hit by three bullets in 1995 that crippled him. But unlike others, Pandit decided to battle on and make it big for himself despite being paraplegic.



Pandit’s ingenuity has him now among seven innovators selected from the state by the union ministry of science and technology. It is after years of struggle that Pandit has invented wheels for himself by remodeling a car with all controls manageable by hands. All the three functions - clutch, brake and accelerator - controlled by feet in a normal car are regulated by hands. “On May 25, 1995, an accident rendered me paralysed at the age of 21. Waist down, I lost control of my lower limbs permanently. After remaining crippled for two years, I got a job in the health sector and my main concern was the personal abulation, to be able to commute between my home and the place of my work,” said Pandit, who was a graduate when bullets hit him. He looked around for a reliable means of transport but failed to zero in on one.



“I tried to find out whether I could buy a car with the requisite mechanical and other features compatible with my need and which is within my financial means and reach. However, such automatic cars came at a price that was flatly out of my reach,” he said.



The non-availability of vehicle did not let down Pandit’s spirits. Gazing at his Maruti Alto for five years, Arshad started a hunt for a local mechanic with an idea in his mind. “The idea to change my normal car friendly to my needs was in my mind for five years. It took me one year to realize my dream. The mechanism is simple but the idea made it big,” said Pandit.



Pandit says his idea was “remarkably simple”. “It could be executed by a trained motor mechanic without any need to fashion high-end sophisticated gadgetry. With the able and competent assistance of a local mechanic, the device I devised is a ‘hand-control system’ and is currently installed in my ‘Maruti Alto’ car at the ergonomic location under the steering wheel,” he said.



He has been driving the car for the last eight years with rare maintenance expenditure. “The hand control system is an assembly of few components.”



Arshad credits his inability and necessity for the innovation. “My necessity made me an innovator. I did not want to depend on others to drive me around and take me to my office,” he said.



Pandit did not allow his disability to come in the way of his growth and prosperity. After completing his master’s degree in Immunology and Molecular Medicine, he completed his doctorate thesis last year and is a consultant at Sher-i-Kashmir Institute of Medical Sciences’ Advanced Centre for Human Genetics. “My family was the pivot and encouraged me for all the achievements. It took me one year to make prototype of the car,” said Pandit.



The innovator is no more dependent on anyone for driving him around. “It was my elder brother who would drive me to places. I was completely dependent on him but not now. It has given me independence. Now I can go anywhere I want,” he said.



Besides the family, Pandit said he was inspired by two men - a friend who suffered from similar paralysis but became a senior administrative officer and Christopher Reeve, the superman actor.



With 22 publications to his credit, Pandit was among seven innovators selected for funding by the union ministry of science and technology.



Pandit on April 6 was part of the meeting of around 12 innovators at Kashmir University organised by the National Innovation Foundation (NIF) Ahmadabad, Ministry of Science and Technology, and University Science Instrumentation Centre (USIC), Kashmir University.



“Expert has accepted Pandit’s innovation as remarkable. We have sent a complete report of his innovation to Department of Scientific Industrial Research, New Delhi, for funding,” said USIC’s technical officer Pervaiz Ahmad.



Under Grassroots Innovation & Augmentation Network (GIAN), Pandits’s innovation and the technique has been sent to the union ministry for science and technology for further promotion of the idea.

‘Implementation of inclusive education system must’

Hope, HI, DSEK organize workshop on disabilityThursday, 30 Aug 2012 at 04:32


‘Implementation of inclusive education system must’


TAWSEEF AHMAD

Srinagar: Hope disability centre and Handicap International (HI) in collaboration with the Directorate of School Education Kashmir (DSEK) Thursday organized a day-long workshop in which the speakers emphasized for the need to make “inclusive education system” for children with special needs must.


The workshop was titled, “Towards Better Perspective on Integration of Children with Disabilities in Mainstream Education.”

They said that there is need to ensure quality education for the children with disabilities in the inclusive setting.

“The learning has to take place according to the pace of the child for which understanding the special needs is a prerequisite,” said Muhammad Yaqoob a school teacher.

The speakers on the occasion said: “Despite the guidelines, the achievement of the quality education for the children with disabilities is not anywhere near to the expectations.”

“Each child is a unique entity with special needs that need to be taken care of,” said Javid Ahmad, another teacher while speaking on the occasion.

The speakers also expressed concern over the physical and the psycho-social barriers.

“The narrow doorways, stairs, thresholds, inaccessible toilets, inappropriate height of the desks, ridiculing, neglecting, bullying are becoming a major deterrent for the people with the disabilities to face the challenges,” said Muhammad Tahir a school teacher.

Senior Consultant, National Centre for Disability Studies – IGNOU, Dr. Himanshu Das said: “It is irony that state government has failed to utilize the funds for inclusive programs for more than 10 years. They failed to understand the project and as a result funds got lapsed.”

He said the idea behind the worship is to bring grass root level recommendations and suggestions for better implementation of Sarva Shiksha Abhiyan (SSA) to reduce seclusion of children with disability.

He also said that all the stakeholders have a role to highlight issues of disabled people and in educating the communities on how to change society’s perceptions and develop a society which is equal for all

Speaking on the occasion, Commissioner Secretary, School Education, F A Faktoo said: “It does world of good to the kids with disabilities when they are allowed to study and play with normal kids.”

“We have to imbibe confidence in them. Every concerned organization has mandate to be in the process”.

It is estimated that there is approximately two percent of the population which is disabled in the state although there are no real reliable statistics to verify this.

However, Director School Education, Muhammad Shafi Rather, said, “The number of disabled is much more than what is declared officially”.

He said: “It is the duty of civil society, NGOs and other stake holders to ensure inclusive education system”.

The participants at workshop said the “inclusive education system” should not be restricted to government schools only but guidelines should be implemented in private institutions too.





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Jammu and Kashmir Government issues circulars on access

Jammu and Kashmir Government issues circulars on access


D.N.I.S. News Network, India: Department of Social Welfare, Government of Jammu and Kashmir has issued a circular to various Government departments, directing them to furnish information on measures taken by them on disability issues, particularly access.



The circular is a direct result of a Public Interest Litigation (P.I.L.) filed by social activist and N.C.P.E.D.P.’s State Partner, Javed Ahmad Tak in the Jammu and Kashmir High Court on problems faced by disabled persons in accessing public places like gardens, parks, hotels, tourist spots, etc.



A Division Bench of the High Court directed the Social Welfare Department to follow up on the matter and prepare a detailed status report on the measures that have been taken by various departments.

scholarship for persons with disabilities in jk

SCHEMES FOR JAMMU AND KASHMIR BASED DISABLED STUDENTS


Posted by MOHD FAISAL NAWAZ on July 7, 2011 at 11:53pm in GENERAL DISCUSSION

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.Srinagar: Centre has approved two new scholarship schemes for disabled students in Jammu and Kashmir, under which 1500 scholarships will be given out by the end of next month, a senior minister has said."The Central government has approved two new scholarship schemes for the state to provide financial support to the disabled," state minister for Social welfare Sakina Ittoo said here yesterday.



She said in July–end this year, 1500 such scholarships will be made available to physically challenged persons so as to facilitate their higher education. Ittoo said various special welfare schemes have been launched for the betterment of women, physically challenged persons and those belonging to backward classes in the state.



The minister urged the beneficiaries to come forward and avail the schemes meant for them. Ittoo said the procedures and formalities for all centrally–sponsored schemes need to be further simplified, keeping in view the hilly terrain and poor communication facilities in the state.





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Regards

Mohd faisal Nawaz

On behalf of F.I.I.R Tags: SCHOLORSHIPS