# दिव्यांगों की लाठी और भारतीय समाज

मन्दबुद्धि छात्र रचित बमनिया

के कुछ चित्र जिसे बन्द अँधेरी कोठरी से लाकर विद्यालय मे दाखिल कराया गया। अब उसकी माँ और अध्यापको के सहयोग से उसकी जिन्दगी मे बदलाव आना शुरू हुआ --

CASE STUDY OF RACHIT BAMANIA

REFERENCE

FATHER OF RACHIT BAMANIA SEND A LETTER TO CM , GNCT OF DELHI . COMPLAINING THAT HIS CHILD RACHIT BAMANIA S/O RANBEER SINGH BAMANIA R/O K-21,GALI NO-01, SUNDER NAGRI, DELHI-93 ,DIAGNOSED AS MENTALLY RETARDED IS NOT GETTING ADMISSION IN ANY SCHOOL THEREFORE, IN COMPLIANCE OF OUR TEAM (SH. B.MISHRA (DISTRICT COORDINATOR, SH. V.K.MITTAL (ZONAL COORDINATOR-ZONE -5, SMT. RICHA SHARMA ZONAL COORDINATOR ZONE 6, SH. SURESH CHAND ,ZONAL COORDINATOR ZONE 4 ,ALKA VERMA AND NIDHI KUMRA (RESOURCE TEACHER) VISITED ON DATE 15 JAN 2011 AT HIS RESIDENCE ,AFTER COUNCELLING OF PARENTS SPECIALLY MOTHER OF RACHIT BAMANIA CHILD WAS DIAGNOSED AS MENTALLY RETARDED. FINALLY HE WAS ADMITTED IN NEARBY SCHOOL GOVT. BOYS MIDDLE SCHOOL ,F1/F2,NAND NAGRI,DELHI. IN CLASS 6-G , ADDMISSION NO: 6340 ON 15 JANUARY 2011.

BEFORE ADMISSION CHILD WAS FOUND THAT PARENTS BEHAVED HIM LIKE A SALVES AND WAS KEPT IN A SMALL DARK ROOM ,HE WAS UNAWARE OF HIS ATMOSPHERE LIKE HIS SOCIETY ,HIS FRIENDS AND ONLY HIS BASIC NEEDS LIKE FOOD AND SHELTER WAS PROVIDED TO HIM, NO SOCIAL SKILLS AND COMMUNICATION SKILLS WERE DEVELOPED TILL ADMISSION.

RACHIT’S PARENTS MOTHER AND FATHER BOTH ARE WORKING MEMBERS AT LOW WAGES FOR THAT REASON THEY DIDN’T TAKE MUCH PAIN IN UPBRINGING THEIR MENTALLY RETARDED CHILD FOR HIS BRIGHT FUTURE.

1. NAME OF THE CHILD : RACHIT BAMANIA

2. NAME OF THE PARENTS : SH. RANBEER SINGH BAMANIA

SMT. NISHA

3. NAME OF THE SCHOOL/ : GBMS, FI/F2, NAND NAGRI, DELHI

VILLAGE/DISTRICT ZONE-06, DISTRICT NORTH EAST

4. SCHOOL AND CLASS : GBMS, FI/F2, NAND NAGRI, DELHI

IN WHICH CHILD IS INCLUDED 6- G

5. HOW THE CHILD WAS CONTACTED :

IN COMPlIANCE OF HIS FATHER’S COMPLAINT FOR NOT GETTING

ADMISSION IN NEARY BY SCHOOL, TEAM FROM DISTRICT NORTH

EAST VISITED FOR THE SAME.

6. GRADUAL SUPPORT PROVIDED TO THE CHILD BY THE RESOURCE

TEACHER/VOLUNTEER:

THE CHILD IS BEING PROVIDED CONTINUE SUPPORTIVE EDUCATION FROM THE RESOURCE TEACHER ONCE IN A WEEK TO ENHANCE HIS DAILY LIVING SKILLS, COMMUNICATION, ACADEMIC , RECREATIONAL AND SOCIAL SKILLS

7. NATURE OF SUPPORT PROVIDED BY THE RESOURCE TEACHER/ VOLNTEER:

ACCORDING TO THE CHILD’S LEVEL AND SCHOOL ENVIRONMENT RESOURCE TEACHERS DEVELOPED CURRICULAM AND STRATEGIES TO BE USED TO TEACH THE BOY, SPECIAL EMPHASIS IS LAID ON EFFECTIVENESS OF BOYS INVOLVEMENT WITH CLASSMATES (PEER GROUP) TO IMPROVE HIS SOCIAL SKILLS, COMMUNACTION SKILLS AND ACADEMIC. TO FACILITATE WRITING OR FINE MOTOR ACTIVITIES HE IS HELPED WITH PRE WRITING SKILLS LIKE SCRIBBLING, COLOURING, SAND/CLAY PLAY, PLAYING WITH PEG BOARDS ETC. BY THE RESOURCE TEACHERS AND SIMILARLY HIS PARENTS AND PEER GROUPS ARE ALSO MOTIVATED TO HELP RACHIT IN PERFORMING SUCH ACTIVITIES AND BUILDING HIS COMMUNICATION SKILLS.

8. HOW THE SCHOOL CHANGED FOR THE CWSN:

THE CHILDREN OF THE SCHOOL AND RACHIT’S CLASSMATES WERE TOLD ABOUT RACHIT, BEFORE HIS ADDMISSION TO THE SCHOOL, ALTHOUGH THEY WERE FIRST ANXIOUS, THIS QUICKLY WORE OFF, THE SCHOOL TEACHERS AND PEER GROUP OF RACHIT WERE ORIENTED ABOUT RACHIT CONDITION. AFTER COUNCELLING OF TEACHER, PEER GROUP ALONG WITH IEDSS INCHARGE AND HOS SH. B.S.DHAKA, CHILD WAS WELL ADOPTED BY THE SCHOOL ENVIRONMENT.

9. HOW THE TEACHER TEACHES THE CHILD:

THE TEACHERS FOLLOW THE STRATEGIE AND CURRICULAM DEVELOPED BY THE RESOURCE TEACHER TO ENHANCE HIS ACADEMIC. SOCIAL AND COMMUNICATION SKILLS.

10. HOW THE PEERS HAVE ACCEPTED THE CHILD:

THE SCHOOL PRINCIPAL SH.B.S. DHAKA AND TEACHERS ARE VERY COOPERATIVE IN HELPING RESOURCE TEACHER TO MOTIVATE THE PEER GROUP INTERACTION AT THE SCHOOL WHICH IS VERY EFFECTIVE IN ENHANCING RACHIT’S COMMUNICATION AND SOCIAL SKILLS.

11. HOW THE CWSN IS INCLUDED ON ALL THE ACTIVITIES OF THE

SCHOOL/CLASSROOM:

EARLIER RACHIT WAS RELUCTANT TO GO TO SCHOOL BUT GRADUALLY HE BEGAN TO ENJOY GOING TO SCHOOL AND IS VERY EXICTED. IT WAS NOTICE THAT HIS OTHER ABILITIES LIKE PLAY AND SOCIAL SKILLS HAVE REMARKABLY IMPROVED, PARENTS OF THE CHILD ARE VERY HAPPY FOR THE CHANGE THEY HAVE SEEN IN RACHIT AND THEY OFTEN SHOW THEIR GRATITUTE TO BOTH RESOURCE TEACHERS AND SCHOOL TEACHERS. PRIOR ADMITTING THE BOY IN THE GOVT. SCHOOL, PARENTS HAD APPREHENSION ABOUT HIS SUITABILITY TO A REGULAR SCHOOL BUT AFTER THEY HAVE EXPERIENCED EVEN LITTLE CHANGE AND PROGRESS IN HIM, THEY HAVE DECIDED TO CONTINUE IN THE SAME SCHOOL.

THE SUCCESS OF HIS INTEGRATION INTO A NORMAL SCHOOL SEEMS TO BE MAINLY DUE TO VERY SUPPORTIVE FAMILY ON ONE HAND AND ON THE OTHER TO A VERY SYMPATHETIC AND COOPERATIVE STAFF AND STUDENTS OF THE SCHOOL.

12. HOW THE CHILD HAS IMPROVED:

EARLIER HIS MOTHER COMPLAINTS OF DELAYED MILESTONES, UNCLEAR SPEECH, POOR ATTENTION, POOR GAIT AND INABILITY TO READ AND WRITE. HE CAN WALK WITHOUT AIDS BUT DOES SO SLOWLY AND SHAKILY. HE CANNOT USE HIS RIGHT HAND FOR WRITING AND CANNOT HOLD THE PENCIL FIRMLY IN HIS LEFT HAND. HE HAS A LITTLE SPEECH BUT SLURRED SPEECH. ACADEMICALLY RACHIT IS POOR BUT SOCIALLY HE HIS WELL ACCEPTED AND HAPPY CHILD.

SOME SNAPS OF RACHIT’S REMARKABLE IMPROVEMENT HAS BEEN SHOWEN IN THE PHOTOGRAPHS ATTATCHED WITH CASE STUDY)

13. WHAT IS THE FUTURE PLAN:

A REGULAR RESOURCE TEACHER SHOULD BE PROVIDED IN THE SCHOOL WITH TLM FOR BETTER LEARNING OF CHILD IN HIS SKILLS LIKE ADL, SOCIAL, COMMUNICATION AND RECREATIONAL SKILLS,

(I.Q. TESTING OF THE CHILD IS STILL PENDING BY IHBAS)

14. WRITING /DRAWING/SCRIBBLING SAMPLES OF THE CHILD:

PHOTOGRAPHS ATTACHED FOR ABOVE.

SUBMITTED BY:

RESOURCE TEACHER

DISTRICT NORTH EAST