Field project informal report

Basic information
Name - Saksham Special School, Dewas [MP]
Type of organization – Society
Established in year – 2014
Years active till now – 10 years
Timming - 9:30-1:30
Address - Anand Bagh, Civil lines road
No. of clients - 20
Age group – 6+
Types of disorders treated – Autism, cerebral palsy, down syndrome,
learning disabilities, intellectually disabled ID and physically disabled.
No. of educators – 2
1. Mrs Vinita Apte – Degree in Special Education
2. Mrs Gurpreet Kaur – B. Ed. + D. Ed.
Volunteers – At present 3
Aim and future plans – To help more and more children learn
because everybody has right to learn and no disability can stop them.
Demographic area – 1 hall, 1 room and 1 washroom
Student names, age and disorders
Name Disorder Age

Shivay Autism 7
Shivansh Autism + 0 speech 8
Himanshi Autism 8
Dherya Autism + ID. 8
Farhan Listening disability 10
Flansh Autism 11
Aamil Slow learner 11
Suryansh Autism + ADHD 12
Sakshi Autism + ID 12
Zaid Autism 13
Aayushi ID. + feats 14
Kanak Autism + slow learner 14
Devansh Slow learner 15
Aastha Cerebral palsy 16
Radhika Autism + ID 17
Uday Autism + 18
pronunciation issue
Krishna ID + slow learner 19
Ragini ID. 19
Kuwarjeet Autism + ID. 20
Shivani Down syndrome 24
Hardik Cerebral palsy 28
Age 6-10 11-14 15-18 19-22 23-26 27-30
group
No. of 5 7 4 3 1 1
clients

Chart Title
8

7 7

5 5

4 4

3 3

1 1 1

0
6 to 10 11 to 14 15 to 18 19 to 22 23 to 26 27 to 30
Age group and disorders
6 to 10 – 5 11 to 14 – 7

1. Autism 1. Autism
2. Autism + 0 speech 2. Slow learner
3. Autism 3. Autism + ADHD
4. Autism + ID. 4. Autism + ID
5. Listening disability 5. Autism
6. ID. + feats
7. Autism + slow learner

15 to 18 – 4 19 to 22 – 3

1. Slow learner 1. ID + slow learner

2. Cerebral palsy 2. ID.
3. Autism + ID 3. Autism + ID.
4. Autism + pronunciation
issue

23 to 26 – 1 27 to 30 – 1

1. Down syndrome 1. Cerebral palsy

Autism
Autism spectrum disorders (ASD) are a diverse group of conditions.
They are characterized by some degree of difficulty with social
interaction and communication. Other characteristics are atypical
patterns of activities and behaviours, such as difficulty with transition
from one activity to another, a focus on details and unusual reactions
to sensations.
The abilities and needs of autistic people vary and can evolve over
time. While some people with autism can live independently, others
have severe disabilities and require life-long care and support.
Autism often has an impact on education and employment
opportunities. In addition, the demands on families providing care
and support can be significant. Societal attitudes and the level of
support provided by local and national authorities are important
factors determining the quality of life of people with autism.
Characteristics of autism may be detected in early childhood, but
autism is often not diagnosed until much later.
People with autism often have co-occurring conditions, including
epilepsy, depression, anxiety and attention deficit hyperactivity
disorder as well as challenging behaviours such as difficulty sleeping
and self-injury. The level of intellectual functioning among autistic
people varies widely, extending from profound impairment to
superior levels.

ADHD (Attention Deficit Hyperactivity

Disorder)
Attention-deficit/hyperactivity disorder (ADHD) is a developmental
disorder marked by persistent symptoms of inattention and/or
hyperactivity and impulsivity that interfere with functioning or
development. Symptoms begin in childhood and can affect daily life,
including social relationships and school or work performance. ADHD
is well-known among children and teens, but many adults also have
the disorder.
People with ADHD experience an ongoing pattern of:
1. Inattention: Having problems staying on task, paying attention,
or being organized, which are not due to defiance or a lack of
comprehension.
2. Hyperactivity: Being extremely restless or constantly moving,
including in situations when it is not appropriate; excessively
fidgeting or tapping; or talking too much.
3. Impulsivity: Acting without thinking, interrupting others, or
having difficulty with self-control. Impulsivity can also involve a
desire for immediate rewards or an inability to delay
gratification or consider long-term consequences.

ID (Intellectually Disabled)
Individuals with an intellectual disability have neurodevelopmental
deficits characterized by limitations in intellectual functioning and
adaptive behaviour. These disabilities originate at birth and manifest
before the age of 22 and can be associated with a considerable
number of related and co-occurring problems, including mental
health (e.g., depression and anxiety), neurodevelopmental (e.g.,
autism spectrum disorders, and attention deficit hyperactivity
disorder), as well as neurological (e.g., infantile cerebral palsy) and
medical conditions (e.g., meningitis).
1. Intellectual Functioning
Intellectual functioning is generally called intelligence and
includes a wide range of mental activities, such as the ability of
 logical reasoning and practical intelligence (problem-solving),
the ability to learn, verbal skills, and so on. It manifests and
expresses itself through numerous sets of capabilities,
behaviours, thoughts, and emotions. In other words,
intellectual functioning is defined as the global ability that
allows the individual to understand and interact with reality.
Intellectual functioning is commonly measured by the
intelligence quotient (IQ), which represents a total score
obtained from standardized tests (IQ tests) developed for
evaluating human intelligence. IQ test score has a median of
100 and a standard deviation of 15. A score of 70 or below (two
standard deviations below the median) indicates intellectual
limitations.
2. Adaptive Behaviour
These disabilities are expressed as lacking competence in social,
conceptual, and practical skills. Social skills include
interpersonal skills, social responsibility, self-esteem, gullibility,
naivety, resolution of social problems, and the ability to follow
the rules of society and obey the laws. Conceptual skills include
the ability to understand time, finance, and language. Practical
skills include the ability to use tools, carry out activities of daily
living, and interact with others. All these skills are learned
throughout development and performed in response to
common problems and simple/complex tasks, as well as
expectations from our community and society. These
behavioural responses become progressively more complex
with age. Several validated tools are useful for assessing
limitations in adaptive behaviour.

BIF or Slow learner

Slow learners, often characterized by borderline intellectual
functioning (BIF), require more time and effort in the learning
process than their peers do. Despite constituting a significant 13%–
15% of the total population, they often do not seek medical attention
until complications arise in the clinical field. BIF face a heightened
risk of developing secondary depression and interpersonal problems
due to ongoing struggles. Recognizing the potential long-term
consequences, it is crucial to facilitate early intervention and support
before these issues escalate. Despite the high prevalence of BIF and
its associated social costs, limited research has been conducted on
this critical topic. BIF is a classification used to describe individuals
with cognitive abilities that are significantly lower than average but
do not meet the criteria for intellectual disability (ID). Typically, BIF is
characterized by intelligence quotient (IQ) scores ranging from 71 to
84, which situates these individuals between the lowest range of
average intelligence and those diagnosed with ID. Understanding BIF
is crucial for tailoring educational, social, and employment
interventions to support this often-overlooked group effectively.
The American Psychiatric Association does not categorize BIF as a
formal disorder in the Diagnostic and Statistical Manual of Mental
Disorders, Fifth Edition (DSM-5) [1]. However, it acknowledges the
challenges faced by individuals within this IQ range. These individuals
often struggle with conceptual, social, and practical skills, albeit to a
lesser extent than individuals with ID. The World Health
Organization’s International Classification of Diseases (ICD) also
recognizes this condition and provides a framework for
understanding and support. Individuals with BIF often exhibit delayed
cognitive development that can manifest in various domains. Their
memories, problem-solving skills, and verbal comprehension may be
weaker than those of peers with average intelligence. However, their
cognitive abilities allow them to perform daily tasks and meet basic
social and personal care demands independently, distinguishing them
from individuals with significant intellectual disabilities.
Education systems often find it challenging to place students with BIF
because they fall into a grey area between special and mainstream
education. These students typically struggle with traditional
academic demands, and may require tailored instructional strategies.
For example, they benefit significantly from hands-on learning and
visual aids, rather than purely abstract concepts. Furthermore, they
often require more time to process information, and may struggle
with complex problem-solving tasks.
Socially and emotionally, individuals with BIF may find it challenging
to interpret social cues and to respond appropriately to social
situations. This can lead to difficulties forming and maintaining
relationships. Children and adults with BIF are at higher risk of
experiencing bullying and social isolation. Emotionally, they may have
limited ability to cope with stress and frustration, often requiring
additional emotional support from caregivers and educators.
Effective interventions for individuals with BIF are typically
multifaceted, and involve educational, psychological, and community
support. Educational interventions may include individualized
education programs and the integration of practical life skills training.
Psychological support is crucial for managing stress, frustration, and
social challenges. Community support, including inclusive activities
and social groups, can enhance social integration and emotional
wellbeing.
Research on BIF is still relatively limited, especially compared to
studies focusing on more severe IDs. Future research should explore
the longitudinal outcomes of individuals with BIF, effective
educational practices, and the impact of social support systems. Such
studies are crucial for the development of evidence-based
interventions that can significantly improve the quality of patients
with BIF.

Physically Challenged – Listening

disability
A physical impairment or limitation that limits a person's ability to
function or perform activities. Physical disabilities can be temporary
or permanent and can range from loss of a limb to visual or memory
loss.

Some examples of physical disabilities include:

Cerebral palsy, spina bifida, muscular dystrophy, visual and hearing
impairments, amputation, and back injuries.
Physical disabilities can be caused by a variety of factors, including
accidents, injuries, illnesses, post-surgery effects, and heredity.

Hearing impairment is the inability to hear as well as someone with

normal hearing, which is defined as hearing thresholds of 20 dB or
better in both ears. Hearing impairment can be mild, moderate,
severe, or profound, and can affect one or both ears.
Hearing impairment can be caused by a number of factors, including
improper development, damage, or disease to the hearing
mechanism. Some common conditions related to hearing loss include
age-related hearing loss (presbycusis) and tinnitus.
Hearing impairment can make it difficult to hear conversational
speech or loud sounds. People with mild hearing impairment may
have trouble understanding speech, especially in noisy environments.
People with moderate hearing loss may need a hearing aid, while
those who are profoundly deaf may be completely reliant on lip-
reading or sign language.

Down syndrome
Down syndrome is a genetic condition that occurs when a person has
an extra chromosome or an extra part of a chromosome, usually
chromosome 21. This extra genetic material alters the development
of the brain and body, which can lead to a variety of challenges:
1. Physical features
People with Down syndrome may have a shorter stature, a flat
face, almond-shaped eyes, a short neck, small ears, and a deep
crease in the palm of the hand.
2. Developmental delays
People with Down syndrome may have delays in growth,
development, and learning.
3. Intellectual disability
Down syndrome is the most common genetic cause of
intellectual disability, but the disability is usually mild to
moderate.
4. Health problems
People with Down syndrome may have an increased risk of
developing certain medical issues, such as heart defects, muscle
weakness, and loose joints. They may also have an increased
risk of developing Alzheimer disease and leukemia.
5. Unstable upper spine
People with Down syndrome may have an unstable upper
spine, so they should be checked by a doctor regularly.
Down syndrome is also known as trisomy 21. The chance of a baby
being born with Down syndrome increases with the mother's age.
Cerebral palsy
Cerebral palsy (CP) refers to a group of neurological disorders that
appear in infancy or early childhood and permanently affect body
movement and muscle coordination. CP is caused by damage to or
abnormalities inside the developing brain that disrupt the brain's
ability to control movement and maintain posture and balance. The
term cerebral refers to the brain; palsy refers to the loss or
impairment of motor function.
In some cases, the areas of the brain involved in muscle movement
do not develop as expected during fatal growth. In others, the
damage is a result of injury to the brain either before, during, or after
birth. In either case, the damage is not reversible and the disabilities
that result are permanent.
CP is the leading cause of childhood disabilities in the U.S., but it
doesn't always cause profound disabilities. Someone with mild CP
may not need any assistance or may have slight problems, such as
difficulty walking, while a person with severe CP might need special
equipment or lifelong care. The disorder isn't progressive, meaning it
doesn't get worse over time and some symptoms may even change
as the child gets older.
There is no cure for cerebral palsy, but supportive treatments,
medications, and surgery can help many individuals improve their
motor skills and ability to communicate with the world.
Timetable of students 9:30-1:30
9:30 - 10 Prayer
10 – 11 Study
11 – 11:30 Meditation + Exercise
11:30 – 12 Lunch
12 – 1:30 Different schedule for different days

Days 12- 1:30 schedule

Monday Games
Tuesday Study
Wednesday Painting
Thursday Personality Development
Friday Personality Development
Saturday Movie
Sunday Holiday

Games: Related to mental and physical development.

Personality Development: Classes by a volunteer ma’am.

Type of organization
Society

1. What is a society?
A society is a union of individuals united by mutual consent to
consider, determine and cooperate for everyday purposes. Societies
are characterized by models of connections (social relations)
between individuals who share a unique culture and institutions. A
given society may be described as the total of such relationships
among its constituent members. Societies are usually registered to
promote charitable activities such as education, health, environment,
arts, religion, culture, music, sports, etc.

2. How is registration of a society done?

The Process of Society Registration is as follow:
• Choose a unique name for your society.
• Draft MoA and Rules & Regulations.
• Arrange for the required Documents such as identity proof,
residential
proof, list of members, etc.
• Visit Local registrar office or online portal.
• Submit all the documents and registration fees
• Registrar can approve the application or may ask for more detail
documents.
If the application is approved, certificate of society registration will
be issued.

3. Registration Authority
Under government or relevant regulatory authority’s jurisdiction

4. What is the source of funding?

Sources include donations, grants, memberships, and fundraising
initiatives.

Governing body behind society

New Sub Registrar Office, Ujjain

1. What is the role of New Sub Registrar Office, Ujjain in society

registration?
The New Sub Registrar Office in Ujjain plays a key role in the
registration of societies under the Societies Registration Act, 1860. It
facilitates the submission and verification of documents, issues the
registration certificate, and maintains official records. The office
ensures legal compliance, provides public access to society
information, and assists in resolving disputes. Essentially, it helps
ensure that societies operate legally and transparently.

Composition of a society
Chairman
Principal Co-ordinator
Reception Administrator
Special Educator
Supporting staff
Cleaning staff
Medical attender
Fees charged by students
IND Rs. 1000 per month

Expenditure on staff
IND Rs. 20,000 – 25,000 per month

Projects done
1. Utsav – A garba event for indulgence of parents with their
wards (special students) in society, charity and spreading
awareness.
2. Indradhanush – A societal event when parents of these
students were asked to put stalls of food items and carry along
their ward with them even if he/she is a small help to them on
the stall and whatever money they earn there, were supposed
to take it with them for their child. This event was organised in
order to bring acceptance in parents about their child, to make
them spend some time together and also make them feel
comfortable with the child in a social setting.
3. Rang – It was an Interschool Competition organised in order to
bring all students (normal and special) on equal platform and
spread awareness. The competitions were basically of drawing,
singing, dancing and playing instruments.
4. Some other field visits that took place:
Reliance group painting
 Zoo visit
 Panchvati lunch picnic
 Diya decoration
 Hatt market visit
 Atharv murti kala kendra
 Tata leather company
 Nakhrali Dhani