New Word Project Isr

8/16/2019 New Word Project Isr

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PROJECT ISR

INDIVIDUAL SOCIAL RESPONSIBILITY

RITESH RAMCHANDRA DHURI

ADMISSION NO. HPGD/JL14/3471

SOCIAL CAUSE: VARIOUS ACTIVITIES FOR DISABILITY

NAME OF THE NGO: “ASMITA”

PRIN. L. N. ELING!AR INSTITUTE OF MANAGEMENT

DEVELOPMENT " RESEARCH

DEC #$1%

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DECLARATION

I, Ritesh Dhuri, student of Prin. L. N. Welingkar

institute of management development & research, with admission no.

P!D"#L$%"%'$, here() declare that I have completed this pro*ect on

I+R D-+/ILI01, N!2 +3I0, in the academic )ear 45$6.

0he information su(mitted is true and original to the (est of m)

knowledge.

+ignature of the +tudent

Ritesh Dhuri

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INDE&

SR.N

O.

PARTICULARS PAGE NO.

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1. IN0R2D780I2N : -

$. 0he 8onstitution of India ensures e9ualit), freedom, *ustice and dignit) of all

individuals and implicitl) mandates an inclusive societ) for all including persons with

disa(ilities. In the recent )ears, there have (een vast and positive changes in the perception of thesociet) towards persons with disa(ilities. It has (een reali:ed that a ma*orit) of persons with

disa(ilities can lead a (etter 9ualit) of life if the) have e9ual opportunities and effective access to

reha(ilitation measures.

4. ccording to the 8ensus 455$, there are 4.$; crore persons with disa(ilities inIndia who constitute 4.$ percent of the total population. 0his includes persons with visual,

hearing, speech, locomotor and mental disa(ilities. +event) five per cent of persons with

disa(ilities live in rural areas, %; per cent of disa(led population is literate and onl) % per centare emplo)ed. 0he earlier emphasis on medical reha(ilitation has now (een replaced () an

emphasis on social reha(ilitation. 0here has (een an increasing recognition of a(ilities of persons

with disa(ilities and emphasis on mainstreaming them in the societ) (ased on their capa(ilities.0he !overnment of India has enacted three legislations for persons with disa(ilities vi:.


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A National Institute for earing andicapped, 3um(ai

A National Institute of Reha(ilitation 0raining & Research, 8uttack.

A National Institute for -mpowerment of Persons with 3ultiple Disa(ilities, 8hennai.

inance Development 8orporation D8= has (een providing loans on concessional terms for undertaking selfEemplo)ment ventures () the

persons with disa(ilities through +tate 8hanneli:ing gencies.

F. Pancha)ati Ra* Institutions at Billage level, Intermediar) level and District level

have (een entrusted with the welfare of persons with disa(ilities.

'. India is a signator) to the Declaration on the >ull Participation and -9ualit) of

People with Disa(ilities in the sia Pacific Region. India is also a signator) to the /iwako

3illennium >ramework for action towards an inclusive, (arrier free and rights (ased societ).India is currentl) participating in the negotiations on the 7N 8onvention on Protection and

promotion of the Rights and Dignit) of Persons with Disa(ilities.


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4.What Is Social Responsibility?

We make a living by what we get, but we make a life by what we give.” – Winston

Churchill.

Being Socially Responsible means that people and organisationsmust behave ethically and with sensitivity toward social, cultural,economic and environmental issues. Striving for socialresponsibility helps individuals, organisations and governmentshave a positive impact on development, business and society witha positive contribution to bottom-line results.Individual Social Responsibility (ISR) to achieve orporate SocialResponsibility (S!)

ISP may appear to be a e! "o"ept # re$at#o to CSP% b&t #t #' a "o"ept a' o$ a' Te

Go$e R&$e * +o &to oter' a' yo& !o&$ a,e tem o &to yo&. ISR epa' o

t#' by promot# a proa"t#,e 'ta"e

to!ar' po'#t#,e$y #/&e"# a a0e"t# te peop$e a e,#romet' o&t'#e yo&r

#mme#ate "#r"$e. ISR #' at te root' o CSR% be"a&'e a "orporate "ompr#'e' o

##,#&a$' a e"e eterm#e' te 'o"#a$ re'po'#b#$#ty "&$t&re #t "reate'. T#' #' te

#term#$e re$at#o'#p bet!ee CSR a ISR. I#,#&a$' are be"om# more 'o"#a$$y

re'po'#b$e a% # re'po'e to t#' Corporat#o' a Compa#e' ee to be"ome more

'o"#a$$y re'po'#b$e to meet "o'&mer ema.

Te Iterat#oa$ Ora#'at#o or Staar#'at#o (ISO) 'tate': I te !ae o

#"rea'# $oba$#'at#o% !e a,e be"ome #"rea'#$y "o'"#o&' ot o$y o !at !e

b&y% b&t a$'o o! te oo' a 'er,#"e' !e b&y a,e bee pro&"e. E,#rometa$$y

arm&$ pro&"t#o% "#$ $abor% aero&' !or# e,#romet' a oter #&mae


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"o#t#o' are eamp$e' o #''&e' be# bro&t #to te ope. A$$ "ompa#e' a

ora#'at#o' a#m# at $o-term pro4tab#$#ty a "re#b#$#ty are 'tart# to rea$#'e tat

tey m&'t a"t # a""ora"e !#t orm' o r#t a !ro.5 So"#a$$y re'po'#b$e

##,#&a$' are ema# "ompa#e' a ora#'at#o' to be"ome more 'o"#a$$y

re'po'#b$e.

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2.1 7o! +oe' a I#,#&a$ 8e"ome So"#a$$y Re'po'#b$e9

Te or'op or C#,#" I#t#at#,e' ;o&at#o (CI;)% 8&$ar#a% e'"r#be' ISR # #t'

po'#t#o 'tatemet o So"#a$ Re'po'#b#$#ty a'%

Te ##,#&a$ 'o"#a$ re'po'#b#$#ty #"$&e' te eaemet o ea" per'o to!ar'

te "omm&#ty !ere e $#,e'% !#" "a be epre''e a' a #tere't to!ar' !at


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(@)A""or# to Te 7arr#' Po$$ B@ % D&e 1% 2FF@% !e #t "ome' to ##,#&a$ 'o"#a$

re'po'#b#$#ty% tere are

tree type' o peop$e:

1.T!o-t#r' o a&$t' a,e Goo Itet#o'5 > tey be$#e,e tat 'o"#a$ re'po'#b#$#ty #'

a oo #ea% a teyo !at tey "a # term' o ,o$&teer#% b&t tey o ot 'a"r#4"e

&e amo&t' o t#me or moey.

2.At te top e o te 'pe"tr&m% per"et o a&$t' Pra"t#"e at Tey Prea"5 a

or t#' ro&p% ##,#&a$% a' !e$$ a' "orporate% 'o"#a$ re'po'#b#$#ty #' etreme$y

#mportat.

3.Oe-?&arter o a&$t'% o!e,er% o$$o! a p#$o'opy o To T#e O! Se$ 8e Tr&e5

a% or t#' ro&p% 'o"#a$ re'po'#b#$#ty a' $#tt$e "o'e?&e"e # te#r $#,e'.

O te oter a te tre' 'o! tat te b#e't ro!t or b# "ar#tab$e

ora#'at#o' # te !or$ #' "om# tro& ##,#&a$' a ot tro& Corporat#o'

a Go,ermet'.

To tae a proa"t#,e 'ta"e% ISR "a 'tart o0 a' a '#mp$e a"t o p#$atrop#"

bea,#o&r. y &'ba a I a"t&a$$y b&et or #,#% H&'t $#e !e o or $#,# or "ar

epe'e'. A to t#' te "ampa#er% ,o$&teer a a"t#,#'t # yo& tat p#"'-&p a

'&pport' #''&e' a0e"t# 'o"#ety. o& may H&'t 'tart o0 ,o$&teer# o"e a mot

'ome!ere tat 't' yo&r '#$$'% ab#$#t#e' or #tere't'. Te oter ay% I a'e a r#e #

http://www.harrisinteractive.com/harris_poll/index.asp?PID=774http://www.harrisinteractive.com/harris_poll/index.asp?PID=774http://www.harrisinteractive.com/harris_poll/index.asp?PID=774


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e "o&$ tea" my 'o tar. e eterm#e a tt#o "o't b&t #'tea o me pay#

#m% e a'e me # I "o&$ pay te "ar#ty o #' "o#"e. I yo& a,e te "o#"e o t!o

pro&"t' a oe pro&"t '&pport' a oo "a&'e or !a' pro&"e # a more et#"a$

!ay% te p&r"a'e tat pro&"t. o& may o$y be oe per'o b&t # e,eryoe # te#r

part% !e "o&$ "ae te !or$J

A$$ So"#a$ re'po'#b#$#ty% bot ##,#&a$ a "orporate% #' ,o$&taryK #t #' abo&t o#

abo,e a beyo !at #' "a$$e or by te $a!($ea$ re'po'#b#$#ty). It #,o$,e' a #ea

tat #t #' better to be proa"t#,e to!ar a prob$em rater ta rea"t#,e to a prob$em.

So"#a$ re'po'#b#$#ty mea' e$#m#at# "orr&pt% #rre'po'#b$e or &et#"a$ bea,#or tat

m#t br# arm to te "omm&#ty% #t' peop$e% or te e,#romet beore te bea,#or

appe'.

()


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Individuals ma) also 9ualif) as disa(led if the) have had an impairment in the past or are seen as disa(led

(ased on a personal or group standard or norm. +uch impairments ma) include ph)sical, sensor), and

cognitive or developmental disa(ilities. 3ental disorders


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P'+*(- =*+(,*-*)

n) impairment which limits the ph)sical function of lim(s, fine (ones, or gross motor a(ilit) is a

ph)sical impairment, not necessaril) a ph)sical disa(ilit). 0he social model of disa(ilit) defines ph)sical

disa(ilit) as manifest when an impairment meets a nonEuniversal design or program, e.g. a person who

cannot clim( stairs ma) have a ph)sical impairment of the knees when putting stress on them from an

elevated position such as with clim(ing or descending stairs. If an elevator were provided, or a (uilding

had services on the first floor, this impairment would not (ecome a disa(ilit). 2ther ph)sical disa(ilities

include impairments which limit other activities of dail) living, such as severesleep disorders.

S0+29 =*+(,*-*)

+ensor) disa(ilit) is impairment of one of the senses. 0he term is used primaril) to refer to vision and

hearing impairment, (ut other senses can (e impaired.

V*+*2 *8(*90)

Bision impairment


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•2lfactor) Reference +)ndrome ps)chological disorder which causes patients to imagine the) have

strong (od) odor

•Parosmia things smell worse than the) should

•Phantosmia Hhallucinated smellH, often unpleasant in nature

8omplete loss of the sense of taste is known as ageusia, while d)sgeusia is persistent a(normal sense oftaste,

S2()2+0+29 *8(*90)

Insensitivit) to stimuli such as touch, heat, cold, and pain are often an ad*unct to a more general ph)sical

impairment involving neural pathwa)s and is ver) commonl) associated with paral)sis


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sociali:ation and communication. 0he D+3EIBE0R listed the pervasive developmental disorders as

autistic disorder , sperger s)ndrome, Rett s)ndrome,childhood disintegrative disorder , and pervasive

developmental disorder not otherwise specified


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3.2 S2*2-2; 26 D*+(,*-*) :?

"erminology

+#0eret term' a,e bee &'e or peop$e !#t #'ab#$#t#e' # #0eret t#me' a p$a"e'.

Te e&pem#'m tream#$$ a "a# a'#o' a,e "a&'e term' to r#'e or a$$ #pop&$ar#ty.

At t#' t#me% disability or impairment are "ommo$y &'e% a' are more 'pe"#4" term'%

'&" a' blind (to e'"r#be a,# o ,#'#o at a$$) orvisually impaired (to e'"r#be a,#

$#m#te ,#'#o).

Handicap a' bee #'parae a' a re'&$t o a$'e o$ etymo$oy tat 'ay' #t #' areere"e to be#. It #' a"t&a$$y er#,e rom a o$ ame% 7a-#M-"ap% # !#" t!op$ayer' trae po''e''#o' a a t#r% e&tra$ per'o H&e' te #0ere"e o ,a$&ebet!ee te po''e''#o'. Te "o"ept o a e&tra$ per'o e,e# &p te o' !a'etee to a#"ap ra"# # te m#-1t "et&ry. I a#"ap ra"#% or'e' "arry

#0eret !e#t' ba'e o te &mp#reM' e't#mat#o o !at !o&$ mae tem r&e?&a$$y. Te &'e o te term to e'"r#be a per'o !#t a #'ab#$#ty*by ete'#o roma#"ap ra"#% a per'o "arry# a ea,#er b&re ta orma$*appeare # te ear$y2Ft "et&ry.

Handicap rep$a"e term' tat are o! "o'#ere #'&$t#% '&" a' crippled.

!eople-#rst language

ay peop$e !o&$ rater be reerre to a' a per'o !#t a #'ab#$#ty #'tea oa#"appe. Cerebra$ Pa$'y: A Ge or Care at te U#,er'#ty o +e$a!are o0er' teo$$o!# e$#e':

Impa#rmet #' te "orre"t term to &'e to e4e a e,#at#o rom orma$% '&" a' otbe# ab$e to mae a m&'"$e mo,e or ot be# ab$e to "otro$ a &!ate mo,emet.

+#'ab#$#ty #' te term &'e to e4e a re'tr#"t#o # te ab#$#ty to perorm a orma$

a"t#,#ty o a#$y $#,# !#" 'omeoe o te 'ame ae #' ab$e to perorm. ;or eamp$e% a

tree-year-o$ "#$ !o #' ot ab$e to !a$ a' a #'ab#$#ty be"a&'e a orma$ tree-year-

o$ "a !a$ #epeet$y. 7a#"ap #' te term &'e to e'"r#be a "#$ or a&$t !o%

be"a&'e o te #'ab#$#ty% #' &ab$e to a"#e,e te orma$ ro$e # 'o"#ety "omme'&rate

!#t #' ae a 'o"#o-"&$t&ra$ m#$#e&. A' a eamp$e% a '#tee-year-o$ !o #' &ab$e

to prepare #' o! mea$ or "are or #' o! to#$et# or y#ee ee' #' a#"appe.

O te oter a% a '#tee-year-o$ !o "a !a$ o$y !#t te a''#'ta"e o "r&t"e'

b&t !o atte' a re&$ar '"oo$ a #' &$$y #epeet # a"t#,#t#e' o a#$y $#,# #'

#'ab$e b&t ot a#"appe. A$$ #'ab$e peop$e are #mpa#re% a a$$ a#"appe

peop$e are #'ab$e% b&t a per'o "a be #mpa#re a ot e"e''ar#$y be #'ab$e% a

a per'o "a be #'ab$e !#to&t be# a#"appe.

Te Amer#"a P'y"o$o#"a$ A''o"#at#o 'ty$e e 'tate' tat% !e #et#y# a

per'o !#t a #mpa#rmet% te per'oM' ame or proo& 'o&$ "ome 4r't% a

https://en.wikipedia.org/wiki/Euphemism_treadmillhttps://en.wikipedia.org/wiki/List_of_common_false_etymologies#Otherhttps://en.wikipedia.org/wiki/Hand-i'-caphttps://en.wikipedia.org/wiki/Handicap_racinghttps://en.wikipedia.org/wiki/University_of_Delawarehttps://en.wikipedia.org/wiki/American_Psychological_Associationhttps://en.wikipedia.org/wiki/APA_stylehttps://en.wikipedia.org/wiki/Euphemism_treadmillhttps://en.wikipedia.org/wiki/List_of_common_false_etymologies#Otherhttps://en.wikipedia.org/wiki/Hand-i'-caphttps://en.wikipedia.org/wiki/Handicap_racinghttps://en.wikipedia.org/wiki/University_of_Delawarehttps://en.wikipedia.org/wiki/American_Psychological_Associationhttps://en.wikipedia.org/wiki/APA_style


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e'"r#pt#o' o te #mpa#rmet#'ab#$#ty 'o&$ be &'e 'o tat te #mpa#rmet #'

#et#4e% b&t #' ot mo#y# te per'o. Improper eamp$e' are a borer$#e% a

ob'e''#,e-"omp&$'#,ema% or a meta$$y #$$ per'oK more a""eptab$e term#o$oy

#"$&e' a !oma !#t +o! 'yrome or a ma !o a'

(1)

'"#=opre#a. It a$'o 'tate' tat a per'oM' aapt#,e e?pmet 'o&$ be e'"r#be

&"t#oa$$y a' 'omet# tat a''#'t' a per'o% ot a' 'omet# tat $#m#t' a per'o%

or eamp$e% a !oma !o &'e' a !ee$"a#r rater ta a !oma #"o4e to a

!ee$"a#r.

A '#m#$ar # o peop$e-4r't term#o$oy #' a$'o &'e # te U% b&t more ote # teorm peop$e !#t #mpa#rmet' ('&" a' peop$e !#t ,#'&a$ #mpa#rmet'). 7o!e,er% #te U% te term #'ab$e peop$e #' eera$$y preerre to peop$e !#t #'ab#$#t#e'. It#' ar&e &er te 'o"#a$ moe$ tat !#$e 'omeoeM' #mpa#rmet (or eamp$e% a,#a 'p#a$ "or #H&ry) #' a ##,#&a$ property% #'ab#$#ty #' 'omet# "reate by

etera$ 'o"#eta$ a"tor' '&" a' a $a" o !ee$"a#r a""e'' to te !orp$a"e. T#'#'t#"t#o bet!ee te ##,#&a$ property o #mpa#rmet a te 'o"#a$ property o#'ab#$#ty #' "etra$ to te 'o"#a$ moe$. Te term #'ab$e peop$e a' a po$#t#"a$"o'tr&"t#o #' a$'o !#e$y &'e by #terat#oa$ ora#'at#o' o #'ab$e peop$e% '&"a' +#'ab$e Peop$e'M Iterat#oa$ (+PI).

Te &'e o peop$e-4r't5 term#o$oy a' #,e r#'e to te &'e o te a"roym P+ toreer to per'o(') (or peop$e) !#t #'ab#$#t#e' (or #'ab#$#ty). Te a"roym #' re?&et$y&'e by peop$e !#t #'ab#$#t#e' a a,o"a"y ora#=at#o'.

$asculinity

A""or# to a&tor +a#e$ D. #$'o% te "ara"ter#'t#"' o ma'"&$##ty #"$&e 'tret%

a"t#,ee''% 'pee% e&ra"e% a "o&rae. Te'e "ara"ter#'t#"' are ote "a$$ee!e a"e !#t a #'ab#$#ty a te boy or ma m&'t re'ape !at #t mea' to bema'"&$#e. ;or eamp$e% rater ta e4e be# a ma tro& !at oe "apy'#"a$$y o% oe m&'t re-e4e #t by o! oe a"e' te !or$ !#t a #'ab#$#ty a a$$te ob'ta"$e' a 'tereotype' tat "ome !#t te #'ab#$#ty.

I Leoar r#ee$M' boo% Flying olo% e e'"r#be' #' 4t !#t po$#omye$#t#' a tepro"e'' o a""ept# #' #'ab#$#ty # a !or$ tat ,a$&e' ab$e-bo#ee''. 7e !r#te'% Ia to $ear to be my o! ero% my o! ro$e moe$ > !#" #' aoter !ay o 'ay#tat I a to $ear to $#,e !#t e#ter eroe' or ro$e moe$'.

%emininity

Some ote tat !ome !o are #'ab$e a"e !at #' "a$$e a o&b$e #'ab#$#ty%

mea# tey m&'t ot o$y ea$ !#t te 'tereotype' a "a$$ee' po'e byem###ty% b&t tey m&'t a$'o ea$ !#t to'e po'e by be# #'ab$e. C&$t&re a$'ote' to ,#e! !ome a' ra#$e a !eaer ta me% 'tereotype' !#" are o$ye#tee !e a !oma a' a #'ab#$#ty.

A""or# to te S&r,ey o I"ome a Proram Part#"#pat#o% a' e'"r#be # te 2FFboo !endering "isability % @ per"et o !ome part#"#pat' a QF per"et o mepart#"#pat' !#to&t #'ab#$#t#e' !ere emp$oye. I "ompar#'o% o to'e !#t a orm o#'ab#$#ty% 1 per"et o !ome a 1 per"et o me !ere emp$oye. ;&rtermore%

https://en.wikipedia.org/wiki/Borderline_personality_disorderhttps://en.wikipedia.org/wiki/Obsessive_compulsive_disorderhttps://en.wikipedia.org/wiki/Down_syndromehttps://en.wikipedia.org/wiki/Schizophreniahttps://en.wikipedia.org/wiki/Social_model_of_disabilityhttps://en.wikipedia.org/wiki/Social_model_of_disabilityhttps://en.wikipedia.org/wiki/Disabled_Peoples'_Internationalhttps://en.wikipedia.org/wiki/Masculinityhttps://en.wikipedia.org/wiki/Stereotypeshttps://en.wikipedia.org/wiki/Leonard_Kriegelhttps://en.wikipedia.org/wiki/Poliomyelitishttps://en.wikipedia.org/wiki/Femininityhttps://en.wikipedia.org/wiki/Borderline_personality_disorderhttps://en.wikipedia.org/wiki/Obsessive_compulsive_disorderhttps://en.wikipedia.org/wiki/Down_syndromehttps://en.wikipedia.org/wiki/Schizophreniahttps://en.wikipedia.org/wiki/Social_model_of_disabilityhttps://en.wikipedia.org/wiki/Social_model_of_disabilityhttps://en.wikipedia.org/wiki/Disabled_Peoples'_Internationalhttps://en.wikipedia.org/wiki/Masculinityhttps://en.wikipedia.org/wiki/Stereotypeshttps://en.wikipedia.org/wiki/Leonard_Kriegelhttps://en.wikipedia.org/wiki/Poliomyelitishttps://en.wikipedia.org/wiki/Femininity


19/93

te o#'ab$e !ome part#"#pat' !ere pa# appro#mate$y o&r US o$$ar' $e'' pero&r ta te o#'ab$e me part#"#pat'. #t a #'ab#$#ty% !ome !ere pa#appro#mate$y 1.FF $e'' ta te o#'ab$e !ome part#"#pat' a te me !erepa# appro#mate$y 2.FF $e'' ta te o#'ab$e me part#"#pat'. A' te'e re'&$t''&e't% !ome !#to&t #'ab#$#t#e' a"e 'o"#eta$ ar'#p' a' "ompare to meK#'ab#$#ty ae to te e?&at#o #"rea'e' te ar'#p'.

&isability and poverty Tere #' a $oba$ "orre$at#o bet!ee #'ab#$#ty a po,erty% pro&"e by a ,ar#ety o

a"tor'. +#'ab#$#ty a po,erty may orm a ,#"#o&' "#r"$e% # !#" py'#"a$ barr#er' mae

#t more #"&$t to et #"ome% !#" # t&r #m##'e' a""e'' to ea$t "are a oter

e"e''#t#e' or a ea$ty $#e.

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Te or$ report o #'ab#$#ty ##"ate' tat a$ o a$$ #'ab$e peop$e "aot a0or

ea$t "are% "ompare to a t#r o o-#'ab$e peop$e. I "o&tr#e' !#to&t p&b$#"

'er,#"e' or a&$t' !#t #'ab#$#t#e'% te#r am#$#e' may be #mpo,er#'e.

&isability and disasters

Tere #' $#m#te re'ear" o!$ee% b&t may ae"ota$ report'% o !at appe'!e #'a'ter' #mpa"t peop$e !#t #'ab#$#t#e'. I#,#&a$' !#t #'ab#$#t#e' are reat$ya0e"te by #'a'ter'. To'e !#t py'#"a$ #'ab#$#t#e' "a be at r#' !e e,a"&at# #a''#'ta"e #' ot a,a#$ab$e. I#,#&a$' !#t "o#t#,e #mpa#rmet' may 'tr&$e !#t&er'ta# #'tr&"t#o' tat m&'t be o$$o!e # te e,et a #'a'ter o""&r'. To'e!o are b$#% ear# #mpa#re% et". may a,e #"&$ty "omm&#"at# &r# teemere"y. A$$ o te'e a"tor' "a #"rea'e te eree o ,ar#at#o o r#' # #'a'ter'#t&at#o' !#t #'ab$e ##,#&a$'.

Re'ear" 't&#e' a,e "o'#'tet$y o& #'"r#m#at#o aa#'t ##,#&a$' !#t#'ab#$#t#e' &r# a$$ pa'e' o te #'a'ter "y"$e. Te mo't "ommo $#m#tat#o #' tat

peop$e "aot py'#"a$$y a""e'' b$#' or tra'portat#o% a' !e$$ a' a""e'' #'a'ter-re$ate 'er,#"e'. Te e"$&'#o o te'e ##,#&a$' #' "a&'e # part by te $a" o#'ab#$#ty-re$ate tra## pro,#e to emere"y p$aer' a #'a'ter re$#e per'oe$.

https://en.wikipedia.org/wiki/Disability_and_povertyhttps://en.wikipedia.org/wiki/World_report_on_disabilityhttps://en.wikipedia.org/wiki/Cognitive_impairmentshttps://en.wikipedia.org/wiki/Blindnesshttps://en.wikipedia.org/wiki/Blindnesshttps://en.wikipedia.org/wiki/Hearing_impairedhttps://en.wikipedia.org/wiki/Transportationhttps://en.wikipedia.org/wiki/Disaster_reliefhttps://en.wikipedia.org/wiki/Disability_and_povertyhttps://en.wikipedia.org/wiki/World_report_on_disabilityhttps://en.wikipedia.org/wiki/Cognitive_impairmentshttps://en.wikipedia.org/wiki/Blindnesshttps://en.wikipedia.org/wiki/Hearing_impairedhttps://en.wikipedia.org/wiki/Transportationhttps://en.wikipedia.org/wiki/Disaster_relief


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(1@)

. SOCIAL IMPACTS OF DISABILITY

ccording to the Disa(ilit) >unders Network, more than 45 million out of the 7nited +tates F;.F

million families have at least one famil) mem(er who has a disa(ilit). 0he impacts of disa(ilit)

include economic, political, ps)chological and social factors. +pecificall), social impacts are

those conse9uences of disa(ilit) that are e?perienced at the individual, famil) and communit)

level. 0hese include povert), issues of access as well as social e?clusion. 0hese social impacts

further affect how individuals and communities cope with disa(ilit).

F(*-

•;am#$#e' $#,# a "ar# or a per'o !#t #'ab#$#ty eper#e"e bot

po'#t#,e a eat#,e #mpa"t'. +#'ab#$#ty "a br# abo&t a 'e'e o "oe'#o

a "$o'ee'' !#t# te am#$y a "omm&#ty a' a!aree'' o o! to


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A0++

•So"#ety 't#$$ o$' b#a'e 'tereotype' to!ar peop$e !#t #'ab#$#ty. Te

'o"#a$ moe o #'ab#$#ty ##"ate' tat te prob$em #' !#t 'o"#etyM' att#t&e

to!ar #'ab#$#ty a ot !#t te per'o !#t #'ab#$#ty. Tere are #"rea'e

e0ort' to e'&re tat peop$e !#t #'ab#$#ty "a ea'#$y a""e'' e&"at#o%

emp$oymet a 'o"#a$ ame#t#e'. 8&t te #mpa"t o t#' #' tat #t a'

re'&$te # te pro,#'#o o 'ereate 'er,#"e' or to'e !#t #'ab#$#ty a

to'e !#to&t #'ab#$#ty. A""or# to te 'o"#a$ moe$ o #'ab#$#ty% t#'

'ereat#o o 'er,#"e' a $#m#tat#o to a""e'' #' ot e$p&$ or peop$e !#t

#'ab#$#ty. It #' a$'o ot e$p&$ # era#"at# 'tereotype' a #'"r#m#at#o.

(1Q)

3. ECONOMICAL IMPACT ON DISABILITY : ?

E22 (= D*+(,*-*)0he linkages (etween disa(ilit) and povert) have (een increasingl) recogni:ed in international

development literature


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financial dependenc) on handouts, the state and the e?tended famil). 0hus, disa(led people are

more likel) to (e poor than their nonEdisa(led counterparts, and people living in povert) are

more likel) to (ecome disa(led than the nonEpoor. 0he relationship (etween povert) and

disa(ilit) has (een referred to as a vicious circle


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E22* G-2,(-*()*2 P9*EWorld /ank structural ad*ustment programs. 0hese reforms, known as the

New -conomic Polic)


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pa)ment or reim(ursement from an insurance compan) and"or a pu(licl) funded program such

as 3edicaid or +upplemental +ecurit) Income. owever, knowing what services and programs

one is eligi(le for and then working with a (ureaucrac) to certif) that eligi(ilit) amil) life is changed, often in ma*or wa)s. 8areEtaking responsi(ilities ma) lead to changed ora(andoned career plans. >emale famil) mem(ers are more likel) to take on caregiving roles and

thus give up or change their work roles. 0his is also influenced () the fact that males are a(le to

earn more mone) for work in societ). When the added financial (urden of disa(ilit) isconsidered, this is the most efficient wa) for families to divide role responsi(ilities.

New alliances and lo)alties (etween famil) mem(ers sometimes emerge, with some mem(ers

feeling e?cluded and others (eing overl) drawn in. >or e?ample, the primar) caregiver ma)

(ecome overl) involved with the person with disa(ilit). 0his has (een noted particularl) with

regard to mothers of children with disa(ilities. In these families, fathers often are underinvolvedwith the child and instead immerse themselves in work or leisure activities. 0his pattern usuall)

is associated with more marital conflict. It is important to note, however, that there does notappear to (e a greater incidence of divorce among families who have a child with a disa(ilit),

although there ma) e?ist more marital tension amilies often talk a(out living Hone

riends, neigh(ors, and people in the communit) ma) react negativel) to the disa(ilit) ()avoidance, disparaging remarks or looks, or overt efforts to e?clude people with disa(ilities and

their families. Despite the passage of the mericans with Disa(ilities ct in $;;5, man)

communities still lack programs, facilities, and resources that allow for the full inclusion of


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persons with disa(ilities. >amilies often report that the person with the disa(ilit) is not a ma*or

(urden for them. 0he (urden comes from dealing with people in the communit) whose attitudes

and (ehaviors are *udgmental, stigmati:ing, and re*ecting of the disa(led individual and his orher famil). >amil) mem(ers report that these negative attitudes and (ehaviors often are

characteristic of their friends, relatives, and service providers as well as strangers.

2verall, stress from these added demands of disa(ilit) in famil) life can negativel) affect the

health and functioning of famil) mem(ers. Numerous studies report that there is all increasedrisk of ps)chological and (ehavioral s)mptoms in the famil) mem(ers of persons with

disa(ilities


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when their children with disa(ilities have lower functional status or elderl) caregivers, ph)sical strain ma) (e a limiting factor in how

much and for how long assistance can (e provided for the disa(led individual or e?ample, teenage parents are at greater risk for e?periencing poor

adaptation (ecause their own developmental needs are still prominent, and the) are less likel) tohave the maturit) and resources to cope with the added demands of the child. >or older parents

there is greater risk of having a child with certain disa(ilities, such as Down s)ndrome. 2lder

parents ma) lack the stamina for the e?tra (urden of care re9uired, and the) ma) fear their ownmortalit) and (e concerned a(out who will care for their child when the) die.

0he course of the childs ph)sical, ps)chological, and social development will forever (e altered

() the chronic condition. +ince development proceeds se9uentiall), and since relative success atmastering the tasks of one stage is a prere9uisite for facing the challenges of the ne?t stage, onecould anticipate that the earlier the onset, the greater the adverse impact on development


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overl) protective or overl) solicitous. 0hese parent (ehaviors further compromise the childs

development of autonom) and selfEcontrol.

s children with disa(ilities move into school environments where the) interact with teachersand peers, the) ma) e?perience difficulties mastering tasks and developing social skills and

competencies. lthough schools are mandated to provide special education programs for childrenin the least restrictive environment and to ma?imi:e integration, there is still considera(le

varia(ilit) in how effectivel) schools do this. /arriers include inade9uate financing for specialeducation inade9uatel) trained school personnel and, ver) often, attitudinal (arriers of other

children and staff that compromise full inclusion for students with disa(ilities. Parents of

children with disa(ilities ma) e?perience a whole set of added challenges in assuring theirchildrens educational rights. In some instances, conflict with schools and other service providers

can (ecome a ma*or source of strain for families


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4.Challenges Faced by People

with Disabilities

Disa(ilit) is a sociall) constructed pro(lem.

It is the way that our physical environment is organised, for example, [that] makes all sorts of

difficulties for people who use a wheelchair or who have hearing impairment.

0he sorts of challenges which persist for people with disa(ilities, their 8arers and families are

those that make the navigating da)EtoEda) life difficult. Like access to services, (uildings,

technolog), education and training, telecommunications and an) other ordinar) ever)da)

activities or issues that most able persons would take for granted. 2ther issues which are faced

include limited access to services, lack of service options, issues of funding and resourcing, and

*urisdictional challenges (etween state and federal government servicing and responsi(ilit).

In ustralia, groups such as national ethnic disa(ilit) lliance


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FE MAJOR CHALLENGES FACE BY DISABILTY PEOPELS :?


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%.N()*2(- P2-* 629 P09+2+ *)' D*+(,*-*)*0+

I)92=5)*2

0he 8onstitution of India ensures e9ualit), freedom, *ustice and dignit) of all individuals and

implicitl) mandates an inclusive societ) for all including persons with disa(ilities. In the recent)ears, there have (een vast and positive changes in the perception of the societ) towards persons

with disa(ilities. It has (een reali:ed that a ma*orit) of persons with disa(ilities can lead a (etter

9ualit) of life if the) have e9ual opportunities and effective access to reha(ilitation measures.

4. ccording to the 8ensus 455$, there are 4.$; crore persons with disa(ilities in India whoconstitute 4.$ percent of the total population. 0his includes persons with visual, hearing, speech,

locomotor and mental disa(ilities. +event) five per cent of persons with disa(ilities live in rural

areas, %; per cent of disa(led population is literate and onl) % per cent are emplo)ed. 0heearlier emphasis on medical reha(ilitation has now (een replaced () an emphasis on social

reha(ilitation. 0here has (een an increasing recognition of a(ilities of persons with disa(ilities

and emphasis on mainstreaming them in the societ) (ased on their capa(ilities. 0he !overnmentof India has enacted three legislations for persons with disa(ilities vi:.

i. Persons with Disa(ilit) ull Participation=

ct, $;;6, which provides for education, emplo)ment, creation of (arrier free

environment, social securit), etc.

ii. National 0rust for Welfare of Persons with utism, 8ere(ral Pals), 3ental Retardationand 3ultiple Disa(ilit) ct, $;;; has provisions for legal guardianship of the four

categories and creation of ena(ling environment for as much independent living as

possi(le.

iii. Reha(ilitation 8ouncil of India ct, $;;4 deals with the development of manpower for providing reha(ilitation services.

. In addition to the legal framework, e?tensive infrastructure has (een developed. 0he following

seven national Institutes are working for development of manpower in different areas, namel),

• Institute for the Ph)sicall) andicapped, New Delhi.

• National Institute of Bisuall) andicapped, Dehradun

• National Institute for 2rthopaedicall) andicapped, Colkata

• National Institute for 3entall) andicapped, +ecundera(ad.

• National Institute for earing andicapped, 3um(ai

• National Institute of Reha(ilitation 0raining & Research, 8uttack.


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• National Institute for -mpowerment of Persons with 3ultiple Disa(ilities, 8hennai.

%. 0here are five 8omposite Reha(ilitation 8entres, four Regional Reha(ilitation 8entres and

$45 District Disa(ilit) Reha(ilitation 8entres amil) Welfare working in the field of reha(ilitation, like National Institute of 3ental ealth

and Neuro +ciences, /angalore ll India Institute of Ph)sical 3edicine and Reha(ilitation,

inance Development 8orporation D8= has (een providing

loans on concessional terms for undertaking selfEemplo)ment ventures () the persons withdisa(ilities through +tate 8hanneli:ing gencies.

F. Pancha)ati Ra* Institutions at Billage level, Intermediar) level and District level have (eenentrusted with the welfare of persons with disa(ilities.

'. India is a signator) to the Declaration on the >ull Participation and -9ualit) of People with

Disa(ilities in the sia Pacific Region. India is also a signator) to the /iwako 3illennium>ramework for action towards an inclusive, (arrier free and rights (ased societ). India is

currentl) participating in the negotiations on the 7N 8onvention on Protection and Promotion of

the Rights and Dignit) of Persons with Disa(ilities.

N()*2(- P2-* S)()00)

J. 0he National Polic) recogni:es that Persons with Disa(ilities are valua(le human resource for

the countr) and seeks to create an environment that provides them e9ual opportunities, protectionof their rights and full participation in societ). 0he focus of the polic) shall (e on the following@

I. P90


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$$. -arl) detection of disa(ilit) and intervention through drug or nonEdrug therapies helps in

minimi:ation of impact of disa(ilit). 0herefore, there will (e emphasis on earl) detection and

earl) intervention, and necessar) facilities will (e created towards this end. !overnment willtake measures to disseminate information regarding availa(ilit) of such facilities to the people

especiall) in rural areas.

, C25+0-*; " M0=*(- R0'(,*-*)()*2$4. Ph)sical reha(ilitation measures including counseling, strengthening capacities of persons

with disa(ilities and their families, ph)siotherap), occupational therap), ps)chotherap), surgicalcorrection and intervention, vision assessment, vision stimulation, speech therap), audiological


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II /. -ducation for Persons with Disa(ilities

45. -ducation is the most effective vehicle of social and economic empowerment. In keeping

with the spirit of the rticle 4$ of the 8onstitution guaranteeing education as a fundamentalright and +ection 4F of the Persons with Disa(ilities ct, $;;6, free and compulsor) education

has to (e provided to all children with disa(ilities up to the minimum age of $J )ears. ccording

to the 8ensus, 455$, fift)Eone percent persons with disa(ilities are illiterate. 0his is a ver) large percentage. 0here is a need for mainstreaming of the persons with disa(ilities in the generaleducation s)stem through Inclusive education.

4$. +arva +hiksha (hi)an


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persons in (oth ur(an and rural areas have increased opportunities for productive and gainful

emplo)ment. +trategies for economic empowerment of persons with disa(ilities would (e the

following.

* E8-20) * G2


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$. It has (een noted that women with disa(ilities have serious difficult) in looking after their

children. 0he !overnment will take up a programme to provide financial support to women with

disa(ilities so that the) ma) hire services to look after their children. +uch support will (elimited to two children for a period not e?ceeding two )ears.

IV. C'*-=90 *)' D*+(,*-*)*0+

4. 8hildren with disa(ilities are the most vulnera(le group and need special attention. 0he!overnment would strive to@ E

a. -nsure right to care, protection and securit) for children with disa(ilities

(. -nsure the right to development with dignit) and e9ualit) creating an ena(lingenvironment where children can e?ercise their rights, en*o) e9ual opportunities and full

participation in accordance with various statutes.

c. -nsure inclusion and effective access to education, health, vocational training along with

speciali:ed reha(ilitation services to children with disa(ilities.

.


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of guardianship. 0his scheme, which is presentl) implemented in a few districts, shall (e

e?panded to cover other areas in a phased manner.

VIII. P922)*2 26 N2?G2


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J. 0here is a need for regular collection, compilation and anal)sis of data relating to socioE

economic conditions of persons with disa(ilities. 0he National +ample +urve) 2rgani:ation has

(een collecting information on +ocioEeconomic conditions of persons with disa(ilities on regular (asis once in ten )ears since $;J$. 0he 8ensus has also started collection of information on

persons with disa(ilities from the 8ensusE455$. 0he National +ample +urve) 2rgani:ation will

have to collect the information on persons with disa(ilities at least once in five )ears. 0hedifferences in the definitions adopted () the two agencies will (e reconciled.

;. comprehensive we( site for persons with disa(ilit) will (e created under the 3inistr) of

+ocial #ustice & -mpowerment. 2rgani:ations (oth in pu(lic and private sector will (e

encouraged to make their we( sites accessi(le to the visuall) impaired using +creen Reading0echnologies.

&. R0+0(9'

%5. >or improving the 9ualit) of life of persons with disa(ilities, research will (e supported on

their socioEeconomic and cultural conte?t, cause of disa(ilities, earl) childhood education

methodologies, development of userEfriendl) aids and appliances and all matters connected with

disa(ilities which will significantl) alter the 9ualit) of their life and civil societ)s a(ilit) to

respond to their concerns. Wherever persons with disa(ilities are su(*ected to researchinterventions, their or their famil) mem(er or caregivers consent is mandator).


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Abo&t A'm#tasmita is an organi:ation registered under Pu(lic 0rust ct $;65 vide Reg. No.%J4"'' dated

6"$$"''.

It imparts services in the field of +ocial, 8ultural, and -ducational since 3a) $;'F.

0oda) we are $$ mem(ers on (oard, as a (oard of trustees with 3r.P.L.Wankhede, 8 ()

profession, as the president and 3r.#agdish +amant as the -?ecutive president on (oard. 0rust

has 465 mem(ers including life mem(ers.


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socialist feelings. With the magical wand >ew Drops of 1our /lood 8an save +everal Lives

people have (een donating (lood in the camps organi:ed () smita. !et the (all roll in this

aspect we started with mo(ile /lood Donation Pro*ects since the ver) (eginning of $;'F .

In the same )ear a /ook /ank was started to support educational needs of students. 0hevolunteers collected used newspaper to raise mone) for this (ook (ank. 0hen in $;'J $st classes

were started with 6$ students of +hishu /al Bikas 3andir. smita had $st school (uilding

8hhatrapati +hiva*i +hishu Bikas 3andir in /andrekarwadi in $;J5 and smita /havan on

western e?press highwa) in $;;'. 0oda) more than thousand students are learning. +chool

activities like Diwali +hi(hir, Pra(hat Phari ,+tudents 8ounsel, -?ternal -?aminations, +ports,

astalikhit are conducted for all round development of students. Initiatives like Palak 3andal,

3a*i Bidh)arti +angh has ensured famil) feeling (etween 0eachers, +tudents and Parents.

smitaGs activities for women started with aldi kunku function of thousand ladies. 0hisfollowed () stitching classes, stitching machines, 3akar +ankraman utasav , /alsanskar Cendra,

training centre for the /alwadi 0eachers. >or around $6 )ears smita held Nat)amotsava in

#ogeshwari where professional +hows of 3arathi theater were held on the ground of Ismail

1usuf 8ollege. lso held emant B)akh)anmala wherein man) well known speakers came to

*ogeshwari.

smita has (een working for the ph)sicall) challenged as well. It started with surve) of

ph)sicall) challenged. 0hen held checkup camps for them. Now it has 3anohar ariram 8hogle

8entre for supporting ph)sicall) challenged with rtificial organs ,operations e?ercise,

am(ulance, educational reha(ilitation , cultural activities ,sports , financial reha(ilitation. +ince

$;'J, smita distri(utes Rakhees prepared () ph)sical challenged on the occasion of Raksha

/andhan.


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V*+*2@ 0o grow from a small sapling to a (ig tree, from small services to multiple and large

scale service pro*ects touching, toda)Gs lives of few thousand families living in the area.

D0


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approach them. 0here is a high dependenc) of donors and a tendenc) to shift interventions to

match donor priorities. 0here is a lack of financial, pro*ect and organi:ational sustaina(ilit).

# P229 G2orm consortia to source funding from the donor communit)


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3 G2


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s this volume illustrates, civil societ) generall), and N!2s in particular, have pla)ed and

continue to pla) an important role in ensuring the optimal effectiveness and success of the human

rights s)stem and its aim to prohi(it and prevent torture and other illEtreatment. cademic

engagement has (een insufficient, however. Where possi(le, N!2s must include torture and

other illEtreatment of detainees and prisoners in their domestic programmes. It is ultimatel)

through the work of N!2s that the provisions of the 8harter are converted into concrete and

effective guarantees. Regarding engagement at the regional level, N!2s are advised to pursue

more activel) the following strategies@ +tandardEsetting@ N!2s pla) a crucial promotional and

lo(()ing role in ensuring that the normative framework evolves to address human rights needs as

the) arise. N!2s have alread) contri(uted to the normative e?pansion of the 8harter.

8onsideration should (e given to the possi(ilit) of drafting a set of (inding norms on torture to

supplement the su(stantive content of the 8harter and the nonE(inding !uidelines adopted () the

8ommission. 2(server status@ N!2s that have not )et done so should consider appl)ing for

o(server status with the frican 8ommission. Ceeping informed of developments and (eing

present at 8ommission sessions provide N!2s with an opportunit) to impact the work of the8ommission, to engage with +tates and to raise awareness a(out these issues in pu(lic sessions.

+tate reporting@ N!2s should monitor +tate compliance with reporting o(ligations under rticle

F4 of the 8harter, and should spearhead de(ate on the potential of these reports. When a report is

prepared, N!2s should attempt to (ecome involved in its drafting. If e?cluded from the drafting

process, or if crucial issues are silenced in the report, N!2s should colla(orate to produce

OshadowG or parallel reports and $$$ su(mit them to the 8ommission. 8ommissioners should (e

lo((ied (efore the e?amination of reports to ensure that pertinent 9uestions are raised. When

Oconcluding o(servationsG are issued, N!2s should o(tain copies and integrate them into their

programmes of action. When a +tate su(mits a later report, these Oconcluding o(servationsG

should serve as starting points to measure progress. When a +tate does not report at all, this fact,together with the importance of the state reporting procedure, should (ecome a matter of pu(lic

de(ate. Individual complaints


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complaints, the) must provide as much information as possi(le a(out what remedies have (een

e?hausted domesticall), or e?plain full) wh) these remedies have not (een used. If a

communication has (een declared admissi(le, it proceeds to the second phase, during which the

merits are considered. 0he 8ommission then decides whether a violation has occurred. s of this

writing, most of the communications alleging torture and illEtreatment have revealed $$4 0-

PR2I/I0I2N 2> 02R07R- ND ILLE0R-03-N0 IN 0- >RI8N 73N

RI!0+ +1+0-3@ ND/22C >2R BI80I3+ ND 0-IR DB280-+ serious

human rights violations, particularl) during detention. rticle 6 of the 8harter forms the clearest

su(stantive (asis for a complaint regarding torture or other illEtreatment. 2ther findings of

violations have related to forms of punishment or nonEcompliance with fair trial guarantees. If a

violation is found, the 8ommission ma) proceed to a third phase, during which it considers an

appropriate remed). N!2 involvement with communications does not end after a favou E ra(le

finding has (een made. /ecause the 8ommissionGs recommendations are not formall) legall)

(inding on +tates, some efforts are often re9uired to ensure that +tates give effect to the

recommended remedies. 0his process, sometimes referred to as MfollowEup ollowEup 8ommittee to ensure the effective

implementation of the Ro((en Island !uidelines. N!2s should engage with these mechanisms

() providing them with information when the) undertake visits or studies. Promotionalactivities@ 0he 8ommission has alwa)s emphasised that its eleven mem(ers cannot alone

shoulder the responsi(ilit) of promoting the 8harter and the importance of the issues highlighted

here. N!2s should supplement their domestic promotional activities


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