Post on 11-Jan-2017
1
Madhuram Narayanan Centre for Exceptional Children
SOCIAL ACCOUNTS
For
1st April 2011 - March 31st 2012
Madhuram Narayanan Centre for Exceptional Children
No.1 Giriappa Road, Opp. Balamandir Kamraj Trust
T. Nagar, Chennai – 600 017
Phone: 044-2815 1840 www.mncindia.org
2
CONTENTS Page
1. Acknowledgement 3
2. Introduction 4 3. History and background 5
4. Mission, values, objectives and activities (MVOA) 11
5. Stakeholders 12
6. Scope and methodology of the Social Accounts 14
7. The Report on Performance: analysis of 15
The Social accounts 8. Key Achievements 44
9. Economic impact 45
10. Environmental impact 46
11. Key Aspects Checklist 49
12. Financial information 55
13. Main issues & recommendations 56
14. Strengths and weaknesses of the Social
Accounting process 57 15. Plans for the next Social Accounting Cycle 57
16. Dialogue and disclosure 57
Annexures
1. Questionnaires 59
2. Analysis of questionnaires and surveys 63
3. Organisation & Staff Details 70
4. Disability wise data findings 80
5. Case studies 90
6. Social Audit Statement – 2008 - 09 99
3
Acknowledgement
• The Management of Madhuram Narayanan wishes to thank Mrs. Latha Suresh, the certified
Social Auditor, SAN, to audit the Social Accounts prepared by MNC for the year 2011-12 and
also Chair the Social Audit Panel.
• MNC also acknowledges the Social audit Panel members
Mr. K.P Sivasubramaniam, (Retd) Judge, Madras High Court
Dr. K. Prabakar, Sr. Vice President, Apollo Group of Hospitals
Mr. S. Sunder, Chairman & Managing Director, Argus Cosmetics
Mr. M. Narasimham, Consultant, Vocational Rehabilitation
(For their spontaneous acceptance to be part of the Social Audit Team)
• The management further acknowledges the efforts put in by Mrs. Sowmya Raghavan, Mrs.
Janaki Rao, and Mrs. Vimala Kannan in the process of meeting various stake holders,
collection, collating the data and interpreting the same objectively, and finally in preparing the
Social Accounts document.
• The management also wishes to thank all the staff, both permanent & part time staff and
Volunteers, for their cooperation in the preparation of the social accounts and also in
organizing the social audit meeting.
4
1. Introduction Madhuram Narayanan Centre for Exceptional Children (MNC) successfully completed its maiden
venture of social accounting for the period 2008-2009. This initiative was an outcome of the four-day
workshop on Social Accounting and Audit, organized by the Centre for Social Initiative and
Management (CSIM), Hyderabad and conducted by the Social Accounting and Audit Network UK,
during early March, 2008.
Mrs. Jaya Krishnaswamy, Director, MNC and Mr. S. Krishnan, Advisor who attended the workshop,
were inspired by the social philosophy it generated, and believed that the process of social accounting
would provide meaningful insights into the working of the Madhuram Narayanan Centre for Exceptional
Children, now in its 23rd
year of early intervention programming.
The experience and clarity gained during the first Social Accounts process encouraged MNC to
undertake this exercise a second time for the year 2011-2012, duly focusing on:
• Improved comprehensive assessment, both quantitative and qualitative, of the
Early Intervention Program, with reference to specified parameters
• Overall performance review and reporting based on the principles
enunciated in the Vision, Mission Statements and the Values of the organization.
• Interactions with stakeholders and their feedback on the program
• Evaluation of data, taking initial and final count against the set objectives for each child,
In accordance with the “Issues for Action” of the Social Accounts report 2008 - 09.
HOW
The issues for action identified by the 2008 - 09 Social Audit Panel report have been duly taken note
of, and form the basis of the present exercise. MNC initiated the Social Accounts for the period April
2011 to March 2012 by forming the Social Accounting team that included:
• Mrs. Vimala Kannan, (Director, MNC), qualified and experienced in the field of special
education, particularly in the provision of early intervention services to children with mental
retardation and associated disabilities, age group six years and below
• Mrs. Sowmya Raghavan, retired Member of the Railway Board and a Volunteer with MNC
• Mrs. Janaki Rao, freelancer with several year’s experience in research and publishing, and in
charge of documentation at MNC.
Mrs. Jaya Krishnaswamy and Mr. S Krishnan were at the helm throughout the process of preparing
this document, sharing their rich experience in the field as the torch bearers of the organization.The
Social Accounting Team is a multi-hued mosaic of synergies, with member’s experience and
expertise contributing to making the social accounting process a rich and rewarding one.
5
2. History and Background
Madhuram Narayanan Centre for Exceptional Children (MNC) was established in Chennai in
December 1989 as a Research cum Demonstration Centre to provide early intervention services
to children with mental retardation, through an indigenously developed systematic program of
training, Upanayan - meaning ‘to lead along’.
Upanayan engages parents as partners in the implementation of the program. They are trained by
the special educators to lead the children towards their developmental goals. Upanayan Early
Intervention Programme, was sponsored by its parent organization - Indchem Research and
Development Laboratory (1988 - 89) as a part of its initiative for corporate social responsibility. This
program, based on India’s time tested legacy of child care, was designed keeping in view the socio-
economic conditions and the cultural milieu of the country. An interdisciplinary team consisting of
experts in Developmental Psychology, Neonatology, Audiology, Occupational Therapy,
Physiotherapy, Education, Special Education, Yoga and Information Technology, besides a
Nutritionist and Dietician, worked on the project from March 1987 and completed the first phase of the
project covering the age group of birth to two years in December 1989. The program was field tested
for its workability and suitability, and was formally released by Mother Teresa in July 1992 at Kolkata.
The services comprise the individualized education plan, physiotherapy, occupational and speech
therapy where required, yoga and play therapy, field trips and outdoor and indoor activities.
6
UPANAYAN EARLY INTERVENTION PROGRAM
IMPLEMENTATION
Upanayan is implemented through:
• Special education by our trained staff members
• Training parents to work with children in the Centre
and at home
• Therapy programs - Physiotherapy, speech, vision,
occupational therapy, brain gym, yoga, music, play
• Periodic evaluation and goal setting
PROGRAM PLANNING
UPANAYAN Early Intervention Program
• Upanayan, meaning to ‘lead along’, is an indigenously
developed structured, systematic program of early
intervention training for children birth to six years.
• It is based in the Centre and Centre - home based
Four to Six Years
• Learning adaptive skills to perform
• in activities of daily living
• 12 Domains
• 50 skills in each domain
• 600 skills in all
ASSESSMENT
• By a team of special educators, medical
professionals, therapists and the
child’s parents
ADMISSION
• Based on zero rejection policy
• Any child in the age group birth to six
years
• The child is admitted to the age-
appropriate class
Birth to Two Years
5 skill areas X 50 skills in each
developmental area = 250 skills
• Motor
• Self help
• Language
• Cognition
• Socialization
Two to Four Years
5 skill areas x 50 skills in each
developmental area = 250 skills
• Motor
• Self help
• Language
• Cognition
• Socialization
EVALUATION
• Quarterly Evaluation
• Based on set goals and objectives
• Reporting
• Recording the progress manually and
• Using software “UPANEETA”
created indigenously for the purpose
PROCESS
INTEGRATION &
MAINSTREAMING In
Regular Schools or
Special Schools
T
7
Supportive Programs
Training
The training provided is both Centre and home-based. The special educators at the Centre provide
intensive training to parents so that the entire process of training and the methodology become very
clear to them, and guide them to become carry over agents of the program for their children at home.
Physiotherapy Stimulates motor functions
Promotes good health
Improves muscle control
Used in activities of daily
living
Develops self help skills
Occupational
therapy
Improves muscle control
Used in activities of daily
living
Develops self help skills
Speech
therapy
Receptive
language
Expressive language
Rectifies SODA with appropriate training
Alternate and augmentative communication
Yoga therapy Yoga releases the child’s hidden potential
Has a calming influence on the child
Play therapy Develops attention
Improves listening skills
Follow instructions
Complete an activity in a given time
Be a team player
Brain gym Stimulates left and right brain functions
Maximizes the potential of the child's brain
8
Centre Based
� The Individualized Family Service Plan (IFSP) helps in the early intervention program for
children in the age group, birth to two years where parental participation is total in the
program. The child’s special educator (in a class room setting or in the home setting)
demonstrates:
• The training program to the parent
• The implementation of the training to the child at the Centre, and
• How to become a carry-over agent at home
The parent gains self confidence as an implementer of the program to her / his child, and gradually
develops into a teacher aide to train other children at the centre.
� In the Upanayan 2 plus to 6 years program, the parents are:
• slowly weaned away from direct training at the Centre
• the special educators utilize their expertise as required
The special educator trains the child to become more and more self-dependent in preparation for
mainstreaming in school education. The parents continue to involve themselves along with the other
family members in training the child at home, thereby providing an effective supportive system for the
child.
Based on the progress made, the children are introduced into the school level programs either in the
special schools meant for the purpose or to mainstream schools with non-disabled children.
Centre-Home Based
IFSP is particularly helpful to parents living far away from the Centre, and who for other compelling
reasons cannot bring the child to Centre every day. The parents and the special educators mutually
decide on:
• the number of days the parent comes to the Centre for training
• the number of home visits the special educator has to make in training the parent
to become an effective carry over agent at home.
The Process
• The parents, on admission and assessment of the child, use the special education and
therapeutic services at the Centre. The duration of their stay is decided mutually by the
parents and the special educators based on the logistical conveniences of the parent and the
needs of the child.
9
• During this ‘internship’ period the parents are exposed to the program and trained to provide
the needed interventions to their respective child.
• The parents where possible, contact the Centre through telephone or in person, regarding the
progress made by the child.
In situations where the parents are not available, a close relation of the child or dedicated care givers
provide the needed services. About 180 children attend the Centre and receive training on every
working day with their mothers / or, in a few cases, with close relations / caretaker and in rare cases
with their father.
The institution is well equipped and has the requisite number of qualified special educators and
therapists.
Special Staff and Consultants
The specialist staff for providing the services comprises special educators, physiotherapists,
occupational therapist supported by an Inter disciplinary team of experts as mentioned earlier.
Parental Empowerment
Total parental involvement is the very basis of the intervention program at the Centre. In addition to
the habilitation of the children, the twin objective of the Centre is the rehabilitation and
empowerment of parents, to enable them to come to terms with their child’s disability.
Geographical Areas Served.
• City of Chennai and its outskirts (Mostly)
• Districts of Tamil Nadu
• Andaman and Nicobar, Andhra Pradesh, Assam, Bengal, Karnataka, Kerala,
Pondicherry, West Maldives
• Australia, Bangladesh, Malaysia, the Middle East, Nigeria, Singapore, Sri Lanka and
the USA
10
The number of children registered from places both National and International (excluding Chennai)
are listed below:
No. of children registered at MNC 2011- 2012
State-wise
Children registered from overseas 2011- 2012
S.No. Within India No .of
children
1. Tamil Nadu 390
2. Maharashtra 1
3. Andhra Pradesh 3
4. Karnataka 3
5. Chattisgarh 1
TOTAL 398
Sl. No. Overseas No. of
children
a. France 1
b. Oman 1
TOTAL 2
11
3. Mission, values, objectives and activities
MNC first conceived the Vision and Mission of the Centre in 2004, and the process of evolution of
Vision, Mission and Values 2004-2011 was reported in the Social Accounts 2008-2009. The Vision,
Mission and Values of the Centre continue to guide and inspire the organization in its work and
therefore remain unchanged.
VISION
Reaching Early Intervention Services to every Child with Mental Retardation and
Associated Conditions
MISSION
• To provide services in early detection, identification and intervention in mental retardation
• To empower parents and family members in the care and management of children with disability
VALUES
o Zero Rejection of any Child with Mental Disability
o Openness to Developments and Innovation in Technology in the Field of Special Education
o Adaptability to the Growing Needs of Inclusion in the Community
Objectives & Activities
Objective 1. Providing Early Intervention Services for the Habilitation of the Child with Mental
Retardation through:
Early Detection through Direct Communication & Referrals
Early Identification using UPANAYAN Assessment Tool
Implementation of The Early Intervention Program UPANAYAN
Providing Support Systems through the Projects - Sanmargam, Annapoorna, Sankarshana,
Sambhavam - and through yoga practice
Objective 2. Rehabilitation of Parents and Their Empowerment through
Improving their self confidence and self esteem
Inculcating the skills required to train children
Providing leadership quality
Conducting /sending them to Training work shops
Organizing Nutrifest, an annual food festival cum competition for parents
12
Objective 3. Creating Awareness on the Importance of Early Detection / Early Intervention by
Conducting Events
Through Media
Effective Communication Tools
MNC Website
Objective 4. Conducting Outreach Programs through
National Rural Health Mission Scheme
Partnership with Tamilnadu State Government
4. Stakeholders
MNC
DonorsKripa & SRTC
Well WishersBalamandir-local
community
Resouce Persons
Consultants
Central Government
RCINational Trust
State Government
Parents Staff & volunteer
Management
committeeBoard members
Children
I. The primary stakeholders were identified as follows: Children, parents, and the members of the
Management Team. This group impacts the most, on the day to day functioning of the Centre.
Hence their selection for consultation was considered important in the first phase of accounting.
II. The second group of stakeholders identified was: volunteers, consultants, the offices of the
departments in the state governments concerned with disability rehabilitation and that of the
affiliated organizations working in the field of disability, the Rehabilitation Council of India (RCI)
and the National Trust. Volunteers and consultants are not engaged full time at the Centre but
13
provide need-based services. Other consultants are medical professionals, therapists and
paramedical staff who refer children to MNC.
III. The third group is that of: Donors and Resource Persons.
The donors are categorized as regular and one - time donors. They are located across the globe
and for this reason it was not feasible to contact them within the accounting period. The resource
persons are invited as special invitees at the time of the National and International Workshops /
Conferences. Almost all of them are located outside Chennai and many among them reside
overseas. Hence this group has also not been included.
IV. The last group comprises well-wishers, primarily Bala Mandir, the premises that MNC is located
in, and also other organizations such as the State Rehabilitation and Training Center (SRTC),
Krupa, a residential institution for adult persons with mental retardation that MNC provides
technical support to, and the Indian Red Cross society sponsored Early Intervention
Center at Nellore where too MNC provides the required consultative assistance.
MNC decided to consult the primary stakeholders for the year 2011 - 2012 - Parents, staff,
Governmental agencies and management team. The distribution of the stake holder’s samples were,
68% from the parents group, 24% from the staff members, 5% from State Government agencies and
from one member 3% of the of Board of Management. Amongst the secondary stake holder’s viz.
consultants, volunteers, and members of Governmental Agencies, State Government agencies have
been taken for the current period.
Stakeholders consulted
Stakeholder No. of
stakeholders
No.
interviewed
%
Of
Response
Methodology
Children 147 25 17 Parent responded on
behalf of the child
Parents 147 25 17 Questionnaire and
direct interaction
Teachers 17 11 65 Questionnaire and
direct interaction
Board members 8 1 12.5 Direct interaction with
prior appointment
Members of
govt/regulatory
bodies
5 2 40 Direct Interaction
Stakeholders not selected for consultation
Consultants and volunteers were not taken up in the current Social Accounting Program, on account
of time constraints.
14
5. Scope and Methodology
This set of social account covers the time period from April 2011 to March 2012. Not all the Stake holders
were consulted. The stakeholders who were consulted were asked feedback on all organizational
objectives and values with the help of respective questionnaires. Children with Mental retardation and
additional disabilities, below six years old are the primary stakeholders. However, many of them are too
young or unable to articulate their responses clearly and therefore have not been considered for the
stakeholder’s interviews. However, the children’s record provides information on the impact of the early
intervention program on the child. This is available for reference and validation.
Parents as Stake Holders
The parent as the primary stakeholder and co-teacher and co-therapist in the training of his / her child
needs to be underscored.
The Methodology has been direct interactions with the parent/s and indirect using the tools:
• Face to face dialogue (Interview)
• Informal observations in class room settings
• A ten-point questionnaire
Selection of Parents
25 parents were selected randomly, with at least two parents from each group, (a total of three groups
with an average strength of 150 children) but representative of the diverse social, economic and
educational background of children in the Centre.
The Procedure
The interviewer interacted directly with the parent, first having gathered some background information
on the parent from the Introduction form filled in by the parent at the time of entry into the program.
The interview was conducted in Tamil, using open-ended questions. This facilitated a free and frank
sharing of information and ideas, and provided valuable pointers to take the program forward.
The interviewer also observed the parent and child in classroom settings when the special educator
explained the skill and also described the training process to the parent. Parents were interviewed
during the course of a normal working day, in the midst of daily activities like yoga, prayer, mealtimes
or during group activities. The interviewer merely documented the responses.
Using the Questionnaire as the Tool
15
The oral questionnaire was put across to the parent at a time suited to both the interviewer and the
parent. The purpose of the questionnaire, that the responses would be used in the social accounting
process, was explained to the parent. The questionnaire consisted of ten questions. The answers
provided by the parent were noted down by the interviewer as not all parents could read / write
fluently. The total time taken for completing a questionnaire was 15 to 20 minutes.
Interview with Special Educators as Stakeholders
The special educators form the backbone of MNC’s Early Intervention Program, and provide a
dynamic and vital support system to the parent throughout the child’s education in the Centre. Their
major areas of work are to:
• Implement the training program, steering it through the structured course during the appointed
time
• Maintain detailed records of the child’s progress
• Mentor the parents as partners in the process of training and as the child’s carry-over agents
at home
The stakes that the special educators have in the program implementation are: the habilitation, that is
the progress of the child - an indicator of the impact of early intervention and, the rehabilitation of the
parents, that is, to integrate them into the structure of the Early Intervention Program as a co-
educators and co-therapists.
The methodology included:
� One to one interaction, using a eight-point questionnaire
� Informal observations in class room settings
� Observations made at the time of assessments, staff meetings and parent counseling
sessions
Selection of Special Educators
The interviewer interacted on a one to one basis with all the nine special educators, other than those
with the management.
Government officials as stakeholders
Since its inception in 1989, Madhuram Narayanan Centre for Exceptional Children has forged a
strong and enduring link with state and central government departments concerned with health,
welfare, disability, education and rehabilitation. They have supported and encouraged MNC from a
16
fledgling organization to its present position as a pioneer in the field of early intervention for children
with mental retardation and associated disabilities. It is therefore our obligation to include government
officials from these departments in our stakeholder interviews.
The Methodology has been the direct interactions with the stakeholders using a questionnaire.
Selection of Interviewees
Two members were selected on a random basis, keeping in mind their continued involvement with
MNC. One of them was from the Government of Tamilnadu and the other from the Central
Government.
The Procedure
The interviewer had one to one meetings with the officials, with prior appointments according to their
convenience.
Advisory Board Members as Stakeholders
The members of the Advisory Board have been associated with Madhuram Narayanan Centre for
Exceptional Children since its inception in 1989. The stakes they hold are that the Vision and
Mission of the Centre are realized through the objectives enunciated in them and that the values on
which the Centre has been established are cherished in the activities of the Centre.
The Methodology has been the direct informal interactions with the stakeholder, with prior
appointment based on mutual convenience.
The member interviewed was selected based on his involvement in day to day functioning and due
consideration to his tenure with MNC.
17
6. The Report on Performance: analysis of the Social Accounts
Values MNC in its Values statement envisages:
� Zero Rejection of any Child with Mental Disability
� Openness to Developments and Innovation in Technology in the Field of Special Education
� Adaptability to the Growing Needs of Inclusion in the Community
The present social accounts exercise has reinforced the values MNC has laid down, and this is
reflected in the interviews with stakeholders.
� Parents come to MNC with the assurance that their child will be admitted to the Centre and
benefit from it. The very fact that they repose so much confidence in the Centre makes it
evident that the values inherent in Zero Rejection of any Child with Mental Disability is in
fact also practiced.
� Openness to Developments…Learning is an on-going process in MNC, and every effort is
made to keep abreast with latest developments in the field. Special educators in MNC are
very enthusiastic and happy to be in this program as they are exposed to in academic,
medical as well as in technological advancements in the field of special education. The
learning process takes place through workshops, conferences, in-house training programs
and talks.
� Adaptability to the Growing Needs of Inclusion in the Community
Children are integrated into the larger community, and are accepted by family, peers and teachers
in mainstream schools. They also learn to use public transport, public spaces like malls and parks
and follow set routines and discipline.
OBJECTIVE I
Objective 1. Providing Early Intervention Services for the Habilitation of the Child with Mental
Retardation through
a. Early Detection through Direct Communication & Referrals
b. Early Identification using UPANAYAN Assessment Tool
c. Implementation of The Early Intervention Program UPANAYAN
d. Providing Support Systems through the Projects - Sanmargam, Annapoorna, Sankarshana,
Sambhavam - and through yoga practice
18
a) Early Detection through Direct Communication & Referrals
MNC’s core value is “Zero Rejection of any Child with Mental Disability”, as laid down in its
Vision Mission Statement.
In keeping with this, every child in the age group birth to six years with developmental delay or mental
retardation, irrespective of caste, creed or economic status ( average monthly income is Rs5000-
Rs.8000) referred to Madhuram Narayanan Centre for Exceptional Children is registered and
programmed for early intervention. During the current Social Accounting year, a total of 240
children were referred to the centre through various sources. The referral to the Centre is through two
methods of communication:
1. Direct Communication:
Referrals received from Parents, well wishers, the medical fraternity like physicians,
pediatricians, neurologists, pediatric psychiatrists and other professionals like psychologist,
physiotherapist, occupational therapist, special educators and other institutions
2. Indirect Communication:
Referrals from Setting up Exhibition Stalls, Public Awareness through Newspapers,
Magazines, Press and Television, Brochure/ pamphlet/ Audio-Visuals, In-house Newsletter-
(Bi- annual), Inter-National and National Conferences organised by MNC and MNC Website
(www.mnc.India.org)
Children referred to the Centre in the social accounting period
Sources Number
Parents 20
Wellwishers 35
Medical-fraternity 104
MNC website 10
Self introduction 9
Professionals 62
Publicity materials & Press coverage
19
Website 10
b. Early Identification using UPANAYAN Assessment Tool
Introduction to the Early Intervention Program
On registration, using the Upanayan Early Intervention Program Package the child is assessed in
the areas of development in the 5 domains. During the Social Accounting period, 242 children were
assessed using the Upanayan package. Out of these, number of children taking the program regularly
was:
Age No.
Birth to 2 years 39
Two to four year 39
Four to six years 69
19
The rest of the children were absent either due to commuting or other domestic issues.
Identifying the type, degree and level of the disability and evolving the Individualized Education
Plan (IEP). The type of disability with the percentage to the total number of disabilities seen in
MNC is as follows:
• Mental Retardation with associated conditions including
� Hydrocephaly, Microcephaly, Metabolic Disorders
� Cerebral Palsy
� with Down’s Syndrome
� Autism
� Attention Deficit Hyperactivity Disorder /Attention Deficit Disorder
The Upanayan Early Intervention Program Package consists of the following:
• Child Registration Form
• Child Information Form
• Upanayan Assessment Tool - consisting of check lists for :Birth to Two Years and 2
Plus to Six Years
• Check List of Items
� For children Birth to Two years, 50 discrete skills in each of the 5 Domains of
Developmental Areas namely: Motor, Language, Self help, Cognition and Socialization
� For children Two Plus to Six Years: 50 discrete behavioral skills in each of the 12
Domains, namely: Communication, Self Care, Meal Time Activities, Personal Daily
Activities, Home Living, Social, Community Use, Self Direction, Health and Safety,
Functional Academics (Reading, Writing and Number) Leisure and Work.
� A set of Illustrated activity cards with lesson plans relevant to each item in the check
list.
� Recording Forms - Child Information Form, Assessment Profile for both graphic and
numeric recording, Therapy Information Formats (Speech, Physiotherapy, Occupation,
Health and Nutrition, and Yoga) and Weekly Program Format.
� A Set of Assessment cum Training Material
c) Implementation of Early Intervention Management System
The Process Sequence in Program Implementation at Madhuram Narayanan Centre
• An Individualized Education Plan is drawn for the child, based on the assessment, physical
condition of the child and the child’s current needs, by the special educator, in consultation
with the parent/s and the interdisciplinary team of experts.
• A detailed plan of activities through lesson plans is thereafter worked out and
20
implemented with the participation of the parents, and the progress recorded both numerically
and graphically in the given formats. The data is also entered into the computer using the
software developed for the purpose for report generation and analysis.
• At the end of the quarter, a fresh assessment is done and goals and objectives are set
accordingly for the following quarter.
The Upanayan Early Intervention Training program is an expert system with resources drawn from
an interdisciplinary team of experts for working out an Individualized Education Plan (IEP) and
Individualized Family Services Plan (IFSP) for early intervention.
The Holistic Intervention Program, birth to two years (39 children)
Maximises the child’s potential, in this age group, in the five developmental areas: Motor,
Cognitive, Self help, Socialisation, and Communication.
In the age group, 2 plus to six years, 108 children underwent the intervention program that aims to:
Make the child as self dependent as possible in the activities of daily living and focuses on the
adaptive behaviours in the following domains of development: Communication, Self Care, Meal Time
Activities, Personal Daily Activities, Home Living, Social, Community Use, Self Direction, Health and
Safety, Functional Academics (Reading, Writing and Number) Leisure and Work.
The Early Intervention Management System: Birth to two and 2 plus to six years is
implemented through the:
• Individualised Education Plan (IEP),
• Individualised Family Service Plan (IFSP)
The Individualised Education Plan (IEP):
The IEP has been developed to meet the unique needs of a child with disability, and includes:
� Instruction provided in the classroom, at home, in institutions and other settings.
21
The IEP is so designed that:
� No child with special needs is overlooked or neglected
� The progress of every child is monitored closely
� Assessment of progress recorded periodically
� Provides a comprehensive service in training the child in the developmental areas age
appropriately
� Develops the adaptive behaviors of the child, age appropriately in activities of daily living,
and
� Meets the educational and training needs of the child, up to preschool level and for
mainstreaming.
The major processes in the development of the IEP are:
• Assessment
• Goal setting and training
• Evaluation, all with the participation of the parent.
Individualised Family Services Plan (IFSP)
The IEP includes the Individualised Family Services Plan (IFSP) which is implemented in the
Centre and at home, age appropriately.
Family means:
• The child, parents, siblings, elders and other close family members, immediate neighbours
and the community at large.
This family support system:
• Assists in planning the early intervention program
• Identifies the existing easily available training materials and other resources
• Uses workable methods of reaching the goals set for the individual.
The Individualized Family Service Plan (IFSP) is a 24 hours program for the children in the age
group birth to pre-school years.
Therapy Programs in Early Intervention Program
As detailed earlier the implementation of the Early Intervention training program is through the
Individualised Education Program and is coordinated with inputs for intervention from the different
therapies, which the child may need in the course of training. Madhuram Narayanan Centre has
children with mental retardation (MR), a large percentage of them also with associated disabilities
such as Cerebral Palsy (CP), Down’s syndrome, Autism and Attention Deficit Hyperactivity Disorder
(ADHD) and additional issues such as impairment in mobility, speech, hearing and vision.
Therapy programs have the following components:
• Individual needs of the child are synchronized with the special education program in the IEP
• Assessment by the respective therapists, coordinated with the IEP set by the special
educator
22
Physiotherapy and Occupational Therapies in the IEP
The children with Cerebral Palsy (who have poor movement control), Down’s syndrome (with muscle
weakness) and those with delayed milestones are given intensive physiotherapy.
Physiotherapy (PT)
Physiotherapy is an integral part of the rehabilitation program for children with mental retardation,
and has two main functions:
• Facilitating motor functions
• Maintaining good health
Occupational Therapy
Occupational therapy consists of activities that help the individual to
• improve muscle control and
• develop self-help skills, needed for activities of daily living
Speech Therapy
Children with special needs have problems in processing language and in expressive communication.
Assessment is carried out by an expert in the field who helps identify the child’s current level in the
area of communication, and an individualized program plan is drawn accordingly.
The children are trained in activities to:
Promote the development of receptive and expressive language. The other issues in Speech and
Language Communication are Substitution, Omission, Distortion and Addition (SODA) that get
rectified with appropriate training. Alternative and Augmentative Communication method is used for
effecting communication where needed.
Yoga Therapy
Yoga was introduced at MNC in 1992 by the experts from the Krishnamacharya Yoga Mandiram,
Chennai. This was followed up in the year 2004, when the Satyananda Yoga Ashram, Chennai
Branch came forward to introduce child specific yoga program on a daily basis by the experts from the
Yoga School.
23
Highlights of the Yoga Program
• Preparing an individualised education plan in yoga practices
• Integrated into the curriculum, and practice carried out as part of the daily curriculum of
activities for the children
• The parents and special educators are first initiated into the system
• The special educators have been trained in the ‘asanas’(movements coordinated with
breathing) set for the children, and supervise and guide the program at the Centre
• The parents become carry over agents to their children at home.
• The yoga program constitutes, a chanting session, followed by the practice of yoga
‘asanas’, and concluding with a ‘sankalp’ and ‘yoga nidra.’
Play Therapy
Play Therapy is not just a play activity but is also included in a systematic way while planning the
intervention. It is a learning activity as well as a therapy, training the child in:
• Attentiveness
• Listening
• following instructions
• completing the activity as planned and on time
• being an acceptable team partner
Play therapy was initiated with the children of age group 4 plus to 6 years and was later introduced to
children of age group 2 plus to 4 years. In the year 2008-2009 play therapy was initiated to the
children of age group (from birth to 2 years) along with parents, and incorporated into the curriculum
for the following year.
Brain Gym
Brain Gym is another activity carried out at the Centre on a daily basis. This system consists of
activities to stimulate and integrate functions of left and right brain and maximize the potential of the
child’s brain. Brain Gym exercises have been designed by Dr. Paul Dennison to enhance
communication flow between functional centers and to remove mental blocks thereby making possible
the holistic use of the potential of the brain. Brain Gym as part of the curriculum was introduced to
the children at MNC by the SIP Academy in the year 2004.
Children in the age group, birth to two years perform the brain gym activities, assisted by parents and
under the total guidance of the special educators. Thereafter, children in the age group, 2 to six years
work with minimum assistance by parents and special educators. The parents are also the child’s
carry over agents at home.
24
EVALUATION
The child is assessed using the Upanayan Assessment Tool. Evaluation is carried out periodically
every quarter and annually and on the basis of the progress made in the program, a fresh set of goals
and objectives are set and followed in the training. The progress is recorded systematically, manually
as well as graphically in the given formats. It is also recorded into the computerised program,
“UPANEETA” created indigenously for the purpose, by a group of professionals. The data are fed into
the software program by the special educators and therapists. The children’s progress report is made
into graphical representation for easy assimilation. The data are recorded according to the age group
birth to two years, 2 plus to 4 years and 4 plus to 6 years.
1. The initial and final data recorded for children has been represented by
a. Those children who have been present for the entire year only have been
b. included, to avoid any aberration
c. Five areas of development namely Motor skills (MSK) Self Help (SHK) Language and
Communication (LSK) Cognition (CSK) and Socialization (SSK) are recorded for
progress.
d. Each area of development has 50 skills for training.
e. The initial and final scores based on the objectives taken in each development area for all
seven children across all the disabilities is taken into account
2. The achievement showing more than 100% improvement which is due to the fact that skills
not selected also improve either as a natural development (with delay) or as of result of
training / therapy in the selected skills or learning from peers in different situations.
(See Annexure 5 for Case study of 3 children and their achievements)
25
e. Providing Support Systems through the Projects - Sanmargam, Annapoorna, Sankarshana,
Sambhavam - and through yoga practice
Project - ANNAPOORNA
Purpose of the Project
A Project to:
• Identify the children attending the early intervention program at the Centre, having gross
deficiencies in nutrition including those with apparent severe malnourishment, particularly
from economically weaker families
• Implement corrective interventions and
• Periodic assessments for improvements
Criteria
Out of the 80 children assessed during the current academic year 2011 - 12, 32 children (of whom
five of them dropped out) were chosen according to the following criteria:
• Indications of nutritional deprivations in physical appearance
• Height and weight lower than the age appropriate scale
• Clinical blood investigation (anemia- positive)
26
List of children for Annapoorna - 2011-2012
Sl.No Reg. No. Name Height in Cms Weight in KG Hb in mg/dl
Initial Final Initial Final Initial Final
1 4107 Keerthana. M 76 85 8 10 11 10.7
2 4271 Mohammed Irfan 72 77 6 7 9.5 11.1
3 4411 Suhas S 83 85 10 11 11.2 11.4
4 4338 PranavMoorthy 105 108 14 15 11.1 11.1
5 4513 Jassvant 99 104 13 15 11.1 11.3
6 3888 Mowfika 125 129 28 31 11.5 12
7 4314 M.Santosh 95 102 12.8 13 11.6 11.1
8 4548 S.A.Vicaranth 110 115 18 19.5 10.8 11.5
9 4341 S.Srihari 97 101 13 14 11.2 11.9
10 4139 R.Mohit 100 100 12 12 12.8 12.3
11 4459 S.Gokul 100 103 13 14 10.7 11.6
12 4402 U.Durga 97 101 11 12 11.5 11.8
13 3284 Kalaiselvan 118 121 19.69 20 11.7 12
14 3278 K.Saran 119 121 22.96 22 11.4 10.8
15 4228 Nithya Sri 113 115 15.82 16.5 11 11.5
16 3546 S.Santosh 103 111 15 16 11.4 11.3
17 3490 N. Meenakshi 94 100 11 11 10.2 10.2
18 3454 Manoj 110 117 19.5 19 11.5 11.8
19 4286 N.Durga 121 122 24.4 26 11.3 11.5
20 4385 Sowmiya 100 101 10.2 10 11.1 11.6
21 4510 Kumaran 94 98 12.6 13 11.2 11.4
22 4334 Vaishali 97 97 13 13 9.6 9.6
23 4068 Sandhya 82 85 11.7 13 10.8 10.9
24 4551 Deva 90 93 11 12 9.9 12.3
25 4272 Nithyasree T 75 80 9 9.9 10 11.6
26 4539 Manfred Harrisraj 78 87 10 12 10 10.7
27 4458 Mehak B 65 75 7 9 9.3 10
27
Table 1 Height (cms)
28
Table 2 Weight (kg)
29
Table 3 Hemoglobin (mg/dl)
The Process
• A team of experts that assessed the children included: pediatrician, therapist and a dietician
and they selected the children according to the given criteria.
30
• The assessed children’s current diets were then modified and a balanced diet recommended
fulfilling the child’s specific needs.
• Nutrition supplements were given regularly to the identified children: “Sathu Mavu Kanji’
(porridge), Kadalaipodi (Roasted and powdered Bengal gram, groundnut and jaggery
powder).
• A notable improvement in the program since the last accounting process is that
dietary supplements have been enhanced by giving each child a banana along with a
high protein powder every day. Vegetable soup made with green leafy and other
vegetables, is given once a week to these children. In addition sundal(steamed dhal )is
given once a week.
The Nutritive value of Kanji for 100 gms:
Calories 340.00 kcals
Protein 14.37 gms
Fat 3.83 gms
Carbohydrate 61.39 gms
Calcium 159.92 gms
Iron 5.97 gms
The Nutritive value of Kanji (10 gms) consumed by a child per day:
Calories 34.0 kcals
Protein 1.43 gms
Fat 0.383 gms
Carbohydrate 6.139 gms
Calcium 5.992 gms
Iron 0.597 gms
Outcome:
• Periodic assessments have been carried out and home visits made, for the 27 children
selected for the program. Among them,
• 25 children showed improvement in weight, the increase per child for the year ranging from 1
kg to 3 kg. Only two children recorded a reduction in weight.
• Increase in height ranged from 1cm to 10cm.
• 22 children recorded a rise in hemoglobin ranging from 0.5 mg to 2.4 mg
31
• The weight measurement of each child is taken at the beginning of every three months. For
comparison purposes the weight in kg is recorded for the beginning and at the end of the
academic year.
Project - SANMARGAM
Purpose of the Project
• Prepare children to become members of an “inclusive society” along with non disabled
children.
• To support the child for a smooth transition to the mainstream society, particularly as a step
toward the mainstream schools or other special school from the Early Intervention Program.
Criteria
• The children are chosen according to their chronological age and their age appropriate
performance level in the activities listed in the Upanayan checklist of items.
Activity
• Placement of children in the mainstream schools coordinating with the parents in their choice
of schools, the teachers and head of institutions into which the children are being placed
• Providing support to the children, parents and mainstream school teachers for a period of
three years from the date of admission, facilitating the transition of the child to adjust to the
new environment.
• Workshops are planned for the mainstream school teachers and parents to take the child
forward to reach his/her potential smoothly.
Outcome - A total of 20 children passed out from the Centre in April 2012. Among them, 17
children have gone to mainstream schools and three students have gone to other special schools.
A report of school visits to follow up mainstreamed children.
The Process
• Make a list of children to be visited
• Send letters of introduction (in case of new students) to school heads and fix appointments for
school visits
• Visit the schools, meet the head and class teacher and interact with the student
List of mainstreamed children and schools visited in 2011
Sl.No. Name of the child Class
attending
School Date of visit
1. Madhumita UKG ECI Nursery & Primary School 2.8.2011
2. Jabez LKG Suja Tiny Tots 2.8.2011
32
3. Snehal Mukherjee Class 1 Children’s Garden School 9.8.2011
4. Sri Akhila Class 3 Children’s Garden School 9.8.2011
5. Sridharan(Meghanathan) Class 2 Children’s Garden School 9.8.2011
6. Harini UKG Children’s Garden School 9.8.2011
7. Naresh Kumar UKG St.Joseph’s Nursery &Primary
School
23.8.2011
8. Ganesh Class 1 St.Antony’s Matric &HSC 23.8.2011
9. Mookesh UKG Balamandir Day Care Centre 1.9.2011
10. Murugesan Class 2 Navabharatham Matric &HSC 6.9.2011
11. Abdul Azeem UKG Krishnamurthy Nursery &Primary
School
21.9.2011
12. B.Kishore LKG Oxford Nursery &Primary School 21.9.2011
13. Aaron Thomas UKG St.Ebba’s Matric & HSC 11.102011
14. Advaith LKG Washington Nursery & Primary
School
11.10.2011
15. Surya LKG Washington Nursery & Primary
School
11.10.2011
16. Vikram Krishna LKG Ashok Vidyalaya 13.1.2012
17. Uwais Mohammed LKG Baynes Baptist Memorial School 13.1.2012
(NOTE: 3 children were absent from school on the day of visit)
Report of the School Visits
Visiting schools to which our children have been mainstreamed reinforces MNC’s belief that early
intervention helps children to be better integrated into mainstream society, starting from school. The
following is a consolidated report of the school visit reports, and an important tool in planning
programs for children to be mainstreamed in the coming year.
Observations of MNC’s Special Educators
• Children are regular to school and settle down well within a few weeks
• They are friendly and interact with peers and adults
• Their communication skills have improved
• Children are able to attend to a given task for 10 to 15 minutes under supervision
• They learn quickly and are almost at par with their peers in reading, writing and number work
• Many children are very fond of drawing and colouring activities, and do neat work
• Most often the non-disabled children become very involved and help our children in all activities. They are especially protective of children with additional disabilities
• One child runs about outside class, but helper is very attentive and coaxes him to come back
33
Suggestions given by our special educators
• Discuss with the teacher what method the parents adopt at home to make the child write
• Involve the child activities to give mass movement to the hand—e.g.free hand painting on the wall (after sticking paper on it)
• Making dough, stringing beads, fine colouring within boundaries
• Give the child more visual and activity based exercises
• Additional special education inputs to parent and child after school hours
Strategies adopted by mainstream school teachers
• Share their inputs with special educators, and are open to ideas and suggestions from them
• Patient, friendly, understanding and considerate to the child’s special needs
• Maintain firm discipline and point out to the child if he/she has made a mistake, and to say sorry
• One teacher makes the child sit near her so she can pay close attention to him
• Holding the child’s hand when writing
• Writing with slate and chalk
• Using adapted work sheets and question papers for assessment/tests
• Two schools have trained teacher helpers in the classrooms, and special
• Educators are available full time
• Naresh, a child with underdeveloped growth and poor mobility, would crawl up the staircase. But with help from teachers and friends, he is able to climb the staircase with support
MNC is highly appreciative of the school management and teachers for admitting our children to their
schools, supporting and encouraging them in their endeavour to reach their full potential and be
integrated into the mainstream society.
Project - SAMBHAVAM
Sambhavam in Sanskrit means “EVENT”, and in the context of learning at MNC, experiencing an
event in real life situations reinforces the skills learnt in the school environment. This program is
planned to enhance the skills taught in the classroom and specifically to assist children to:
• Learn from real life experiences by planning of events outside school environment
• Learn from peers
• Reinforce learnt skills
• Generalize skills in performing activities of daily living
34
Methodology
• A specific theme is selected for each quarter of the academic year
• Teachers plan the activity with parents and select the venue ( for example parks, shopping
mall )
• The activity is carried out and recorded on video
• Children are shown this video the next day to help them recall activities performed
• Charts and props are prepared by children, parents and teachers together for a re-enactment
of the visit
• Reinforce skills generalized by visiting the venue again
• Give a demonstration of the activities by recreating the scene
I. Training & enrichment of staff
In-house Professional Development Courses for Staff
MNC’s in-house development courses for its staff
• On-going yoga training for staff and parents of MNC, by Sri Jayagopal of the Sathyananda
Yoga Ashram
• Specific Awareness on the importance of yoga given to MNC parents by Shri. Jayagopal of
the Sathyananda Yoga Ashram.
• Just before the academic year in June 2011, a workshop was conducted for the staff on
“Presentation Skills”. This helped the staff to present their quarterly and annual reports
effectively.
Workshops attended by MNC Staff
• Our Staff attended a half-day Workshop on Autism Awareness, conducted by Mr. Peter Farell
and Prof. Janet Muscutt from the UK, at Chennai (60 participants including staff of MNC,
academicians, researchers and parents of children with autism)
• Workshop on communication at Vidya Sagar in March 15th 2012.
• Screening children for vision - This year, one of our staff members has undergone a one-
month course in the management of children with visual challenges, jointly organized by
Voice and Vision and Vidya Sagar. The special educator was given the additional charge of:
a. Screening all the children coming to MNC
b. Referring children with vision impairment (VI) to Shankar Nethralaya, a leading eye
hospital in Chennai
c. Providing vision stimulation intervention for children who had this additional
challenge, specifically to stimulate functional vision, that is required for activities of
daily living.
Program Highlights
178 children across all age groups were screened during the academic year 2011-12
35
Activities of daily living are used in the screening process. 23 children across all age
groups were identified with vision impairment and referred to Shankar Nethralaya for medical
intervention. These children have been enrolled in the vision stimulation program, in
addition to the early intervention program.
Parents are trained to give the same stimulation exercises to the child even at home, to
maintain uniformity and reinforce skills learnt in the class room.
� In house training programs for parents
� IGNOU – Awareness cum Training Package for Parents
� Yoga Teacher Training Course for Parents
� Parenting Course for Parents
� The yoga course by Shri Jayagopal and his Trust, conducted the yoga classes for the
children daily.
Celebrations at the Centre
• Independence Day celebration on August 11th, 2011
• Teachers Day was celebrated on September 5th,
2011 by the parents who felicitated
children’s teachers
• Deepavali celebration on October 22nd
2011.
• Excursion - The children were taken to the MGM Theme Park in ECR Road, on September
16th,
2011, with concessions in entry ticket made available to the children by the proprietors.
• Annual Day: The 22nd
Anniversary of MNC was celebrated on December 12th 2011 at Bala
Mandir German Hall with the usual gusto. The theme for the annual day was “Natural
Landscape – The Wealth of Tamil Nadu” – A presentation relating to the value of each land
to the potential of every child and Child Development. The performance of the children and
36
parents came in for great appreciation from the audience and Mr. P.R. Venketrama Raja, Vice
Chairman, Managing Director & CEO, Ramco Systems Chennai, who was the Chief Guest.
• Christmas celebration on 22nd
December 2011.
• Pongal Celebration on 13th January 2012.
• Republic Day celebration on 25th January 2012.
• Annual Sports Day: The Annual Sports Day of the Centre was celebrated on February 17th
2012. It was a wonderful sight watching the children undergoing early intervention and in
various stages of training exhibiting their prowess in sports events. Mr. J. Kaushik, South
Zone and Tamil Nadu Ranji Trophy Teams, presided over the Annual Sports Day Function.
• Children’s Birthday: On the last Friday of each month, the birthday of the children whose
birthdays fall in the month is celebrated.
• Moving Ahead Function was conducted on April 20th,
2012. A total of 20 children passed out
from this centre. Out of this 3 students have gone to other special schools and 17 students
have gone to mainstream schools.
• This year’s highlight was a demo of Project Sambhavam, as students re-created scenes of
their visit to CitiCentre, a mall in Chennai, ably demonstrating the skills they had learnt
• A Power Point presentation showcased each child’s profile with his/her achievements and
progress over a period of time.
Key Achievements and Social Impact of Objective 1
Key Achievements
• On completion of the Early Intervention programme, 17 children out of 60 children in the 4 to
6 years age group-- i.e. 28% of them-- have joined mainstream schools. Three children have
moved on to special schools.
• 30 children have been selected for the Project Annapoorna, which caters to the nutritional
aspect of early intervention
• Social Impact
• Early intervention proves the point that earlier the intervention, the greater the child’s progress
• A significant impact of mainstreaming is that children are integrated into the larger
community, and are accepted by peers and teachers
• They learn to use public transport, public spaces like malls and parks and follow set routines
and discipline
• Nutritional intervention through Project Annapoorna has positively impacted the children.
They have recorded improved health conditions as per the set parameters, thereby ensuring
regular attendance to school and improved participation in class activities
• MNC alumni have made strides in academics, notable among them being Uma pursuing her
B.com and Aravind opted for a degree in History and travel management
37
OBJECTIVE II
Objective 2. Rehabilitation of Parents and Their Empowerment through
a. Improving their self confidence and self esteem
b. Inculcating the skills required to train children
c. Providing leadership quality
d. Conducting /sending them to Training work shops
e. Organizing Nutrifest, an annual food festival cum competition for parents
a) Improving self confidence and self esteem of parents
• Development of Parenting Skills in the parents, towards their Empowerment as partners in
the training program of their child, at MNC
• Parents as members of the interdisciplinary team are trained in determining the IEP for their
child at the time of assessment, setting goals and objectives and carrying out the IEP (171
parents)
I. Parents are trained by the special educators to become effective carry over agents at
home ( 180 parents)
II. Parents are counseled by specialists from different fields as and when needed. ( 120
parents )
b) Inculcating Skills required to train children
• Additional skills developed in the parents enabling them to handle other children and become
recognized as teacher helpers / trained teacher- aides
• A course on awareness on Early Intervention for parents conducted by IGNOU in
collaboration with Madhuram Narayanan Centre for Exceptional Children (24 parents)
• Parents are encouraged to take up bridge/ short term courses to become enabling teacher
aides/ helpers for other children
• The special educator facilitates and guides the teacher - helper on how to go about teaching a
given set of children (10 parents)
c. Providing Leadership qualities
• Additional qualifications earned through diplomas or master courses
• Parents are encouraged to take courses in special education and become trained teachers in
this field. They are motivated to conduct workshops on the need for awareness in early
intervention in their residential areas.
• Parents attended one-year courses i.e. Diploma in Special Education in Mental Retardation
(DSE-MR) in which three such parents have received Gold Medals. 10 parents underwent
38
Courses during training at MNC. 6 parents took up courses in Special Education after
completion of Early Intervention program.
• Parents plan all activities at the Centre, including celebrations of festivals and national events,
children’s birthdays, annual day and sports day activities by assuming responsibilities.
The evolution of the parent association, Maithree and other similar organizations and
enhancing their career
• Motivated parents have formed associations and established early intervention centers in
their respective neighborhoods
• In the year 2008-2009, a centre for people with mental retardation was started by a past
parent. (1 parent)
• Parents have assumed positions in management and program coordinators in special schools
(2 parents in MNC )
d. Conducting /sending parents to Training work shops
Awareness Programs for parents at MNC
During the accounting year the parents have been offered the following awareness programs to
enrich their knowledge on Early Intervention for a child with Mental Retardation:
• Yoga for Well Being: A Talk by Swami Satsangi
This event was held at the Satyananda Yoga Centre, Triplicane, Chennai on October 14th 2011, for
parents and special educators of MNC. The talk by Swami Satsangi of Swami Sivananda Math
focused on yoga and disability and advocated a positive approach in working with children with
various disabilities. The efficacy of chanting mantras and performing yoga asanas were highlighted.
• Awareness on the Importance of Yoga by Shri Jayagopal of the Satyananda Yoga Ashram
(80 parent and 25 – special educators)
• Introduction of yoga practice to parents (100 parents)
f. Organizing Nutrifest, an annual food festival cum competition for parents
NUTRIFEST is an annual food festival featuring an exhibition cum culinary competition organized by
MNC for and by the parents. This event is specially designed to:
� focus on the importance of nutritional interventions in caring for children with mental
retardation
� provide health and nutrition education for the parents
39
This ye ar’s fest was held on March 2nd
2012, and featured entries by parents and staff of MNC. The
judges for the fest included Dr. Dharini Krishnan, Nutritionist, Dr. Padmalochani, Developmental
Pediatrician, and Mr. Muthukumar, Chef Taj Mount Road, who apart from judging the dishes
displayed, offered valuable suggestions to the parents for preparing healthy and tastier dishes
suitable for children.
Open day for parents
Open day for parents of children across all three age groups - birth to two years, 2 - 4 years and 4 - 6
years was arranged every quarter and they showed interest in interacting with the teachers about
their children.
Key Achievements and Social Impact of Objective 2
Key Achievements
• 20 parents have gained professional qualifications in the field of special
education(mental retardation)
• Three of them have started their own schools, and some have taken up teaching
positions in other schools
• 20 children have been referred to MNC by parents in 2011-12. Parents have formed a
strong support system, and sensitize the larger community and bring/refer children
with special needs to MNC for the Early Intervention program
• 10 parents have been appointed as teacher helpers for the current accounting period
• A course on awareness on Early Intervention for parents conducted by IGNOU in
collaboration with Madhuram Narayanan Centre for Exceptional Children (MNC) (24
parents )
Social Impact
• Parents’ empowerment through MNC’s Early Intervention program has paid rich
dividends in the formation of Maithree, the brain child of MNC parents. It is an
organization for special children in the older age group, and caters to children who
have completed the Early Intervention program in MNC and other children who are
40
over six years. This Centre ensures the continuous development of the children and
provides lifelong support
• Leadership quality in parents have been brought to the forefront with one parent
currently holding the post of Principal of MNC, and another parent being the
coordinator for program implementation
• Parents have also gone on to become faculty members while conducting refresher
courses for special educators, and also awareness and parenting programs
Objective III
Objective 3 - Creating Awareness on the Importance of Early Detection / Early Intervention by
a. Conducting Events
b. Through Media
c. Effective Communication Tools
d. MNC Website
a. Conducting Events
Awareness Program conducted for the year 2011-2012
• Training of Teachers / Students from other Institutions / Support for Institutions
• Orientation Training for teachers from others Institutions.
The Centre provided hands-on training to teachers from other institutions for the mentally
handicapped on Early Intervention using the Upanayan Early Intervention Program. The training and
assistance given were free of charge.
Practical Training / Placement / Visits of Students and Teacher Trainees:
Over 300 trainees from teaching institutions for special education in the country were placed on field
work at the Centre, during the year.
Papers Presented/Lectures by MNC Staff
• Mentoring of the Early Intervention Centre at St. Thomas Hospital, Little Angels Early
Intervention Centre
• Impact of Nutrition on the Performance of Activities in Children with Mental Retardation Birth
to Six Years – Paper Presented by MNC at Ramachandra Hospital on 20th August, 2011
8th
National Workshop on Early Intervention
MNC also organized the 8th National Workshop on Early Intervention for Children with Mental
Retardation and Associated Disabilities on 25th and 26
th November, 2011, under the auspices of
National Institute for the Empowerment of Persons with Multiple Disabilities (NIEPMD), Chennai.
41
The two-day national workshop on Early Interventions across Disabilities provided a platform to
bring together resource persons and participants working for a common cause—to provide early
intervention to high risk children. Recent developments in the field and strategies in early intervention
based on hands on experience in providing such interventions were discussed, with interactive
sessions and demos to highlight theory being put into practice gave insights into the status of MR
across disabilities in India. The message that came through clearly was that:
• A positive attitude of parents will have a positive ripple effect on the family and community at
large
• It is possible to develop the child’s skills through early intervention, and earlier the better to
start training
• It does not require highly specialized professionals or equipment to provide early intervention
services
• It is better to start the interventions early, rather than wait for the ideal situation and
resources.
Faculty
The faculty consisted of experts of national eminence and many valuable years of experience, who
shared their rich expertise with the participants, including professionals, researchers, academicians
and students representing diverse services in the different disability areas. The proceedings and
recommendations of the Conference and Workshop have been documented, published and
sent to all concerned including government departments, sponsors and well wishers.
b. Through Media
• Press interviews and Television Programs
• Communication
• Kalpatharu – Newsletter (Bi- annual) reaching out to 400 people
• MNC Website ( www.mncindia.org) was launched in October 2004 and is being
updated periodically
Brochure/ Pamphlet giving the details of the Centre, its genesis, development, Vision and Mission.
MNC organized a half-day workshop on autism awareness-raising on July 21st, 2011 in Bala
Mandir, Chennai. Concerted efforts by researchers, medical professionals, persons with autism and
their families have led to a better understanding of the condition. Medical and therapeutic
interventions help relieve the pain and suffering of autism and improve the quality of life of people with
autism
There is always something new to learn in this field, and MNC believes that it is important to keep
abreast with new developments. Renowned educational psychologists Dr. Janet Muscutt and Prof.
Peter Farrell of the UK shared their rich experience with the 60 participants including special
42
educators, academicians, researchers and parents of children with autism. The sessions were highly
interactive and involved role play, question-answer sessions and sharing of experience.
Bridges Across Borders:
Cambodian Initiatives on Inclusive Preschool Education A Study Visit by Cambodian Team to
India
A nine-member team from Cambodia, comprising officials from government departments like
education, youth and sports, preventive medicine and health, was in Chennai from October 12th to
16th, 2011. This visit was part of an initiative to launch early intervention services in Cambodia and
have a firsthand experience of the intricacies and developments in the field of disability and
education. The concluding session was held in MNC on October 15th 2011, with members of the
visiting team and staff of MNC.
Key Achievements and Social Impact of Objective 3
Key Achievements
• 480 medical and paramedical staff from two districts of Tamil Nadu, viz. Cuddalore
and Thoothukudi have been sensitized to the Early Intervention programme under the
NRHM programme
• 160 special educators (five from each of the 32 districts in Tamil Nadu) have
undergone the refresher course for trainers during 2011-‘12
• Dissemination of information has been achieved by conducting three international
conferences and eight national workshops during the last few years the proceedings
of which have been circulated to all key stakeholders.
• This information has also been published in the national press, MNC website and our
in-house journal Kalpatharu—a bi-annual publication with 400 copies circulated
Social Impact
• Among the medical staff who underwent the awareness programme, two of the
doctors’ children with special needs were admitted to MNC
• Doctors also refer needy children to the district-level PHCs
OBJECTIVE IV
Conducting Outreach Programs through
a. National Rural Health Mission Scheme
b. Partnership with Tamilnadu State Government
Dissemination of Early Intervention Program
43
Early Intervention is the need of the hour, and is most effective when provided early. MNC has been
disseminating the Program to several institutions and teachers in the field of disability in India. MNC
has trained over 300 teachers / co-trainers from various institutions in this regard as an on-going
activity. The Centre also mentors and provides technical support to both government and non-
government organizations to establish Early Intervention centers.
a. National Rural Health Mission Scheme
PUBLIC / PRIVATE PARTNERSHIP
Strategy to integrate MNC’s Early Intervention Program into the PHC system
National Rural Health Mission (NRHM) is a national effort at ensuring effective healthcare through a
range of interventions at:
• Individual
• Household
• Community, and
• The health system levels
The NRHM’s state level wing, the State Health Society, has selected Madhuram Narayanan Centre
as a partner in the public / private partnership program to establish early intervention centres in
selected PHCs - four in each of the two districts of Tamil Nadu, Cuddalore and Thoothukudi - for the
pilot project aimed at the targeted population, viz. children in the birth to three years age group.
Aim of the Project
• To strengthen and expand preventive services of the existing health system by establishment
of Early Intervention Program (Upanayan)
• Management of screened cases of newborns, infants and children with birth defects
• To facilitate referral services after detection of disabilities in collaboration with MNC.
• To create awareness about:
• Free antenatal and post natal care available at PHCs
• The vital role of health and nutrition in preventing the occurrence of avoidable
disabilities, such as those caused by under-nourishment, infections and ill heal
• Importance of availing the services of the PHCs on time, thereby avoiding emergency
deliveries and ensuring safe delivery of the child.
Methodology
• Conducting training workshops
• Provide Therapy equipments and Training materials at these centres.
• Assess all children born at the PHC for developmental progress, at birth and during the
subsequent visits with the mother for immunization and checkups
• Provide early intervention services at the PHC to children at “risk” to developmental delays or
any obvious disability signs
• Referral service and follow up for any medical intervention when required at
44
- TN Government Early Intervention Centre - Chennai
- Mehetua – Early Intervention centre - Kalpakkam
- Little Angels School - St. Thomas Mount, Chennai
Key Achievements and Social Impact of Objective 4 Key Achievements
• The Tamil Nadu state government has recognized the Upanayan Early Intervention
programme and has adopted the same for implementation of the same in all the 32 districts
of the state
• National Rural Health Mission (NRHM) is a Central Government scheme to ensure effective
healthcare to rural areas through a range of interventions. MNC has been chosen as a
partner in the public / private partnership program for the pilot project to establish eight early
intervention centres in remote villages of two districts of Tamil Nadu.
• MNC is a model centre and has mentored many organizations to set up Early Intervention
centres. Little Angels Early Intervention Centre is one such school set up in 2011-‘12
Social Impact
• Successful in creating awareness about prevention, early detection of disabilities and
early intervention for children diagnosed with disabilities
• The existing health delivery mechanism has been effectively used to reach these services
to remote villages
7. Key Achievements for the Year 2011-‘12
• Project Sambhavam took off on a positive note, with three successful field visits in the year
• Vision screening and intervention program introduced
• Project Annapoorna has been improved since the last Accounting period, and every child in
the program is given a banana everyday and vegetable soup once a week, prepared with
green leafy vegetables and dhal
• Yoga as a therapy was introduced as a part of the curriculum and included in daily activities
• 20 children were mainstreamed, 17 of them to regular schools and three children to other
special schools
• A public/private partnership with the NRHM was started to provide services in early detection
of disabilities and referrals to the early intervention services at the early intervention centers in
the Public Health Centers (PHCs). Two districts each having eight centers have been set up
in the first phase of the project.
• A corpus has been created towards financial sustainability
45
8. Economic Impact
All organizations, whatever their nature, have an economic impact on their stakeholders and on the
local community in which they operate. This impact can be significant and up until recently was
usually under-reported.
Creating employment
MNC employs 29 full time staff, 9 part Time staff and 8 consultants. The services of Volunteers are
used as needed. 4 new jobs have been created within the last twelve months. Around Rs.18 lakhs is
being paid as Honorarium to the employees at MNC. More than 80% of the workforce live locally? (i.e.
within T Nagar)
Using volunteers
Volunteers work for around 8 hrs a week for MNC’s benefit. Most of them are not paid and this
valuable contribution has enabled MNC to employ lesser staff.
Investment in training
Training is offered twice in a year to all the special educators and therapists – a refresher training and
also on the latest happenings in the field. The training is done in-house and only incidental expenses
are incurred
Inward investment
60% of MNC’s total expenses is in the form of Grant in Aid from the Ministry of Social Justice &
Empowerment, Government of India, State Commissioner for Differently Abled Government of Tamil
Nadu. 100 % of expenses for the Establishment of Early Intervention Centers at selected Primary
Health Centers in the state of Tamil Nadu is on behalf of NRHM (National Rural Health Scheme)
project. For NRHM Project – 64 man hours per week is invested. 30% of the money have helped pull
into the area on behalf of, or in partnership, with other organizations and agencies
Purchasing policies
95% of the annual spend goes to local suppliers and 5 % to National suppliers
All purchases are made at fair trade shops and local retail vendors.
Contributions to the community
MNC’s Prayer Hall is used for meetings convened by the state government disability department, and
also for training of persons of other institutions. The value may be estimated at approximately Rs.
20,000 per year. Our staff members devote 12 to 15 hours per week to working for the benefit of the
community rather than doing their main job within the social enterprise.
46
9. Environmental Impact
Green Office Checklist
Paper Y/N/NA
Are photocopies double sided? Y
Are non-essential copies photocopied on re-used paper? Y
To avoid mistakes, do you trial copy before printing big batches? Y
Is scrap paper turned into useful notepads? Y
Is e-mail used whenever possible? Y
Are copy documents kept on disk rather than paper? Y
Are computer printout margin sizes, fonts etc set to minimize paper use?
Y
Does the office use recycled paper? N
Energy
Does your office source any energy from renewable sources? N
Are lights always turned off in empty rooms? Y
Are lights turned off as soon as there is enough daylight? Y
Are windows kept clean, free from obstructions etc? Y
Are all lights energy efficient? Y
Are electrical equipment, PC monitors, photocopiers etc switched off when not in use?
Y
Office Supplies
Are long life products chosen over short life ones? Y
Are materials bought in large packs to avoid excessive packaging? Y
Do you purchase eco-efficient or “green” products? – recycled, refillable, water based ink etc.
N
Do you use paperclips rather than staples? Y
47
General Office Y/N/NA
Is the toilet paper / hand towels made from recycled fibre? N
Are aerosol products with CFC propellant avoided? NA
Are dripping taps repaired quickly? Y
Have low flush volume WCs been installed? Y
Do you use environmentally friendly cleaning materials? Y
Do you use washable cups rather than disposable ones? Y
Do you purchase fair trade or organic tea and coffee? N
Do you purchase supplies from local shops? Y
Recycling
Is all used paper saved for recycling? News papers are used for making paper bags
Does the office store then recycle glass, cans etc? N
Does the office separate and compost materials? N
Is there a paper recycling bin next to the photocopier? Y
Does the office recycle its electronic equipment, toner cartridges etc? ONCE
If plastic cups are used are they recycled? N
Are you utilising recycling opportunities by co-operating with nearby businesses ?
NA
Transport
If you have pool or company cars do they run on unleaded petrol or diesel?
Y
Do you have information available on prices and timetables of public transport?
Y
Are office working hours flexible enough to allow people to use public transport?
Y
Are employees taught and encouraged to drive in an environmentally friendly manner?
Y
Is it policy to use buses for business purposes whenever possible? PARTLY
48
Health and Safety Y/N/NA
Is fresh fruit available alongside biscuits at break time or for visitors? N
Is clean drinking water available? Y
Are house plants grown in the office to lower stress and absorb chemicals?
Y
Is sitting at the computer for long hours discouraged? Y
Are policies on long working, safe use of equipment etc enacted? Y
Implementation
Is there a green office noticeboard in a prominent position? N
Does the office have a suggestion box for environmental ideas? N
Does the office hold events with a green theme? N
Does the office have an environmental policy? N
Is there an opportunity to raise environmental issues at staff meetings?
Y
Is resource use monitored and are environmental effects audited? Y
Conformance to Statutory Requirements
1. Registered as a Section 25 company of the Company Act 1956, Government of India
issued by the Registrar of Companies, Madras. Vide their letter number 20495/ C. IV/
S.21/97 dated 16.10.1997.
2. Certificate of registration from the office of the State Commissioner of Tamil Nadu as an
institution under Section 52 of the Persons with Disability (Equal Opportunities, Protection
of Rights and Full Participation) Act 1995 valid up to May 2012. Renewal application has
been filed.
3. Financial Audit report for the assessment year 2011-2012 has been filed with the
Registrar of Companies
4. Four Board meetings with adequate quorums were held during the accounting year (23rd
July 2011, 10th September 2011, 12
th December 2011, and 28
th March 2012.)
5. School recognition certificate issued by The State Commissioner for the Disabled, Tamil
Nadu validated up to May 2012
6. No objection certificate issued by Fire Safety Department on
IT returns for the assessment year 2010-2011 has been filed.
7. Approval under Section 80 G (5) (vi) of the I.T. Act , 1961 –
8. Valid FCRA ( Foreign Contribution Regulatory Act ) registration from the Ministry of Home
Affairs , Government of India
49
10. Key Aspects Check- list for Social Accounts
This check-list has been devised to allow organizations to report simply on the Key Aspects of the
organizations
1 Human Resources
1.1 Number of employees Y/ N /NA Date/Details/Comment
Full-time Yes 29 - list attached (Annexure 3)
Part-time Yes 9 - list attached (Annexure 3)
Consultants Yes 8 - list attached (Annexure 3)
Volunteer Yes (Annexure 3)
Contract Employees No
Parent Helper 9 - list attached (Annexure 3)
1.2 Number of
members/shareholders (For
Cooperatives/Companies etc.)
No Although a Section 25 company, as per
provisions of the companies Act, the
organization has been incorporated without
any share holders or share capital.
1.3 Policies and Procedures in
place
-
Employee contracts No
Employee job descriptions Yes Given below
Staff appraisals Yes No formal Appraisal process.
Merit Award – criteria ( as per internal
assessments)
Provident Fund No
Health Insurance No
Life Insurance No
Grievance procedures Yes Group head, Teacher coordinator, Parent
coordinator – counseling and discussion in
weekly meeting.
Disciplinary procedures No
Equal opportunities Yes Self improvement and enhancing knowledge
Safety protocols Yes No objection certificate from the Fire safety
systems, tie- up with Bharathi Raja Hospital
(Emergency health reasons)
Other No
1.4 Consultations -
a. with paid employees Yes Group discussion (periodical) minutes
b. with volunteers/Part time staff Yes Group discussion (periodical)
c. with families of employees No
50
1.5 Facilities -
Crèche No
Transport No
Travel Allowance Yes Conducting or attending workshops ,
Making house visits of MNC children
Medical Allowance No
Subsidized Meals No
Children’s Allowances Yes As per Government Grant.
Staff Outings Yes Once a year – 2 days’ trip to places outside
Chennai, but within India. Twice a year
within Chennai.
Other No
2 Good Governance and Accountability
Y N NA Date/Details/Comment
2.1 Legal form of organization -
Constitution (tick appropriate) -
Sole trader No
Partnership No
Company limited by shares No
Section 25 Company Yes Certificate attached
Registered Society No
Registered Trust No
Other No
Please describe No
2.2 Appropriate annual return
filed
Yes Annual return field with the Registrar of
Companies
2.3 Annual General Meeting held Yes Minutes of meeting
2.4 Regular Board/Management
Committee
Yes Quarterly - minutes of meeting available
Number of Board Members Yes 9 – Refer Annexure 3
Composition of Board Yes Attached
2.5 Advisory Council -
Number of Advisory Council
Members
Yes Five
Composition of Advisory Council Yes Mr. N. Kumar,
Mrs. Bhavani Kumar,
Mrs. Jaya Krishnaswamy,
Mrs. Vimala Kannan and Mr. S Krishnan
51
Frequency of Advisory Council
Meetings[please state number of
meetings in year]
Yes Monthly - 12 meetings
2.5 Annual Report published Yes Attached
2.6 Membership
increased/decreased [delete as
appropriate]
No
2.7 Social Accounts prepared Yes 2011-12
2.8 Social Accounts verified by
Social Audit
To be
verified
2011-12
Panel YES Mrs. Latha Suresh – Chair
Members
Mr. R Narasimham
Mr. S Sunder
Dr. K Prabhakar
Mr. K P Sivasubramanium
2.9 Social Accounts reported to
Stakeholders
To be
reported
2011-12
2.10 Consultations
a. with members of the
organization
YES 2011-12
b. with members of the Board or
Management Committee
YES 2011-12
c. with Advisory Council members
(if appropriate)
YES 2011-12
52
3. Financial Sustainability Y/N/NA Details
3.1 Annual Accounts prepared and
filed (please state with which
regulatory body filed)
YES
Registrar of Companies
3.2 Balance Sheet
Strengthened/weakened
(please delete as appropriate)
YES
Strengthened
Attached
Explanation orally
3.3 Profit/Loss for year
(please delete as appropriate and
give figure)
YES Attached
3.4 Plough / Reinvestment NO
3.5 Distribution of profits NO
Additional Information
Financial sustainability Plan
MNC gets Central Government Grant which takes care of 50 to 60% of its financial needs. The
balance comes from individual donations.
The central government Grant gets reduced by 10 to 15% every year since the government
manages its funds to take care of new institutions. Hence it is essential that MNC creates a corpus
fund to ensure long term financial sustainability.
Towards this the following action plan is being implemented.
a) Web Promotion
A separate section “Support Us” on our website home page provides details of
the various projects towards which donations can be made. It also carried details of CII
Outreach based in US and the mode of transfer of funds.
Search Engine optimization (SEO)
This will ensure more visits to the website, increased awareness of MNC’s
Programs and attract potential donors. A comparative study of the SEO
Reports for the period June 2011 and March 2012 shows:
• Nearly 50% increase in visits per day
• Our website ranks among the top three in search results of Google and Yahoo.
• Nearly 50% increase in number of countries visiting our website.
53
4. Environmental Sustainability
Y/N/NA Details
4.1 Environmental policy in place
No
4.2 Reports on environmental
practices
available:
a. energy use: heat and light
Yes
4.3 Carbon footprint calculated
[please attach]
No
54
5. Economic Impact
Y/N/NA Date/Details/Comment
5.1 Purchasing policies defined
No
5.2 Report on effect of purchasing
policies available
No
5.3 Local multiplier effect of
organization calculated
No
5.4 Other: [please describe] YES In house greeting cards,
Lamps and paper bags are
made and sold
Additional Information
Annual turnover in Rs
Paper Bags 4003.00
Lamps 16168.00
Greeting Card
And covers 3409.00
Total 23580.00
55
11. Income and Expenditure Account
MADHURAM NARAYANAN CENTRE FOR EXCEPTIONAL CHILDREN (SECTION 25 COMPANY)
AUDITED RECEIPTS & PAYMENTS FOR THE YEAR 2011-2012
RECEIPTS Amount Rs. PAYMENTS Amount Rs.
OPENING BALANCE Cash at Bank 7,729,959 Honorarium 1,895,517
Cash on Hand 33 Professional Charges 262,950
Rent 114,000
GRANT IN AID FROM GOVT.OF INDIA Security Charges 120,000
MINISTRY OF SOCIAL JUSTICE & Electricity charges & water 67,238
EMPOWERMENT 2010-11 2,129,472 Membership Fee 66,750
2010-12 1,064,736 Travelling & Conveyance 521,794
Contributions 150,000 Office Maintenance 133,816
Donation from others 2,637,254 Repairs & Maintenance 10,162
Interest 1,299,410
Printing & Stationery/Books &
Periodicals 234,718
Received from RCI (balance for 3rd
International conference) 3,500 Staff Welfare 49,457
Other Income (Sale of Books, Award etc) 392,178 Communication expenses 62,943
Income Tax Refund (TDS) Asst Year
2008-09 18,147
Expenses on 8th National
Workshop 130,448
Corpus Fund 2,000,000 Seminar & Conference 36,427
Project Expenses 84,170
Rates & Taxes 120
Anniversary Expenses 60,205
Other expenses 28,486
Bank Charges 5,071
Capital Purchases 90,290
Rental Deposit 16,000
Honorarium Arrears for 2010-11 1,015,500
Transport Allowance for 2010-11 388,000
Statutory Audit fee paid for 2010-11 3,309
Tirupathi Printers 75,000
NRHM Program 2010-2011
payments 3,992,472
Fixed Deposit - State Bank of India 1,181,791
CLOSING BALANCE
Cash at Bank 6,775,304
Cash on hand 2,752
TOTAL 17,424,689 TOTAL 17,424,689
56
12. Main issues & recommendations
The greatest achievement which MNC realized during the drafting of the social accounts is the fact
that, MNC’s activities has a measurable positive impact on the lives of children with mental retardation
and associated disabilities. The parents of these children have also come to terms with their child’s
condition and have been counseled well to accept their child in their lives. MNC has been able to
bring dignity and empowerment in the lives of these children and their parents thereby bringing
acceptance and inclusion amongst the society.
Issues
The main issue faced at MNC has been in making the parents accept the condition of the children.
Early intervention strategies have a far reaching impact on the development of the child and making
parents realize this, has always been a great effort due to various other socio-religious influences
amongst the parents. The other issues that need attention are building of a Corpus fund, Permanent
accommodation, better financial benefits to staff and documentation of Upanayan tool in other Indian
languages.
Recommendations
For future strengthening of MNC’s work, a strategic document outlining a roadmap covering the above
issues is in place for implementation in phases.
1. Actions will be made to replicate the Upanayan models across the country by forging
institutional partnership for imparting training on the same. Documentation of the model in
various Indian languages will help in replicating nationally. More doctors – pediatricians
specifically, need to be made aware of the Upanayan tool which would help them
recommend therapy for children with mental retardation.
2. The other issue is the building up of its corpus, although the corpus has been formed and is
growing year to year there is a further need to consolidate the same. This will help in
reducing the dependence on the Central Government granted aid which cannot be taken for
granted that it will be available for ever.
3. The third issue is to empower the staff financially and provide them with benefits such as
Gratuity/ Medical assistance.
4. The fourth issue is the need for permanent accommodation which will put an end to the
uncertainties faced from time to time in terms of vacating the rental premises.
57
13. Strengths and weaknesses of the Social Accounting Process
MNC has successfully concluded its second social accounting exercise. The process has helped to:
• Reinforce our belief in the efficacy of early intervention services to children with
mental retardation and associated disabilities
• Consolidate views of stakeholders on the organization, their expectations and directions for
the future
• Helped to assess, report and articulate MNC’s program both quantitatively and qualitatively,
based on the reflections of the 2008—2009 report through specific indicators, and based on
our Vision, Mission and Values statement
• Gain clarity about the working of systems already in place
• Improve on our parameters of evaluation
As a continuation of the introspection initiated by this cycle of accounts, we hope to articulate and
report on performance based on the values of the Vision and Mission Statements in the next cycle of
social accounts.
Sufficient information has been collected, and consolidation of information and reporting it in the
appropriate format has been worked on.
14. Plans for the next Social Accounting Cycle
The next social account cycle will be conducted in 2014 inclusive of all the stakeholders on all the
objectives and activities of MNC. For the next cycle we anticipate similar data collection process but
with standardized indicators across for relevant data comparison within different stakeholder groups.
15. Dialogue and disclosure
1. On certification of Social Accounts by the certified Auditor, the Accounts will be printed
in a booklet form.
2. These booklets will be arranged to be sent to all resource persons, Governmental
agencies, donors and well wishers.
3. An internal meeting will be organized for all the staff, volunteers and management staff
to explain the certified accounts.
4. A parent meeting will be organized to disseminate information on the social accounting
process and MNC’s commitment to its stake holders.
5. The summary of social accounts will be uploaded in MNC’s website.
6. The summary of the social accounting will be included in our Newsletter “KALPATARU”
which is been circulated to all persons associated with MNC.
58
ANNEXURES
ANNEXURE I - QUESTIONNAIRES
59
QUESTIONNAIRE FOR PARENTS
1 Name of child
2 Parents’ name and occupation
3 Child’s age at present
4 Age when admitted
5 How long has your child been the program?
6 Birth order/siblings
7 Why did you bring your child to the Centre?
- Overall development delays
- Speech and motor delay
- Hearing/visual impairment
- Cerebral palsy
- Autism
- Down's Syndrome
- ADHD
- Other (specify)
8 Who referred you to MNC?
- government hospital/health centre
- private hospital
- Doctor attending the child
- Friend/well wisher
- School where child was admitted earlier
- website
- Parents of past/present MNC students
- MNC staff
- Other (specify)
9. What are your expectations from MNC for your child?
10. What are the benefits of admitting your child to MNC?
60
QUESTIONNAIRE FOR SPECIAL EDUCATORS
1. Name of the teacher
2. Which class are you presently in charge of?
3. How long have you been in MNC?
4. Why did you choose this Centre over others?
5. What do you feel about the
a) Upanayan program
b) special education provided here
c) working environment in the school
d) Infrastructure
6. What were your expectations before joining the Centre?
7. How far do you think they have been met?
8. Are there any defined parameters for teachers’ assessment?
9. What are the avenues for self-improvement?
10. Any other feedback you would like to share
61
QUESTIONNAIRE FOR GOVERNMENT OFFICIALS
1. Name
2. Designation/department
3. How long associated with MNC
4. In what capacity associated
• Program planning/implementation
• Budget/grants utilization
• Compliance with rules/regulations
5. Do you think MNC has fulfilled its role as:
• a pioneer in the field
• a partner in government programs and projects
6. How would you rate the infrastructure/ facilities?
• Good
• Satisfactory
• Scope for improvement
7. Expectations
• Have been met satisfactorily
• Needs to be reviewed
8. Future prospects
• How to take the organization further
• Funding
• Partnership in programs/projects
62
ANNEXURE 2 –
ANALYSIS OF QUESTIONAIRES AND SURVEYS
63
The Questionnaire and the Response from Parents
Besides basic details of the child’s name, age and family details, the questionnaire focused on key
areas as follows.
1. Why did you bring your child to the Centre?
Diagnosed with specific conditions
Down’s syndrome 20%
Cerebral palsy 20%
Autism/ ASD 12%
Autism +hyperactivity 8%
Developmental delay 24%
Delayed speech 8%
Other 8%
(ADHD and hydrocephaly one child each)
2. How did you come to know about the Centre?
Doctor attending the child 40%
Friends and well-wishers 28%
Special schools the child
attended previously 16%
Others 16%
Among the other 16%, one parent each was referred by medical institutions, therapists, and a teacher
from MNC and one parent learnt about the Centre through the internet.
3. How long has your child been in the Centre?
Less than one year 36%
One to two years 36%
Two to three years 24%
More than three ye 4% (one child)
4. What were your expectations when you brought
your child to the Centre?
Normal school 16%
Normal development 28%
To correct speech delays/ improve communication 24%
64
Motor control, therapy (OT) 24%
To learn socializing skills 4% (one child)
Vision improvement 4% (one child)
In addition to the above specific areas, parents also sought to achieve toilet training for their children
through the Program. One parent required guidance to identify a suitable mainstream school.
5. How has your child benefited after attending the Centre?
Marked all round development - 80%
i) Improved speech and communication
ii) Child has learnt to interact with others
iii) Sits in one place
iv) Sits with support
v) Improvement in cognition levels
vi) Has gained weight
vii) Has learnt yoga and prayers
viii) Has achieved toilet control
ix) Has joined mainstream school
Other
Among the remaining 20 %, one child each has improved vision, and three children had
joined the program just recently and it was too soon to register any progress.
One common benefit parents have realized is that children enjoy coming to the Centre, and do not
want to miss even a day. They are happy that there is marked improvement in areas where the child
had earlier shown delays.
Parent’s feedback on infrastructure and facilities at the Centre
A. Infrastructure and facilities
• Well equipped
• Good service
• Parent’s feedback given due consideration
• Affordable
• Better individual attention
65
Constraints
Slums in the neighborhood
Inadequate staff for OT and speech therapy
Staff
Very well structured team
Need more staff for speech and occupational therapy
Time allotted to occupational therapy to be increased
Consolidated response from Special Educators
Work atmosphere
• Cordial working atmosphere
• Staff are committed to the cause
• Inter-relationship among staff is good
• Staff would like more interaction with top management
About the Early Intervention Program
• Very well structured program, easy to follow
• Program developed in-house - matter of pride
• Training and program content are very good
• Full freedom for innovative ideas
• Parent’s involvement in the program and sharing of
goals make it very interesting
• Progress tests benefit the child and parents, as they give a very clear picture of where the
child stands
• Admission throughout the academic year is helpful to parents,
but difficult from the staff point of view
• Very satisfying to see children’s success stories
Self Improvement
• Awareness as a special educator and ability as a teacher have increased
• Have become very self-reliant and self-confident after joining MNC
• Seminars and workshops are very useful
• Avenues for self-expression and creativity are available in respect of teaching method
66
Job satisfaction
• Very involved in the centre and wish to continue to work here
• Teachers were initially given adequate freedom, but not in the last few years
• Increased work overload over the years
• Present salary inadequate and need better remuneration
• Monthly compensation for the teachers is a good move
• Additional staff, including physiotherapist, is required to strengthen the existing team
• Leave and settlement not in place
Infrastructure and facilities
• Introducing new facilities – computer training introduced
• Own building is essential, as the present surroundings are not conducive
• Cramped atmosphere
• Equipment used in physiotherapy are old, and space is inadequate
• Lunch room and lunch timings inadequate, no tea break
• Request rest room for teachers
Feed-back from Government officials as Stakeholders
The responses of both the officials have been consolidated and presented below. Their positive
feedback reiterates MNC’s belief that we “walk the talk”. Their assurance of continued support to the
organization will be a key driving force in the coming years.
MNC’s work
• Significant contribution to the field of early intervention
• Has worked successfully with the government of Tamil Nadu; serves as a bridge between the
various government departments, and ensures inter-sectoral coordination
• Holistic and “inclusive” approach to include disability, health, social welfare and social
rehabilitation
• Driven by service motive unique to this organization
• Addresses a sector that has not been addressed by the government health department
• Driven by ethical principles, and able to complete projects entrusted to it
• Has derived maximum utility and provided superior services with minimum facilities
67
The Team
• Dedicated to the cause
• Headed by a visionary with a human touch
• Well organized and trained team, with high levels of involvement and commitment
• Parents as partners in training the child gives them a more focused role in the organization
The Future
• Will continue to guide, mentor and partner with MNC and entrust new projects
• MNC should submit project proposals
• The good work done by the organization will facilitate in attracting funds and donations
Summary of Interview with the Board member as stake holders
The stakeholder interviewed for the purpose of the Social Accounts 2011-2012 has been associated
with MNC since its inception in 1988 - 89. His views on the Centre’s work are presented below.
The Program
• The Upanayan program developed by MNC has effectively spread the message of early
intervention for children with mental retardation
• The disabled child is generally viewed as a stigma, being separated from its parents, but the
Upanayan program enlists parents as partners in education
• The program is based on age old concepts formalized into a structured manual. This is a
pioneering effort that has not been documented prior to this, and needs to be made easily
accessible to all.
The Centre
• The organization, now 23 years old, has been tardy in its growth, while it should have gained
national recognition and branched out across the country.
• MNC should establish its own training institutes for training its staff
(Note: Subsequent to this interview, MNC has been sanctioned RCI approval as a training
centre for its one-year diploma course in special education, and the course has commenced
this academic year)
68
The Future
• The organization should reach out and collaborate with other like-minded organizations in order
to:
� Widen its network
� Give momentum to its work
� Ensure the Centre’s growth
� Enlist support of philanthropic persons
69
Annexure 3
ORGANIZATION & STAFF DETAILS
70
Details of Office-bearers / Managing Committee of the Organization Name of the Organization : Madhuram Naryanan Centre for Exceptional Children 1, Giriappa Road, T.Nagar, Chennai- 17 Website address of : www.mncindia.org Organization
Sl.
No.
Name Occupation Address Tel. No. Edu.
Qualification
Experience
1. 2. 3. 4. 5. 6. 7. 1. Mr. N Kumar Industrialist 1, George Avenue, Chennai – 600 018
2811 8000 B.E., (Electronics &
Telecommunication) 27 years
2. Prof. P Jeyachandran Psychologist 4, Lakshmipuram 3rd
Street, Royapettah, Chennai – 600 014.
2811 0640 M.A.,M.Litt.,M.S. (US), Ph.D.(US).,
37 years
3. Mrs. Jaya Krishnaswamy
Educationist “Sharanya” 145, Defence Colony, Chennai – 600 032
2234 4434 M.A., M.Ed., 32 years
4. Mr. S. B. Prabhakar Rao
Business Executive
F-4, Lloyds Estate, Lloyds Road, Royapettah, Chennai - 14
28128140 Post Graduate 35 years
5. Prof. K. Vijayaraghavan
Scientist No.106, 6th Cross, RMV Stage II,
Bangalore – 560 095 09945322058
Ph.D in Molecular Biology, Director NCBS Bangalore
20 years
6. Mr. Satish Parasaran Lawyer “Sri Ranga”, New No.8, (Old No.13), 8th
St, Dr. Radhakrishnan Road, Mylapore, Chennai - 4
2847 2827
B.Com, LLB, Civil Advocate
20 years
7. Mrs. Vimala Kannan Educationist No.28, 3rd
Street, Postal Colony, West Mambalam, Chennai - 33
48134443 B.A., Dip Social Science / Special Education
20 years
8.
Mrs. Madhura Vishweshwaran
Business Woman
“Swarup Heritage”, Flat Nos. D1 & D2, Plot No. 1 & 3, Kasturi Estate II St, Chennai – 600 006
24991199 Graduate 10 years
71
Full time/Part time Staff details
Name Position
Mrs. Angelina G Priya
Rajkumar
Principal FT
Mrs. Sumitra Manoharan FT
Mrs. M. Sumathi Group Head FT
Ms. A Sarojini Group Head FT
Mrs. A Hemalatha Group Head FT
VR Jayashree Special Educator-Vision
& Hearing
FT
Ms. M Thayammal Special Educator FT
Miss. K Vijayalakshmi Special Educator FT
Mrs. V Bhavani Special Educator FT
Ms. N. Ragini (joined on
13/12/11)
Special Educator FT
G. Manila (joined on
6/2/11)
Special Educator FT
Sumitha Special Educator FT
Edayakamalam Special Educator FT
Vanitha Special Educator FT
Ms. S. Umarani Special Educator FT
M. Anitha Physio Therapist FT
M Venugopal Physio Therapist FT
Vacant Occupational Therapist FT
Mr. Janardhanam .N Drawing Teacher PT
Mrs. Sowbhagyalakshmi Music Teacher PT
Miss Lakshmi Language Teacher PT
Mrs. R. Padma Yoga Teacher PT
Mrs Meera Montessory PT
Dr. D. Padmalochani Medical Doctor PT
Ms Joytsana Speech therapist ( Intern) FT
Mrs. Majahira Parent Helper FT
Mrs. Aruna Shree Parent Helper FT
Ms. M. Karpagam Stenographer FT
72
Capt R.
Chandrasekharan
Manager -Public
Relations
PT
Mrs. Janaki Rao Manager Documentation PT
Mr. K. Kumar Driver FT
Mr. Palani Office Assistant FT
Mr. Senthil Office Assistant FT
Mr. Jyothi Office Assistant FT
Mrs. Vasantha House Keeping Staff FT
Mrs. Vimala House Keeping Staff FT
CONSULTANTS
Mrs.Nirmala
Venkateswaran
Occupational Therapist
Mrs.V.Vimala Special Educator
Mr.Babu Speech Therapist
Dr S.Sundar Sr Physiotherapist
Dr. Rajan Eye Specialist
Dr.Bhaskar Dental Surgeon
Mr.Jayagopal Yoga Master
Mrs Rajam Shankar Musician
Mr.Sudarshan Software
Volunteers
Ms. Padmavathy Special Educator
Mrs. Sowmya Raghavan Administration
Ms. Padmini Sharma Pranic Healer
73
Job description of Staff, Part time staff, Consultant, and Volunteer
Role of The Principal
• Implementation, Establishment and maintenance of various systems for effective functioning
of MNC
• Development of expertise in the teaching staff
• Bringing in improvisation continuously wherever and whenever required.
• Coordination and integrating the various groups leaders and members in conducting the
various events in MNC
• Striving for the adherence and espousement of the value systems of MNC as an institution by
constantly interacting with all members of MNC towards its maintenance and development.
ACCOUNTABILITY
• Successful Implementation of the IFSP using the UPANAYAN EARLY INTERVENTION
PROGRAM working towards the development of all the children to the satisfaction of the
parents
• Ensuring the quality and standards of MNC in all areas of activities to uphold the reputation of
MNC
RESPONSIBILITIES
• Registration and planning for the Assessment of the child
• Ensuring specific action plans are chalked out and reviewing the same on quarterly basis
• Ensuring smooth conduct of various events of MNC
• Processing the procurement on time of various materials resources
• Fostering camaraderie and self discipline and its maintenance even in times of crises among
staff members
• Assessing of GROUP HEADS and suggest plans for their improvement
• Interact with parents in building rapport in making them adhere to the rules & regulations of
MNC
74
PROGRAM GROUP - BIRTH TO TWO YEARS
Role of a Group Head - Special Educator
• Ensure the successful implementation of the Upanayan Birth to 2 years program.
• Ensure that the benefits of this program reach all the children.
• Ensure that all teachers in the Birth to 2 years will be well trained well equipped, effective
teachers so as to transfer the program to the children and parents.
• Ensure the effective use of teaching aids by the teachers.
ACCOUNTABILITY:
• All teachers will effectively implement the Upanayan Birth to 2 years program, among the
group 2 of them will be model teachers.
• Appropriate teaching aids for the skills are selected by the teachers and effectively used for
the development of the child, displayed and changed once a month.
• All the children in the Birth to 2 years group will develop the skills selected in each quarter as
per the expected level of each child given in the IFSP and be prepared to move to the next
level
75
PROGRAM GROUP - TWO TO FOUR YEARS
Role Of Special Educator
• Ensure the successful implementation of the Upanayan 2-4 years program.
• Ensure that the benefits of this program reaches to all the children.
• Ensure that all teachers in the 2 to 4 years will be well trained, well equipped effective
teachers so as to transfer the program to the children and parents.
• Ensure the effective use of teaching aids by the teachers.
Accountability
• All teachers will effectively implement the Upanayan 2 to 4 years program, of them 2 will be
model teachers.
• Appropriate teaching aids for the skills are selected and effectively used by the teachers for
the development of the child, displayed and changed once a month.
• All the children in the 2to 4 years group will develop the skills selected, each quarter as per
the expected level for each child given in IFSP and be prepared to move to the next level.
76
PROGRAM GROUP - FOUR TO SIX YEARS
Pre preparatory preschool program
Role of Special Educator:-
• Ensure the successful implementation of the Upanayan 4-6 years program.
• Ensure that the benefits of this program reach all the children.
• Ensure that all teachers in the 4 to 6years will be well trained, well equipped effective
teachers so as to transfer the program to the children and parents.
• Ensure the effective use of teaching aids by the teachers.
Accountability:
• All teachers will effectively implement the Upanayan 4 to 6 years program and all of them will
be model teachers.
• Appropriate teaching aids for the skills are selected by the teachers and effectively used for
the development of the child, displayed and changed once a month.
• All the children in the 4 to 6 years group will develop the skills selected, each quarter as per
the expected level for each child given in IFSP and move ahead to the school program
• All the children in the class will benefit from the secondary program
(Developmental therapy, speech therapy, yoga therapy, counseling, pranic healing, pediatric
consultation)
Therapy Department
Role of a Group Head Therapist
• Ensure the successful implementation of the Upanayan Early Intervention Program facilitated
by the appropriate therapy program for each child.
• Ensure that the benefits of the therapy program reach all children.
• Ensure that all the therapists are well trained, well equipped, effective therapists working as
part of the inter disciplinary team, transfer the program to the children through the parents
• Ensure that the department has appropriate equipments and aids for the training of the
children.
• Ensure that the goals selected for the children are appropriate, and selected as per the IFSP
to facilitate the development of the skills.
77
Accountability:-
• An inter - disciplinary team of therapists will effectively plan and facilitate the child’s
development through therapeutic activities, as per the IFSP
• All the children in the Upanayan Program will develop the skills selected, each quarter as per
the expected level in the IFSP for each child.
• Each therapist will use appropriate equipment and aids for the training of the children in the
therapy department.
Therapist’s Role:-
• Ensure the successful implementation of the Upanayan Early Intervention Program facilitated
by the appropriate therapy program for each child.
• Ensure that the benefits of the therapy program reach all children given to the therapist.
• Ensure that the goals selected for the children given are appropriate, and selected as per the
IFSP to facilitate the development of the skills.
Accountability:-
• . An inter - disciplinary team of therapists will effectively plan and facilitate the child’s
development through therapeutic activities, as per the IFSP
• Each of the children will be trained to develop the skills selected, each quarter as per the
expected level in the IFSP for each child.
• Appropriate equipment and aids for the training of each of the children.
Part Time Staff
Part time staff will be involved with specific tasks or projects. This will be decided in consultation with
the management board. They will be assigned tasks or projects taking into consideration their area of
interest and experience. They will put in a minimum number of working hours each day and a monthly
honorarium will be paid. Their assignment will be usually on a long time basis.
78
Consultant
A specialist in a particular field may be appointed as a consultant depending on the need. Their job
will be to train, advice, assist, staff, parents and children. They will also be suggesting improvements
in systems and monitoring activities. They will be paid consultation fees as per their expertise and
time spent at MNC.
Volunteer
A Volunteer at MNC is assigned specific task oriented jobs. The details of the tasks may include
support in planning, implementation and training of children, parents and staff. The task will be time
bound and mostly on a short time basis. Volunteer will coordinate with the respective full time staff
depending on the task. Their services are voluntary in nature without monetary considerations.
However expenses incurred on local transportation may be reimbursed.
79
ANNEXURE 4
Disability – wise data Findings
80
Disability wise and age group wise data in a table form are as follows:
(Based on the objectives taken for each child)
Tables – Programme group ( Birth to 2 years)
Table 1
Skill All Disabilities 7 children Age group
birth – 2 years Selected Achieved
% Achievement
MSK 44 66 150
SHSK 57 51 89
LSK 52 35 67
CSK 43 55 128
SSK 44 45 102
Total 240 252 105
Table 1 shows data for seven children across all disabilities. Their performance has shown nearly 105
% improvement in all areas except Language area, that shows an overall increase of 67 %. This data
helps to review the training given for the child and to evolve more effective training methods for
following year.
Table 2
Skill CP One child Selected Achieved
% Achievement
MSK 7 14 200
SHSK 9 12 133
LSK 9 11 122
CSK 6 13 217
SSK 8 14 175
Total 39 64 164
Table 2 shows one child with Cerebral Palsy. The condition results in physical disability; the
acuteness of the condition also determines the child’s performance. The child has shown almost
equal improvement in all skills, and an overall achievement of 164% in all areas of development after
completing one year of early intervention at MNC. The most notable is a 200% increase in motor
skills.
81
Table 3
Skill DS 6 children Selected Achieved
% Achievement
MSK 37 52 141
SHSK 48 39 81
LSK 43 24 56
CSK 37 42 114
SSK 36 31 86
Total 201 188 94
Table 3 shows the performance level of six children with Down’s syndrome, with significant improvements
in the areas of motor skills, followed by cognition and social skills, and overall achievement of 94 %.
Language skills have recorded a 56 % growth, and shows that more intensive training should be given,
since children with Down’s syndrome have an inherent difficulty in language development.
Notes explaining the above tables
3. The age group taken is Birth to 2 years
4. The initial and final data recorded for 7 children has been represented by
1. Those children who have been present for the entire year only have been
included, to avoid any aberration
2. Five areas of development namely Motor skills (MSK) Self Help (SHK) Language
and Communication (LSK) Cognition (CSK) and Socialization (SSK) are recorded for
progress.
3. Each area of development has 50 skills for training.
4. The initial and final scores based on the objectives taken in each development area
for all seven children across all the disabilities have been given in Table 1
3. The achievement shows more than 100% improvement which is due to the fact that skills not
selected also improve either as a natural development (with delay) or as of result of training /
therapy in the selected skills or learning from peers in different situations.
4. Table 2 represents children with Cerebral Palsy and Table 3 Down’s syndrome.
5. Language skills may show lesser achievement than other areas since this group includes
children from birth to two years
82
Tables – Programme group ( 2 years to 4 years)
Table 1
Skill All Disabilities 14 children
Selected Achieved
% Achievement
MSK 53 62 117
SHSK 103 191 185
LSK 77 171 222
CSK 74 150 203
SSK 56 116 207
Total 363 690 190
Table 1 shows data for 14 children in the age group 2 - 4 years across all disabilities. It shows a
marked improvement of 190%. Improvements across all skills range from 222% (language skills) to
117%, (motor skills). The achievement shows more than 100% improvement. This is due to the fact
that skills not selected also improve either as a natural development (with delay) or as of result of
training / therapy in the selected skills or learning from peers in different situations. This group
comprises children with a range of disorders that impair motor skills, but can be impacted positively
with suitable intervention in the next academic year.
Table 2
Skill CP 3 children Selected Achieved
% Achievement
MSK 17 25 147
SHSK 22 56 255
LSK 14 52 371
CSK 13 34 262
SSK 11 24 218
Total 77 191 248
Table 2 shows 3 children (age group 2 - 4 years with Cerebral Palsy with a significant improvement
of 248% across all skills, especially language with 371% growth. Motor skills show an achievement
of 147% and this area of training will be taken up more intensively in the next academic year.
Table 3
Skill Autism 4 children Selected Achieved
% Achievement
MSK 10 5 50
SHSK 35 49 140
LSK 26 44 169
CSK 20 43 215
SSK 18 40 222
Total 109 181 166
83
Table 3 shows data for 4 children with autism, and they have recorded nearly 166 % improvement
across all skills, except in motor skills which shows only 50% improvement. This area of training will be
taken up more intensively next year.
Table 4
Skill DS 3 children Selected Achieved
% Achievement
MSK 10 14 140
SHSK 25 41 164
LSK 22 44 200
CSK 22 35 159
SSK 13 32 246
Total 92 166 180
Table 4 again shows 180% improvement across all skills, primarily in social, language and self help skills.
Motor and cognition skills need to be given due interventions in the coming year.
Table 5
Skill DD/H/M/VI 4 children Selected Achieved
% Achievement
MSK 16 18 113
SHSK 21 45 214
LSK 15 31 207
CSK 19 38 200
SSK 14 20 143
Total 85 152 179
In this table, self help and cognition skills show the maximum improvements, with 214% and 200 %
improvements respectively. Overall achievement records a 179% growth, Lesser improvements in the
other three areas correlates with the children’s condition.
Notes explaining the above Tables:
1) The age group taken is 2 plus to 4 years
2) The initial and final data recorded for 14 children has been represented
3) Those children who have been present for the entire year only have been
taken to avoid any aberrations.
4) Five areas of development namely Motor skills (MSK) Self Help (SHK)
84
Language and Communication (LSK) Cognition (CSK) and Socialization
(SSK) are recorded for progress.
5) Each area of development has 50 skills for training.
6) The initial and final scores is based on the objectives taken in each development area for
all the children across all the disabilities is given in Table 1.
7) Tables 2, 3, 4 and 5, represent each disability namely Cerebral Palsy, Autism, Down’s
syndrome and DD/H/M/VI
8) In each of the disability, number of children, initial and final score is based on the
objectives taken in each development area
9) The achievement shows more than 100% improvement which is due to the fact the skills
not selected also improve either as a natural development (with delay) or as of result of
training / therapy in the selected skills or learning from peers in different situations
Tables – Programme group (4 years to 6 years)
Table 1
Skill All Disabilities 29 children Selected Achieved
% Achievement
Communication 52 42 81
Meal Time Activities 66 62 94
Personal daily living 68 48 71
Home Living 58 40 69
Social interaction 62 52 84
Community use 53 23 43
Self Direction 72 44 61
Health and Safety 59 43 73
Reading & Writing 110 74 67
Number 66 40 61
Leisure 67 31 46
Work 86 79 92
Total 819 578 71
Table 1 shows figures for a total of 29 children across all disabilities, with an overall improvement of
71%, and ranging from 43% to 94 % in each area .This is significant when seen against the
background of the disabilities. The children learn to apply and adapt the skill to any different
environment/ situation. The children in the functional stage learn more skills in accordance with their
age appropriate milestones.
85
Table 2
Skill CP 6 children Selected Achieved
% Achievement
Communication 11 11 100
Meal Time Activities 12 10 83
Personal daily living 12 11 92
Home Living 12 8 67
Social interaction 16 12 75
Community use 13 6 46
Self Direction 20 9 45
Health and Safety 15 12 80
Reading & Writing 24 13 54
Number 16 8 50
Leisure 14 7 50
Work 18 17 94
Total 183 124 68
Table 2 shows data for 6 children with cerebral palsy (CP), with improvements ranging from 45 to
100% across the 12 skill areas, and an overall improvement of 68%. Consistent inputs are required in
the areas with less than 50% or less achievement.
Table 3
Skill Autism 8 children Selected Achieved
% Achievement
Communication 15 13 87
Meal Time Activities 22 20 91
Personal daily living 25 22 88
Home Living 19 20 105
Social interaction 20 24 120
Community use 13 3 23
Self Direction 19 16 84
Health and Safety 14 13 93
Reading & Writing 38 28 74
Number 26 18 69
Leisure 22 12 55
Work 33 32 97
Total 266 221 83
Table 3 represents data for 8 children with autism, and notable improvement of 83% across skills
selected. Significant achievements are in social, home living and work skills. The lag in areas of
community, communication, self direction and health and safety is a fallout of their condition, and
improvements can be made with concerted efforts.
86
Table 4
Skill ADHD/M/DD with Seizures
7 children Selected Achieved
% Achievement
Communication 11 7 64
Meal Time Activities 14 21 150
Personal daily living 11 5 45
Home Living 10 5 50
Social interaction 12 10 83
Community use 13 8 62
Self Direction 12 8 67
Health and Safety 13 12 92
Reading & Writing 23 9 39
Numbers 8 5 63
Leisure 12 4 33
Work 12 10 83
Total 151 104 69
Table 4 shows data for 7 children and records an overall improvement of 69 % in the selected skills,
with meal time activities highest at 150%. Improvements in work, social skills and communication -
key areas in selection of a child for mainstreaming - indicate the effectiveness of the training and can
be replicated in all other areas too.
Table 5
Skill DS 4 children Selected Achieved
% Achievement
Communication 8 6 75
Meal Time Activities 11 9 82
Personal daily living 10 6 60
Home Living 9 3 33
Social interaction 8 3 38
Community use 7 3 43
Self Direction 11 6 55
Health and Safety 11 3 27
Reading & Writing 15 14 93
Numbers 11 7 64
Leisure 10 2 20
Work 15 13 87
Total 126 75 60 Table 5 shows data for 4 children with Down’s syndrome, and notable improvements across all the
skills, ranging from 93% in reading and writing, to 60 in personal care.
87
Table 6
Skill PDD 4 children Selected Achieved
% Achievement
Communication 7 5 71
Meal Time Activities 7 2 29
Personal daily living 10 4 40
Home Living 8 4 50
Social interaction 6 3 50
Community use 7 3 43
Self Direction 10 5 50
Health and Safety 6 3 50
Reading & Writing 10 10 100
Numbers 5 2 40
Leisure 9 6 67
Work 8 7 88
Total 93 54 58
In Table 6, four children with pervasive developmental delays (PDD) have shown all-round
improvement of 58%, and notable improvements are seen in communication, reading and writing and
work, that form the foundation of mainstreaming. Appropriate interventions over the academic year
will help them achieve progress in the other areas too.
Notes explaining the above Tables:
1) The age group taken is 4 plus to 6 years
2) The initial and final data recorded for 29 children has been represented
3) Those children who have been present for the entire year only have been taken to avoid any
aberrations.
4) Twelve areas of development namely Communication, Meal Time Activity, Personal, Home
Living, Social Community, Self Direction, Heath and Safety, Reading and Writing, Arithmetic,
Leisure and Work are recorded for progress.
5) Each area of development has 50 skills for training.
6) The initial and final scores is based on the objectives taken in each development area
7) Children having all the disabilities have shown in Table 1.
8) Tables 2, 3, 4, 5 and 6 represent each disability namely Cerebral Palsy, Autism, ADHD,
Down's syndrome, and developmental delays.
88
� Conclusion
From the table of evaluation above it is observed that the percentage of skill
development is significant in the age group of children birth to 2 and 2 to 4 years
proving the point that earlier the intervention better would be the outcome for the
children.
89
ANNEXURE 5
CASE STUDIES
90
CASE STUDY 1- SAISIVESH
Age group Birth to 2 years
Date of Birth : 15.06.2010
Age when joined MNC : Nine months
Present age : One year 9 months
Number of years in Early : One year
Intervention
Condition diagnosis :Down’s syndrome with developmental delay
Family details
Saisivesh is the only child, his mother having had two abortions prior to his birth. The child was a
premature baby, with low birth weight and later displayed delays in all areas of development. He lives
with his parents and there are no extended members of the family living with them. The father is a
businessman and runs his own business, while his mother is a housewife. Saisivesh was two months
old, when the doctor attending him first noticed the child’s condition. He referred his parents to the
Centre for the early intervention program. The parents recognize that the child needs special
interventions and are very supportive in reinforcing the early intervention program at home as the
child’s carry-over agents.
Implementation of the Early Intervention Program at Madhuram Narayanan Centre
Initial Observations
An initial assessment of Saisivesh’s developmental level showed that it was not age appropriate. He
showed delays in all areas of development.
The Report on the Assessment
• Sits with support
• Attempts to roll over using shoulders
• Reaches for objects in front
• Eats mashed / semi-solid food when fed
• Follows sound, moving head
• Imitates speech sounds
• Responds differently to friendly and angry talking
• Looks at person attempting to gain attention
• Smiles in response to attention
• Reaches for familiar persons
Based on the initial assessment, Saisivesh was placed in the Upanayan Early Intervention Program
(birth to two years) with an Individualized Education Plan (IEP).
91
Role of Special Educators in the implementation of the IEP
Evolving the Individualized Education Plan (IEP)
� Goals and Objectives for working out an Individualized Education Plan (IEP) were set
� Assessments on Saisivesh’s needs for physiotherapy and occupation therapy were carried
out.
� Based on the assessments an activity based, structured and composite individualized
program incorporating educational, and therapeutic inputs, was evolved for intervention
during the first quarter.
Other Support Systems Provided at the Centre
The Centre conducts various co-curricular activities like art, craft, yoga, play therapy, brain gym,
indoor games, sports, cultural events and competitive events. They are designed to build up the
child’s skills in all facets of development. Saisivesh gets an opportunity to participate in all these
activities coordinated by the special educators.
Role of the Parent as a Carry- over Agent in the Implementation of the IEP
The parent, guided closely by the special educators, actively participated in all areas of training
provided to the child at the Centre and as a carry - over agent at home. The child’s progress was
assessed at the end of the third quarter, after two quarter periods of intervention. Saisivesh showed
an 80 per cent progress in all areas of development. The report is presented below.
Report: Third Quarter Assessment
Motor
• Crawls one body length to attain object
• Pulls self to standing position
• Takes a few steps without aid
Self help:
• Holds bottle without help while drinking
• Cooperates for dressing / undressing by holding up arms
• Has bowel control
Language and Communication
• Initiates vocal play with toys
• Uses one-syllable sounds for an object/person
• Points to familiar objects when named
Cognition
• Places objects in container and removes them one by one
• Attends to easy/familiar tasks for one to five minutes when supervised
• Points to named picture
92
Socialization
• Extends toy to adult and releases it
• Plays with another child, each engaged in a different activity
• Greets peers and adults when reminded
Remarks
Saisivesh, at the end of the third quarter assessment, showed marked improvement in all areas of
development, with his performance level reaching 80 per cent progress in the five development areas
of motor, language, self-help, cognition and socialization.
Saisivesh
• Has adapted himself to the structure and routine of the classroom
• Is friendly and interacts with peers and adults
• Is regular to school
• Will continue in the birth to two years program till the next quarterly assessment
93
CASE STUDY 2 - G.Nithya Shree
2 to 4 years age group
Date of Birth : 27.11.2008
Age of Entry to MNC : 2 years 8 months
Current Age : 3 years 4 months
Number of years in Early : One year 9 months
Intervention
Condition Diagnosed : Global Developmental Delay
Family details:
Nithya Shree is the only child and lives with her parents. Her father works as an accountant in a
construction company, earning Rs.10,000 per month. Her mother is a housewife. Nithya Shree’s
parents first noticed the child’s condition when she was two years old, and Dr..PJ N Reddy who was
attending her, referred the parents to MNC for the Early Intervention Program.
Implementation of the Early Intervention Program at Madhuram Narayanan Centre
Initial Observations:
The initial assessment at the Centre showed that Nithya Shree’s development levels were not age
appropriate, and she had delays in all areas of development, including motor, speech and language
and cognition.
The Report on the Assessment:
• Sits with support
• Eats semi-solid food when fed
• Points to familiar objects when named
• Carries out simple directions when accompanied by gestures
• Matches like objects
• Looks at person named
• Scribbles
• Takes part in games
Based on the initial assessment, Nithya Shree was admitted to the birth to two years Early
Intervention program.
Role of Special Educators in the implementation of the IEP
Evolving the Individualised Education Plan (IEP)
� Goals and Objectives for working out an Individualized Education Plan (IEP) were set
� Assessments on Nithya Shree’s needs for physiotherapy and occupation therapy were carried
out.
� Based on the assessments an activity based, structured and composite individualized
program incorporating educational, and therapeutic inputs, was evolved for intervention
during the first quarter
94
Other Support Systems provided at the Centre
The Centre conducts several co-curricular activities like art, craft, yoga, play therapy, brain gym,
indoor games, sports, cultural events. These are designed to build up the child’s skills in all facets of
development, and encourage the child to participate in competitive events. Nithya Shree has shown
keen interest in these activities, coordinated by the special educators at the Centre.
Role of the Parent as a Carry- over Agent in the implementation of the IEP
The IEP is structured for special educators to guide and assist the parent to be an active participant in
training the child at the Centre and at home. Nithya Shree’s parents recognize that the child needs
special interventions and are very supportive in reinforcing the program as the child’s carry-over agent
at home.
The child’s progress, assessed at the end of the third quarter, is presented below.
Report - Third Quarter Assessment:
Motor:
• Creeps up and down the staircase
• Squats and returns to standing position
Self-help:
• Washes self when being bathed
• Takes off shirt/dress when unfastened
Language and Communication
• Speaks intelligible words spontaneously
• Points to pictures when named
• Carries out simple commands /directions containing adjectives that denote differences in
visual form
Cognition:
• Performs new activities or tasks when required
• Finds specified items of personal use on request
Socialization:
• Leads adults to what she wants
• Pulls at a person to show an action/object
Remarks:
Nithya Shree
• Is a well behaved and cheerful child
• follows a structured routine in the classroom
• is punctual and regular to school
• has shown marked progress in all areas of development
• will be placed in the 4 to 6 years pre-school readiness program that will prepare her for
integration into mainstream education in June 2013.
95
CASE STUDY 3 – Santosh M
Santosh M, a child moving from the 4 to 6 (pre-school readiness) program to a mainstream school
from June 2012
Name of child : Santosh M.
Date of Birth : 25.01.2007
Age when joined MNC : 3 years 2 months
Present age : 5 years 2 months
Condition diagnosed : Developmental delays with Attention
Deficit Disorder
Number of years in Early : Two years
Intervention
Family details
Santosh is the older of two children, and has a younger sister. He lives with his parents in a joint
family. His father is a businessman and has his own shop. His mother is a housewife. The doctor first
observed Santosh’s condition when the child was three years old. He was referred to MNC by a
teacher from the school he earlier attended. The parents recognize that the child needs special
education and are very supportive in reinforcing the early intervention program at home as the child’s
carry over agents.
Implementation of the Early Intervention Program at Madhuram Narayanan Centre
Initial Observations
An inter-disciplinary team of experts carried out the initial assessment of Santosh’s developmental
level. The assessment showed that his developmental level was not age appropriate. Santosh
showed delays in all areas of development, and did not communicate except for single words. He did
not indicate his toilet needs.
The Report on the Assessment:
• Walks independently
• Climbs stairs with aid
• Has bowel control
• Uses words and gestures to indicate needs
• Looks at person/object named
• Performs simple gestures on request like Clapping hands
• Actively explores his environment
• Attends to easy/familiar task for 1 to 5 minutes when supervised
• Plays unattended for 10 to 15 minutes
• Reaches for familiar persons and smiles in response to attention
96
Role of Special Educators in the implementation of the IEP
Evolving the Individualised Education Plan (IEP)
� Goals and Objectives for working out an Individualized Education Plan (IEP) were set
� Assessments on Santosh’s needs for physiotherapy and occupation therapy were carried out.
� Based on the assessments an activity based, structured and composite individualized
program incorporating educational, and therapeutic inputs, was evolved for intervention
during the first quarter.
Other Support Systems at the Centre
The Centre provides opportunities for Santosh to develop his skills in all areas of development,
through a range of co-curricular activities like art, craft, yoga, play therapy, brain gym, indoor games,
sports and cultural events. Santosh actively participates in all competitive events conducted at MNC.
Role of the Parent as a Carry-over Agent in the implementation of the IEP
The parent, guided closely by the special educators, has been a total participant in the training
provided to the child at the Centre and a carry-over agent at home.
Report - Third Quarter Assessment:
Functional Academics—reading and writing
• Matches pictures with its pair
• Sorts pictures of 10 different objects into named category
• Reads 15 two and three letter words
• Writes numerals up to 10 and alphabets A to L
Functional Academics - Number
• His concepts of big/small, long/short and more/less are generalized in activities of daily living
• Matches numerals with objects up to 3
Self help:
• Indicates toilet needs in daytime
• Eats meals independently without spilling
• Identifies own lunch bag, and replaces the bag in assigned place after lunch
Language and Communication
• Answers questions from a story narrated to him.
• Answers three simple questions about himself.
• Points to 15 body parts
Socialization:
• Attends to music or story telling sessions for five to 10 minutes
97
• Displays emotions like anger, joy and sadness with suitable expressions
• Interacts with peers and adults
• Santosh looks and smiles at people
• Identifies his friends by name, interacts with adults and peers
• Shares his things with peers
Remarks:
Santosh
• is a friendly child
• His general health is good and he is regular to school
• Follows routine and structure in the class room
• Completes given task on time
• Takes care of his personal belongings
• Follows routine, simple instructions given in a group
• Helps the teacher and his peers in the class room
98
ANNEXURE 6
Social Audit Statement – 2008-09
99