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