Composite Regional Centre for Persons with Disabilities (CRC) is a service modality set under the Ministry of Social Justice & Empowerment, Government of India.
national institutes of different disabilitiesAmrutha M V
This document outlines several national institutions in India that serve people with different disabilities. It describes 8 institutions: the Ali Yavar Jung National Institute for Hearing Handicapped, which provides services for hearing disabilities; the National Institute for Empowerment of Persons with Multiple Disabilities, which started clinical and training programs in 2005; the Seami Vivekanand National Institute of Rehabilitation, Training & Research, which provides training, aids, and rehabilitation; the National Institute for Orthopaedically Handicapped, established in 1978 to provide rehabilitation services for people with locomotor disabilities; the National Institute for Visually Handicapped, which conducts education and training programs for visual disabilities; the National Institute of Mentally
The Rehabilitation Council of India Act established the Rehabilitation Council of India as a statutory body in 1993 to regulate training programs for people with disabilities. The RCI maintains the Central Rehabilitation Register, which documents all qualified professionals working in the disability field. The Act gives the RCI powers to regulate and monitor disability services, standardize curricula, and take action against unqualified practitioners. The aims of the RCI Act are to standardize training, prescribe minimum education standards, recognize training institutions, promote research, and maintain the Central Rehabilitation Register.
The document summarizes the Persons with Disability (Equal Opportunities, Protection of Rights and Full Participation) Act of 1995. The act aims to provide equal opportunities, protection of rights, and full participation of persons with disabilities. It mandates free education for children with disabilities until age 18, reservations in government jobs, non-discrimination, and social security. The act was replaced by the Rights of Persons with Disabilities Act in 2016 to further strengthen these provisions.
There are nine National Institutes under this Ministry working in the field of disability. National Institutes are autonomous bodies established for different types of disabilities. These institutes are engaged in Human Resources Development in the field of disability, providing rehabilitation services to the persons with disabilities and Research and Development efforts.
National Institutes are engaged in Human Resource Development in the field of disability, providing rehabilitation services to the Persons with Disabilities and undertaking Research and Development efforts. National Institutes also provide vocational skill training, placement and distribution of assistive aids and appliances to PwDs.
The Persons with Disabilities Act, 1995 aims to ensure equal opportunities for people with disabilities and their rights are protected. It defines disability as a physical or mental impairment of 40% or more. The act mandates reservations in government jobs and access to buildings, transport and services. It also focuses on education, healthcare, rehabilitation and affirmative action to promote the inclusion of people with disabilities.
This presentation is on the National trust act for the welfare of persons with autism, cerebral palsy, mental retardation, multiple disability and about the different schemes put forwarded by this act.
The document discusses disability, its dimensions, types and classification. It defines disability as any restriction or lack of ability to perform activities considered normal. Disability has three dimensions - impairments, activity limitations, and participation restrictions. The nine major types of disabilities are described. The document also discusses prevention of disabilities through various approaches like primordial, primary, secondary and tertiary prevention. It describes disability screening and identification, which includes methods, techniques and examinations for early detection. Various screening types and levels are explained. Identification of disabilities can be done through questions, checklists and developmental milestones.
The Rights of Persons with Disabilities Act 2016 (RPWD Act) was enacted in India to replace the 1995 Persons with Disabilities Act. Some key points:
- It aims to give effect to the UN Convention on the Rights of Persons with Disabilities which India ratified in 2007.
- The number of recognized disabilities was increased from 7 to 21 to include conditions like acid attack victims, dwarfism, muscular dystrophy, and specific learning disabilities.
- It mandates inclusive education for children with disabilities and reservations in government jobs and higher education.
- It provides for social security, healthcare initiatives focused on prevention and rehabilitation of disabilities, and access to transport and technology.
-
national institutes of different disabilitiesAmrutha M V
This document outlines several national institutions in India that serve people with different disabilities. It describes 8 institutions: the Ali Yavar Jung National Institute for Hearing Handicapped, which provides services for hearing disabilities; the National Institute for Empowerment of Persons with Multiple Disabilities, which started clinical and training programs in 2005; the Seami Vivekanand National Institute of Rehabilitation, Training & Research, which provides training, aids, and rehabilitation; the National Institute for Orthopaedically Handicapped, established in 1978 to provide rehabilitation services for people with locomotor disabilities; the National Institute for Visually Handicapped, which conducts education and training programs for visual disabilities; the National Institute of Mentally
The Rehabilitation Council of India Act established the Rehabilitation Council of India as a statutory body in 1993 to regulate training programs for people with disabilities. The RCI maintains the Central Rehabilitation Register, which documents all qualified professionals working in the disability field. The Act gives the RCI powers to regulate and monitor disability services, standardize curricula, and take action against unqualified practitioners. The aims of the RCI Act are to standardize training, prescribe minimum education standards, recognize training institutions, promote research, and maintain the Central Rehabilitation Register.
The document summarizes the Persons with Disability (Equal Opportunities, Protection of Rights and Full Participation) Act of 1995. The act aims to provide equal opportunities, protection of rights, and full participation of persons with disabilities. It mandates free education for children with disabilities until age 18, reservations in government jobs, non-discrimination, and social security. The act was replaced by the Rights of Persons with Disabilities Act in 2016 to further strengthen these provisions.
There are nine National Institutes under this Ministry working in the field of disability. National Institutes are autonomous bodies established for different types of disabilities. These institutes are engaged in Human Resources Development in the field of disability, providing rehabilitation services to the persons with disabilities and Research and Development efforts.
National Institutes are engaged in Human Resource Development in the field of disability, providing rehabilitation services to the Persons with Disabilities and undertaking Research and Development efforts. National Institutes also provide vocational skill training, placement and distribution of assistive aids and appliances to PwDs.
The Persons with Disabilities Act, 1995 aims to ensure equal opportunities for people with disabilities and their rights are protected. It defines disability as a physical or mental impairment of 40% or more. The act mandates reservations in government jobs and access to buildings, transport and services. It also focuses on education, healthcare, rehabilitation and affirmative action to promote the inclusion of people with disabilities.
This presentation is on the National trust act for the welfare of persons with autism, cerebral palsy, mental retardation, multiple disability and about the different schemes put forwarded by this act.
The document discusses disability, its dimensions, types and classification. It defines disability as any restriction or lack of ability to perform activities considered normal. Disability has three dimensions - impairments, activity limitations, and participation restrictions. The nine major types of disabilities are described. The document also discusses prevention of disabilities through various approaches like primordial, primary, secondary and tertiary prevention. It describes disability screening and identification, which includes methods, techniques and examinations for early detection. Various screening types and levels are explained. Identification of disabilities can be done through questions, checklists and developmental milestones.
The Rights of Persons with Disabilities Act 2016 (RPWD Act) was enacted in India to replace the 1995 Persons with Disabilities Act. Some key points:
- It aims to give effect to the UN Convention on the Rights of Persons with Disabilities which India ratified in 2007.
- The number of recognized disabilities was increased from 7 to 21 to include conditions like acid attack victims, dwarfism, muscular dystrophy, and specific learning disabilities.
- It mandates inclusive education for children with disabilities and reservations in government jobs and higher education.
- It provides for social security, healthcare initiatives focused on prevention and rehabilitation of disabilities, and access to transport and technology.
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The National Policy for Persons with Disabilities-2006 aims to provide physical, educational, and economic rehabilitation for people with disabilities in India. It focuses on prevention of disabilities, rehabilitation measures like physical, educational, and economic support, as well as ensuring rights and support for women, children, and people with disabilities generally. The policy aims to promote a barrier-free environment and issues of disability certification, social security, research, and sports/cultural activities for people with disabilities. Implementation involves coordination between various central and state government ministries and organizations.
The document discusses several non-governmental organizations (NGOs) and their outreach programs. It describes the District Disability Rehabilitation Centres (DDRCs) program in India which aims to provide services to people with disabilities. It also outlines the objectives of establishing DDRCs, which include identifying disabled individuals, providing therapies and counseling, and facilitating vocational training and job placement. Additionally, it provides details about two NGOs - Samarthanam Trust for the Disabled in Bangalore and AshaJyothi Handicapped Welfare Society in Andhra Pradesh - and their work serving disabled, underprivileged and orphaned individuals through education, rehabilitation and livelihood programs.
The Rehabilitation Council of India Act, 1992 established the Rehabilitation Council of India as the statutory body to regulate and standardize training courses for rehabilitation professionals, recognize institutions running such courses, and maintain the Central Rehabilitation Register. The Act was amended in 2000 to enhance RCI's responsibilities to include standardizing training syllabi and promoting research in rehabilitation and special education. RCI aims to regulate rehabilitation services for persons with disabilities and take action against unqualified persons providing such services.
The document provides definitions for 13 disability categories under the IDEA. It explains that the federal definitions guide how states define eligibility for special education services. It then lists and defines each disability category, including autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, speech or language impairment, traumatic brain injury, visual impairment, and learning disabilities.
The document summarizes the functions and activities of District Disability Rehabilitation Centres (DDRCs) in India. It states that DDRCs were established in 1985-1990 under the Ministry of Social Justice and Empowerment to provide services and build infrastructure for persons with disabilities. Their key activities include identifying disabled individuals, providing assistive devices and therapy, vocational training, facilitating loans for self-employment, and promoting inclusion through accessible environments and education. The document outlines the action plans and responsibilities of DDRCs in supporting persons with disabilities.
1. Locomotor disability is defined as the inability to move oneself or objects from place to place due to impairments of the musculoskeletal or nervous systems.
2. According to the 2011 Indian census, 2.68 crore Indians, or 2.21% of the population, have locomotor disabilities.
3. Locomotor disabilities can be congenital or acquired through conditions like polio, tuberculosis, accidents, or degenerative diseases. Management focuses on reducing disability through treatments like splinting and physical rehabilitation.
This document discusses different types of learning disabilities including problems with reading, writing, spelling, arithmetic, and attention. It defines learning disabilities and describes their characteristics such as difficulties with reading, writing, math, organization, memory, and focus. The document also covers specific learning disabilities like dyslexia, dysgraphia, dyscalculia, and ADHD. It provides definitions, causes, characteristics, and treatment approaches for these different types of disabilities.
The document discusses the International Classification of Disability. It provides definitions of impairment, disability, and handicap based on the World Health Organization's 1980 model. This model characterized impairment as a loss of body structure/function, disability as a limitation in activities, and handicap as a social disadvantage. The document also presents statistics on disability prevalence worldwide and discusses models of disability, including the traditional, medical, and social models.
There are so many schemes under National trust act as Disha,Vikaas,Samarth,Gharaunda,Nirmaya,Sahyogi,Prerna
Gyan Prabha,Sambhav,Badhte Kadam.Unique Disability ID,National Fund and National Award also included in it.There are so many schemes for education, employment and for Disability Certificate.
Background. The Rehabilitation Council of India (RCI) was set up as a registered society in 1986. On September, 1992 the RCI Act was enacted by Parliament and it became a Statutory Body on 22 June 1993. The Act was amended by Parliament in 2000 to make it more broad-based
The Integrated Education for Disabled Children (IEDC) program was initiated in 1974 to provide educational opportunities and support to children with disabilities. The program aimed to mainstream these children into society by developing their self-confidence. It provided financial assistance for books, uniforms, transportation, equipment, and teacher training. However, the program saw little success due to a lack of trained teachers, awareness of disability issues, equipment, and coordination between departments. The program was revised in 1992 to provide 100% assistance to schools integrating disabled students and fully fund NGOs implementing the program.
The document discusses locomotor disabilities, which refer to restrictions in limb movement that cause problems moving from place to place. Locomotor disabilities can be caused by conditions like cerebral palsy, polio, amputation, spinal or head injuries, strokes, and other illnesses. They are characterized by poor motor control, coordination issues, awkward or limping gaits, pain with exercise, and frequent falling. Teachers should provide accommodations like accessible classrooms and notes, seating, scribes, and extra time on exams to support students with locomotor disabilities.
National policy for persons with disabilities 2006Layanak1
The National Policy for Persons with Disabilities recognizes them as a valuable human resource and seeks to create equal opportunities and participation in society. The policy focuses on prevention of disabilities, rehabilitation measures, ensuring rights of women and children with disabilities, barrier-free access, disability certification, social security support, involvement of NGOs, data collection on persons with disabilities, research, and access to sports and cultural activities. It aims to promote inclusion of persons with disabilities in all aspects of society.
The Persons with Disabilities Act was passed in 1995 to provide equal opportunities and protection of rights for disabled persons in India. The key aims are to prevent disabilities, ensure access to medical care, education, employment, and social integration for disabled individuals. It requires governments to make public services and facilities accessible. Schools must integrate disabled students and provide resources to support their education. At least 3% of government jobs must be reserved for disabled persons. Public transportation and buildings must be made accessible through adaptations like ramps and rail compartments. The act also focuses on early detection of disabilities, research, social security, and affirmative action for disabled persons and entrepreneurs.
Impairment refers to abnormalities in body structure, organs or mental functions. Disability describes restrictions in activities from an impairment compared to others one's age. Handicap is a social construct, referring to disadvantages experienced in society as a result of one's disability due to environmental barriers. While related, impairment, disability and handicap have distinct meanings and a person can experience one without the others.
Rights to Persons with Disabilities Act 2016 New Law for PwDs in IndiaRajnish Kumar Arya
The salient features of the Bill are:
i. Disability has been defined based on an evolving and dynamic concept.
ii. The types of disabilities have been increased from existing 7 to 21 and the Central Government will have the power to add more types of disabilities. The 21 disabilities are given below:-
1. Blindness
2. Low-vision
3. Leprosy Cured persons
4. Hearing Impairment (deaf and hard of hearing)
5. Locomotor Disability
6. Dwarfism
7. Intellectual Disability
8. Mental Illness
9. Autism Spectrum Disorder
10. Cerebral Palsy
11. Muscular Dystrophy
12. Chronic Neurological conditions
13. Specific Learning Disabilities
14. Multiple Sclerosis
15. Speech and Language disability
16. Thalassemia
17. Hemophilia
18. Sickle Cell disease
19. Multiple Disabilities including deafblindness
20. Acid Attack victim
21. Parkinson's disease
Inclusive education for persons with disabilitiesDhananjay Bhole
What is inclusive education, What is disability, Types of disability, Issues in social rehabilitation, low tech assistive technologies, High tech assistive technologies, Enrollment and admission, What facilities institue should provide for inclusion, How to do accessible teaching, How do person with disabilities appear in exams? , Academic evaluation of student with disabilities, status of education in India, Facilities and infrastructure in India, potential funding agencies for disability research.
Establistment of Various National Institute and Development of Teacher Education in Special Education under Ministry of Social Justice and Empowerment.
The document summarizes the history and activities of the Institute for the People in Need (IPN) non-profit organization in Kolkata, India. It describes how IPN was founded in 2008-2009 to serve individuals with special needs. It outlines IPN's establishment of a service center in 2009 and various community programs it has conducted, such as wheelchair donations, cancer awareness, and environmental initiatives. It also discusses IPN's ongoing and future projects focused on empowering vulnerable groups through education, healthcare, and livelihood training.
The National Policy for Persons with Disabilities-2006 aims to provide physical, educational, and economic rehabilitation for people with disabilities in India. It focuses on prevention of disabilities, rehabilitation measures like physical, educational, and economic support, as well as ensuring rights and support for women, children, and people with disabilities generally. The policy aims to promote a barrier-free environment and issues of disability certification, social security, research, and sports/cultural activities for people with disabilities. Implementation involves coordination between various central and state government ministries and organizations.
The document discusses several non-governmental organizations (NGOs) and their outreach programs. It describes the District Disability Rehabilitation Centres (DDRCs) program in India which aims to provide services to people with disabilities. It also outlines the objectives of establishing DDRCs, which include identifying disabled individuals, providing therapies and counseling, and facilitating vocational training and job placement. Additionally, it provides details about two NGOs - Samarthanam Trust for the Disabled in Bangalore and AshaJyothi Handicapped Welfare Society in Andhra Pradesh - and their work serving disabled, underprivileged and orphaned individuals through education, rehabilitation and livelihood programs.
The Rehabilitation Council of India Act, 1992 established the Rehabilitation Council of India as the statutory body to regulate and standardize training courses for rehabilitation professionals, recognize institutions running such courses, and maintain the Central Rehabilitation Register. The Act was amended in 2000 to enhance RCI's responsibilities to include standardizing training syllabi and promoting research in rehabilitation and special education. RCI aims to regulate rehabilitation services for persons with disabilities and take action against unqualified persons providing such services.
The document provides definitions for 13 disability categories under the IDEA. It explains that the federal definitions guide how states define eligibility for special education services. It then lists and defines each disability category, including autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, speech or language impairment, traumatic brain injury, visual impairment, and learning disabilities.
The document summarizes the functions and activities of District Disability Rehabilitation Centres (DDRCs) in India. It states that DDRCs were established in 1985-1990 under the Ministry of Social Justice and Empowerment to provide services and build infrastructure for persons with disabilities. Their key activities include identifying disabled individuals, providing assistive devices and therapy, vocational training, facilitating loans for self-employment, and promoting inclusion through accessible environments and education. The document outlines the action plans and responsibilities of DDRCs in supporting persons with disabilities.
1. Locomotor disability is defined as the inability to move oneself or objects from place to place due to impairments of the musculoskeletal or nervous systems.
2. According to the 2011 Indian census, 2.68 crore Indians, or 2.21% of the population, have locomotor disabilities.
3. Locomotor disabilities can be congenital or acquired through conditions like polio, tuberculosis, accidents, or degenerative diseases. Management focuses on reducing disability through treatments like splinting and physical rehabilitation.
This document discusses different types of learning disabilities including problems with reading, writing, spelling, arithmetic, and attention. It defines learning disabilities and describes their characteristics such as difficulties with reading, writing, math, organization, memory, and focus. The document also covers specific learning disabilities like dyslexia, dysgraphia, dyscalculia, and ADHD. It provides definitions, causes, characteristics, and treatment approaches for these different types of disabilities.
The document discusses the International Classification of Disability. It provides definitions of impairment, disability, and handicap based on the World Health Organization's 1980 model. This model characterized impairment as a loss of body structure/function, disability as a limitation in activities, and handicap as a social disadvantage. The document also presents statistics on disability prevalence worldwide and discusses models of disability, including the traditional, medical, and social models.
There are so many schemes under National trust act as Disha,Vikaas,Samarth,Gharaunda,Nirmaya,Sahyogi,Prerna
Gyan Prabha,Sambhav,Badhte Kadam.Unique Disability ID,National Fund and National Award also included in it.There are so many schemes for education, employment and for Disability Certificate.
Background. The Rehabilitation Council of India (RCI) was set up as a registered society in 1986. On September, 1992 the RCI Act was enacted by Parliament and it became a Statutory Body on 22 June 1993. The Act was amended by Parliament in 2000 to make it more broad-based
The Integrated Education for Disabled Children (IEDC) program was initiated in 1974 to provide educational opportunities and support to children with disabilities. The program aimed to mainstream these children into society by developing their self-confidence. It provided financial assistance for books, uniforms, transportation, equipment, and teacher training. However, the program saw little success due to a lack of trained teachers, awareness of disability issues, equipment, and coordination between departments. The program was revised in 1992 to provide 100% assistance to schools integrating disabled students and fully fund NGOs implementing the program.
The document discusses locomotor disabilities, which refer to restrictions in limb movement that cause problems moving from place to place. Locomotor disabilities can be caused by conditions like cerebral palsy, polio, amputation, spinal or head injuries, strokes, and other illnesses. They are characterized by poor motor control, coordination issues, awkward or limping gaits, pain with exercise, and frequent falling. Teachers should provide accommodations like accessible classrooms and notes, seating, scribes, and extra time on exams to support students with locomotor disabilities.
National policy for persons with disabilities 2006Layanak1
The National Policy for Persons with Disabilities recognizes them as a valuable human resource and seeks to create equal opportunities and participation in society. The policy focuses on prevention of disabilities, rehabilitation measures, ensuring rights of women and children with disabilities, barrier-free access, disability certification, social security support, involvement of NGOs, data collection on persons with disabilities, research, and access to sports and cultural activities. It aims to promote inclusion of persons with disabilities in all aspects of society.
The Persons with Disabilities Act was passed in 1995 to provide equal opportunities and protection of rights for disabled persons in India. The key aims are to prevent disabilities, ensure access to medical care, education, employment, and social integration for disabled individuals. It requires governments to make public services and facilities accessible. Schools must integrate disabled students and provide resources to support their education. At least 3% of government jobs must be reserved for disabled persons. Public transportation and buildings must be made accessible through adaptations like ramps and rail compartments. The act also focuses on early detection of disabilities, research, social security, and affirmative action for disabled persons and entrepreneurs.
Impairment refers to abnormalities in body structure, organs or mental functions. Disability describes restrictions in activities from an impairment compared to others one's age. Handicap is a social construct, referring to disadvantages experienced in society as a result of one's disability due to environmental barriers. While related, impairment, disability and handicap have distinct meanings and a person can experience one without the others.
Rights to Persons with Disabilities Act 2016 New Law for PwDs in IndiaRajnish Kumar Arya
The salient features of the Bill are:
i. Disability has been defined based on an evolving and dynamic concept.
ii. The types of disabilities have been increased from existing 7 to 21 and the Central Government will have the power to add more types of disabilities. The 21 disabilities are given below:-
1. Blindness
2. Low-vision
3. Leprosy Cured persons
4. Hearing Impairment (deaf and hard of hearing)
5. Locomotor Disability
6. Dwarfism
7. Intellectual Disability
8. Mental Illness
9. Autism Spectrum Disorder
10. Cerebral Palsy
11. Muscular Dystrophy
12. Chronic Neurological conditions
13. Specific Learning Disabilities
14. Multiple Sclerosis
15. Speech and Language disability
16. Thalassemia
17. Hemophilia
18. Sickle Cell disease
19. Multiple Disabilities including deafblindness
20. Acid Attack victim
21. Parkinson's disease
Inclusive education for persons with disabilitiesDhananjay Bhole
What is inclusive education, What is disability, Types of disability, Issues in social rehabilitation, low tech assistive technologies, High tech assistive technologies, Enrollment and admission, What facilities institue should provide for inclusion, How to do accessible teaching, How do person with disabilities appear in exams? , Academic evaluation of student with disabilities, status of education in India, Facilities and infrastructure in India, potential funding agencies for disability research.
Establistment of Various National Institute and Development of Teacher Education in Special Education under Ministry of Social Justice and Empowerment.
The document summarizes the history and activities of the Institute for the People in Need (IPN) non-profit organization in Kolkata, India. It describes how IPN was founded in 2008-2009 to serve individuals with special needs. It outlines IPN's establishment of a service center in 2009 and various community programs it has conducted, such as wheelchair donations, cancer awareness, and environmental initiatives. It also discusses IPN's ongoing and future projects focused on empowering vulnerable groups through education, healthcare, and livelihood training.
Establishment of various national institutes and development ofDeenaGeorge2
This document discusses the establishment of various national institutes in India for the development of teacher education in special education. It provides details on several institutes established under the Department of Empowerment of Persons with Disabilities that focus on areas like hearing impairment, multiple disabilities, orthopedic handicaps, intellectual disabilities, and visual handicaps. The objectives of these institutes include human resource development, research, service provision, community programs, and material development to promote rehabilitation and empowerment of persons with disabilities.
ministry of human resource department rohit agrawalrohit agrawal
The Ministry of Human Resource Development is responsible for the development of human resources in India. It has two main departments: School Education and Literacy, and Higher Education. The Ministry oversees many organizations, universities, and programs related to education across India, ranging from elementary to higher education. Its goals include universalizing education, promoting literacy, and increasing access to education for disadvantaged groups.
The document discusses several organizations related to education in India. CIET is a national institute of educational technology established in 1984 to promote the use of educational technologies like radio, TV, films and cyber media. UGC is a statutory body that coordinates and maintains standards of higher education in India. IGNOU was established in 1985 and uses open and distance learning to increase enrollment. SIET was constituted in each Indian state to promote learning through radio and television. NIOS provides vocational, enrichment and academic courses through open schooling. Other organizations discussed include AVRC, EMRC, CEC, EDUSAT, IT@School, Akshaya and INFLIBNET.
Asha Ka Jharna Annual Activity Report 2017 18Sudeep Goyal
This is an annual activity report of Asha Ka Jharna (AKJ) special schools from April 2017 to March 2018. The report is aimed to depict, describe and list various activities undertaken with children, staff and community members during this period. The report also illustrates the various events organized by the organization, visits of prominent personalities, awards, honors and accreditations received etc.
AKJ Annual Activity Report (April 21 to March 22)Sudeep Goyal
‘Asha Ka Jharna’ as a voluntary non-profit organization has been working for the cause of disability and child rights since 1998. Our Three special schools for intellectually disabled (including cerebral palsy, Down syndrome and other developmental disabilities) as well as hearing and speech impaired children have been providing services spanning two districts and surrounding villages in the semi-arid rural areas of north-western Rajasthan (INDIA). School based special education, therapeutic, vocational training, guidance and counseling services to more than 200 children with disabilities and their families are provided on a regular basis. Remedial teaching support to students enrolled in inclusive education setup is also provided. Open employment and livelihood options are sought for young adults with disabilities to ensure their rehabilitation into community. Training, capacity building in the field of rehabilitation and outreach services is also being undertaken.
AKJ is also a collaborative partner managing CHILDLINE (1098) - Nationwide Toll Free Helpline for children in distress providing round the clock emergency outreach services at our Sikar center.
Our Guiding principles are Enlightment, Education, Employment and Empowerment leading to Inclusion & Accessibility.
This annual activity report for the period April 2021 to March 2022 of Asha Ka Jharna (AKJ) special schools is aimed to depict, describe and list various activities undertaken with children, staff and community members during the preceding period. The report also illustrates the various events organized by the organization, visits of prominent personalities, awards, honors and accreditations received etc.
This document discusses disability and services for persons with disabilities in India. It provides definitions of disability and outlines India's community-based rehabilitation (CBR) approach. Some key points:
- According to the 2011 Census, there are 21 million persons with disabilities in India, comprising 2.1% of the population. The majority live in rural areas and have lower literacy and employment rates.
- India has implemented a CBR system to provide rehabilitation services within communities using local resources. However, there are still many challenges to effective implementation like poverty, stigma, and lack of trained professionals.
- The government has enacted laws promoting equal rights and opportunities for those with disabilities. It has also ratified the UN Convention on
This document provides an overview of the University Grants Commission of India (UGC). The UGC is a statutory body established in 1956 by the Indian government to coordinate and maintain standards of higher education. It oversees universities and allocates funding. The UGC aims to ensure quality, develop excellence, assess needs, and foster collaboration in higher education. It conducts examinations and collects information to link universities and the government. Reforms are ongoing to strengthen the UGC's regulatory role through a proposed new commission.
2005 - CABE Committee Universalisation of Secondary Educationsabrangsabrang
This document provides an interim report from the CABE Committee on Universalisation of Secondary Education. It begins with an introduction from the chairman Ghanshyam Tiwari highlighting the importance of investing in universal secondary education for India's sustainable development. The report then provides details on the committee's formation, terms of reference, meetings held, and background context on expanding access to secondary schooling across India. It aims to help develop a national policy and funding strategy to achieve universal secondary education by 2020.
Asha Ka Jharna Annual Activity Report 2016 17Sudeep Goyal
This is an annual activity report of Asha Ka Jharna (AKJ) special schools from April 2016 to March 2017. The report is aimed to depict, describe and list various activities undertaken with children, staff and community members during this period. The report also illustrates the various events organized by the organization, visits of prominent personalities, awards, honors and accreditations received etc.
India Sudar Educational and Charitable Trust aims to provide quality education to underprivileged children in India by implementing various educational projects across 11 states, having reached over 73,000 students so far through initiatives like hiring teachers, providing scholarships and stationery, and establishing learning centers. The organization has an ambitious 20-year plan to reach 1.5 million students across 15 states by 2024 through the efforts of volunteer teams working on the ground in partnership with local schools and communities.
Asha Ka Jharna Annual Aactivity Report 2018 - 19Sudeep Goyal
This is an annual activity report of Asha Ka Jharna (AKJ) special schools from April 2018 to March 2019. The report is aimed to depict, describe and list various activities undertaken with children, staff and community members during this period. The report also illustrates the various events organized by the organization, visits of prominent personalities, awards, honors and accreditations received etc.
The document summarizes education in rural India, specifically in Uttarakhand. It defines education and discusses India's Right to Education Act. It provides an overview of India's education sector, including enrollment levels in Uttarakhand from 2001 to 2011. It describes the education system and need for education. It outlines various government schemes to improve education and reduce the number of children not attending school. While progress has been made, it concludes that more attention is still required, as the number of children out of school has only decreased by 50% from 2006 to 2016 for 6-14 year olds.
Role of MHRD, UGC, NCTE and AICTE in Higher EducationPoojaWalia6
The document discusses the roles of various regulatory bodies in higher education in India. The Ministry of Human Resource Development oversees education at both the school and higher education levels through two departments. The University Grants Commission regulates and coordinates university education, while the National Council for Teacher Education and All India Council for Technical Education regulate teacher education and technical education, respectively. They are responsible for planning, maintaining standards, providing grants, and ensuring quality across higher education institutions in India.
Asha Ka Jharna Annual Activity Report 2015 -16Sudeep Goyal
This annual report summarizes the activities of Asha Ka Jharna special schools from April 2015 to March 2016. It describes various events organized such as a dental checkup camp, annual board examinations, visits from foundations, research studies, and disability surveys. It also outlines staff training programs, workshops on sensory integration, parent-teacher meetings, and cultural events involving children such as magic shows and trips to a science park. The report aims to depict the educational, health, and community activities conducted during the year to support children with special needs.
Structure of Teacher Education System in India by Garima Tandongarimatandon10
The document summarizes the structure of the teacher education system in India. It discusses the key agencies involved in teacher education at the international, national, state, and local levels. At the national level, important agencies include NCTE, UGC, NCERT, and NUEPA. At the state level, key agencies are SIE/SCERT and SBTE. Important local level agencies include DIET. The document also outlines the various teacher education programs in India based on level and eligibility.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. The Department of Empowerment of
Persons with Disabilities, Ministry of
Social Justice & Empowerment, Govt. of
India has established National Institutes
in each major area of disability.
3. (i) National Institute for the Visually Handicapped(NIVH),
Dehradun,
(ii) National Institute for the Locomotor Disability(Divyangjan), Kolkata
(iii)Ali Yavar Jung National Institute for the Hearing Handicapped
(AYJNIHH), Mumbai
(iv)(iv) National Institute for the Mentally Handicapped (NIMH),
Secunderabad
(v) National Institute for Empowerment of Persons with Multiple
Disabilities (NIEPMD), Chennai
(vi)Pandit Deendayal Upadhayaya Institute for the Physically
Handicapped(Pt. DDUIPH), New Delhi
(vii) Swami Vivekanand National Institute of the Rehabilitation Training
and Research(SVNIRTAR), Cuttack
(viii)Indian Sign Language Research & Training Centre (ISLRTC), New
Delhi.
6. The Composite Regional Centre is an extension of the
National Institute for the Visually Handicapped (NIVH).
It was established in 2001 to extend services that cater to
multiple and diverse disabilities.
Located at Sundernagar, 27 kms from Mandi distict amidst
the scenic backdrop of the Shivalik Ranges in Himachal
Pradesh (HP),
CRC offers end-to-end solutions for the differently-abled in
HP and the neighbouring states of Punjab and Haryana. With
services that range from the academic to clinical, it continues
to be committed to further the cause of the differently-abled.
7. Composite Regional Centre, Srinagar, Jammu
and Kashmir.
It has been established for the Rehabilitation of
Persons with Disabilities of Jammu & Kashmir
State, by the Ministry of Social Justice &
Empowerment.
under the Persons with Disabilities Act (Equal
Opportunities, Protection of Rights and full
participation ) .
in the Year , at Bemina, Bye-Pass, Srinagar.
8. CRC Lucknow under Administrative control of
PDUNIPPD(D) Dept. of empowerment persons
with disabilities
CRC Lucknow is located on Mohaan Road, and
became operational since November- 2005.
9. The centre is located at Guwahati Medical College &
Hospital (GMCH) Campus, Bhangagarh, Guwahati, Assam .
The centre has been functioning since 19th March 2001.
Under the administrative control of Swami Vivekananda
National Institute of Rehabilitation Training and Research
(SVNIRTAR), Odisha.
10. CRC Patna was established in 27th Feb, 2009
by the Department of Disability Affairs, Ministry of
Social Justice & Empowerment, Govt. of India and
functioning
Under the administrative control of National Institute
for the Locomotor Disability(Divyangjan), Kolkata.
11. CRC for Persons with Disabilities, Bhopal is a service
initiative of the Ministry of Social Justice & Empowerment,
Govt. of India with the aim of creating resources and
infrastructure required for developing services for persons
with disabilities in the states of Madhya Pradesh and
Chhattisgarh.
It became functional on 14 August 2000
It is functioning under the administrative control of Ali
Yavar Jung National Institute for the Hearing Handicapped,
Mumbai
12. The Composite Regional Centre (CRC) Ahmedabad has
been established 16th August 2011.
Under the administrative control of Ali Yavar Jung National
Institute for Hearing Handicapped, Mumbai,an autonomous
body under Department of Disability Affairs, Ministry of
Social Justice and Empowerment, Govt. of India.
13. CRC for Persons with DisabilitiesCRC), Kozhikode
established with the aim of creating resources and
infrastructure required for developing services for
persons with disabilities in the state of Kerala.
It became functional since November 2011 and is
functioning under the administrative control of National
Institute for Empowerment of Persons with Multiple
Disabilities[NIEPMD], Chennai.