NATIONAL TRUST OF INDIA

Samadhan is a member of the National Trust of India, a statutory body of Government of India. It is also the NGO member of the Local Level Committee for the New Delhi district of Delhi State.

NATIONAL SCHOOL OF DRAMA

The very first Drama Therapy workshop was conducted in the premises of the National School of Drama and with their active collaboration. This culminated in a much acclaimed public performance jointly presented by the students of NSD and intellectually disabled children of SAMADHAN using the Titania and Obreon episode from the Shakespeare’s Midsummer Nights Dream.

MCD-SAMADHAN COLLABORATION

Schools run by Municipal Corporation of Delhi do admit children with disability but they do lack the necessary infrastructure and experience in handling issues related to children with disability. To alleviate this situation, we developed a system of service delivery whereby teachers from the MCD schools would take the responsibility of providing for the disabled in their classrooms. We approached the government education authorities for permission to start inclusive education  The authorities were very supportive of our initiative. They gave us the permission to start inclusive education in two MCD primary schools, a co-educational school in Khanpur West with 972 students; and  a girls’ school in Dakshinpuri with 587 students. Samadhan introduced a checklist to identify children with disability in the pre-primary class. Two teachers from Samadhan were placed as Resource Teachers in each school. About 42 students from Khanpur school and 45 students from the school at Dakshinpuri were identified as having special needs.

The resource teachers from Samadhan visited each school for three months, initially on daily basis and later on weekly basis, to guide and support the class teachers for curriculum planning to cater to the needs of children with special needs. They also worked on  one-to-one basis with identified students from each class demonstrating different strategies to the class teacher, such as peer group teaching and the  physical changes necessary  in the classrooms, and techniques of observing   behavior patterns of the students, their abilities and the impact of their disabilities. Facilitators were identified from both the schools to continue inclusive education in their school in coordination with the Resource Team and a report sent to the MCD. We are continuing our follow ups with the MCD schools and with the formation of two core groups of members from the school will further help to strengthen our efforts to advocate for inclusive education.