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ECCD

Seva in Action was started as a registered society in 1985.  They work mostly in Karnataka but have also worked in northern and western part of India on request.

The key focus of the organisation is to promote and ensure inclusive education in government schools, early identification of disability and stimulation program at the community level. They also believe that malnutrition is one of the important reasons that may lead to disability and therefore have developed a high protein mix consisting of oil seeds, wheat, fat content and pulses. They do not believe in setting up a parallel system, instead they prefer to work with the government, utilising the existing infrastructure.  

Through their community rehabilitation program they form CBR committees in the community which organises a weeklong workshop for the parents on childhood disabilities. The committee also runs self-help centre. These self-help centres are multi purpose resource centre that provides various services to disabled children and adults. It provides support and counselling to parents.  

SIA runs a school for about 20 children below 10 years of age at its office in Koramagala. Children trained in this school have been successfully integrated into Jakkasandra Government higher primary school.

SIA offers training in identifying disability, and acquiring skills to teach Braille, communicating importance of hearing aids and behavioural management of the disabled. The course duration varies from one-year elaborate certificate course, to a short-term seven-week training program. It has trained around 40 batches of resource teachers.  

The training is split into 3 phases.  The first phase is a foundation on how to identify and assess the disabled child. During this they are taught to develop street plays to communicate the message in the community. In the second phase they are trained to learn to teach blind children, learn Braille, and using hearing aids and behavioural management in disabled. The third phase the participants work in an integrated school (like JSS Sahana in Mysore and Mangaljyothi Samagrah Sikshana Shala in Mangalore). They are taught to develop lesson plan to meet the needs of the children with all kinds of disabilities and conduct classes for them. The participants get feedback on their performance at the end of the third phase of the training on how to improve their teaching method. After a practice session they become multi-category resource teachers who are eligible to hold 3-day training workshops for others including anganwadi workers.  

SIA had undertaken a multisided action research project supported by UNESCO and NCERT in 1994 for a year. The research was to assess the utility of the resource teachers training program. The research work was conducted in the Hamsavahini Makkala Mandira, a school in Kanakapura. The study revealed that there was a positive change in the attitude towards disabled among the children, teachers and parents.

SIA has also trained 250 anganwadi workers in Manvi taluk, Raichur under the chairmanship of Ashok Dalvi. The 6 days training was to orient anganwadi workers to assess, identify and integrate the disabled children to the anganwadis. As part of this program SIA also trained PHC staff, village accountants and head masters of government schools. With the help of the anganwadi workers and the resource teachers trained by SIA, they are monitoring developmental milestones of children in this area. The disabled children monitored under this program are helped to cope with the regular schools.

SIA has developed 6 books on early stimulation in Kannada titled ‘Shishu prashodan’. These books give details of how to develop cognitive and language skills, socialisation and self-help motor development in the disabled children.

They have a Portage checklist developed by Wisconsin, USA to help teachers. The checklist contains list of activities based on normal child development milestones and also how to teach these activities of early stimulation, cognition, language, motor, self-help and socialisation. The list is used to prepare disabled children for integration and method of using this list is offered as a resource to self-help centres and communities.

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