BPEF is the only organization in the Country which identifies Children with blind, low vision and hearing impaired from remote communities and enrolls them into its enabling center for developing their skills on daily living, behavioral, motor and sensory. Where possible, these children are treated medically or surgically. Following this free of cost residential training and on graduating, they are enrolled into Early childhood development centers (in collaboration with Center for education and Human resource development under Ministry of Education) for inclusive education. So far over 400 children have been identified and 320 children are into mainstream education. With the utmost need of the Country in Autism care (Even for sighted), it has recently started an autism care center under the ICDD.

1. Enabling Center for Visual & Hearing Impaired

The center aims to promote the rights and inclusion of people with disabilities. It provides a wide range of services and programs for people with disabilities and their families, including education, health care, livelihood support, and advocacy. One of ICDD’s primary goals is to ensure that people with disabilities have access to education and training opportunities.

ICDD also works to improve the health and wellbeing of people with disabilities by providing medical care, rehabilitation services, and assistive devices such as wheelchairs etc . The organization also advocates for the rights of people with disabilities, including their right to access to basic services and employment opportunities.

Overall, ICDD plays a significant role in promoting the inclusion and empowerment of people with disabilities. Through its various programs and services, the organization has helped to improve the quality of life of thousands of people with disabilities and their families.

2. Advocacy

ICDD’s advocacy activities are focused on promoting the rights and social inclusion of persons with disabilities, and on raising awareness about the issues faced by this community. Their work is essential for promoting a more inclusive and equitable society for all.

3. Capacity Building

ICDD engages in a variety of capacity building activities, including training programs, workshops, and mentoring initiatives. These activities are aimed at building the capacity of individuals with disabilities, their families, and service providers to advocate for their rights, access services, and participate fully in society. ICDD also works to build the capacity of organizations working in the disability field, including community-based organizations, government agencies, and NGOs.

4. Community Based Rehabilitation

Community Based Rehabilitation (CBR) is an approach to rehabilitation that focuses on the active involvement of people with disabilities, their families, and their communities. It aims to promote the social inclusion and full participation of people with disabilities in all aspects of community life. CBR is particularly relevant for children with disabilities, as it supports their development and learning within their local community.

CBR for disabled children involves a collaborative and holistic approach that addresses the physical, psychological, and social needs of the child. It involves a wide range of stakeholders, including the child, their family, community members, and service providers. The approach is based on the principles of participation, empowerment, and inclusion.

CBR activities for disabled children can include a range of interventions, such as physiotherapy, occupational therapy, speech and language therapy, and education support. The interventions are provided in the child’s natural environment, such as at home or in the community, to facilitate participation and inclusion. The involvement of families and community members is also essential, as they play an active role in supporting the child’s development and learning.

The ultimate goal of CBR for disabled children is to promote their social inclusion and full participation in all aspects of community life. By providing support and interventions within the child’s local environment, CBR aims to break down barriers and promote acceptance and understanding of disability within the community. This approach can also lead to a more sustainable and cost-effective model of rehabilitation, as it relies on the resources and expertise available within the community.

5. Inclusive Education

Inclusive education is a philosophy and approach to education that the center provides to ensure that all learners, regardless of their abilities or disabilities, are included in regular classrooms and provided with appropriate support and accommodations to facilitate their learning. It promotes the idea that all children have the right to quality education, and that education should be accessible and inclusive for everyone.

6. Accessible Technologies

The center is facilitated with various accessible technologies including assistive devices like screen readers, text-to-speech software, captioning and audio descriptions, voice recognition software, and alternative input devices such as switches and eye tracking systems.

7. Autism Care

An Autism Care Center in our organization provides a specialized facility that has comprehensive support and services for individuals with Autism Spectrum Disorder (ASD) and their families. This center typically offer a range of programs and services that are tailored to the unique needs of individuals with ASD.

Some of the services provided by Autism Care Center include diagnostic evaluations, individualized treatment plans, behavioral therapy, speech therapy, occupational therapy, and social skills training. They may also provide support services for families, such as counseling, education, and advocacy.

Autism Care Centers are designed to create a safe and supportive environment for individuals with ASD to learn, grow, and develop to their full potential. They typically have a team of specialized professionals, including psychiatrists, psychologists, speech therapists, occupational therapists, and behavioral therapists, who work collaboratively to provide comprehensive care.

The goal of Autism Care Centers is to improve the quality of life for individuals with ASD and their families. We aim to provide individuals with the tools and skills they need to reach their full potential and to live as independently as possible.

8. Equipping resource class

Equipping a resource class for disabled individuals mainly with visual or hearing impairments can involve several strategies and tools to enhance accessibility and facilitate learning. Here are some services that we provide

  • Assistive technology: This includes devices such as hearing aids, cochlear implants, and assistive listening systems, which can help students with hearing impairments to hear more clearly. For visually impaired students, there are tools such as screen readers, magnification software, and refreshable braille displays that can assist in accessing digital content.
  • Classroom acoustics: Good classroom acoustics are essential for students with hearing impairments. Our classrooms are designed to minimize background noise and reverberation, which can interfere with speech perception. Acoustic treatments such as sound-absorbing panels and carpets can help to achieve this.
  • Visual aids: For visually impaired students,we have visual aids such as tactile graphics, large print materials, and visual cues can be very helpful in understanding concepts and information.
  • Teaching strategies: Teachers use specific teaching strategies to accommodate the needs of students with disabilities. For example, they can use captioning and sign language interpretation to make lectures accessible for students with hearing impairments. They also use multisensory teaching methods that incorporate tactile, auditory, and visual modalities to help students with visual or hearing impairments to learn.
  • Classroom layout: The classroom layout are modified to make it more accessible for students with disabilities. For example, students with hearing impairments may benefit from sitting closer to the teacher. For visually impaired students, the classroom should be well-lit and free of obstacles to allow for safe mobility.

9. Motor/ Sensory skill

Motor and sensory skills are essential for performing everyday tasks and activities. Here are some ways we work to improve motor and sensory skills:

  • Exercise: Physical exercise can help to improve both motor and sensory skills. Activities such as yoga, Tai Chi, and Pilates can help to improve balance, coordination, and flexibility.
  • Occupational therapy: Occupational therapy can help individuals to develop and improve motor and sensory skills. This type of therapy is particularly helpful for individuals with developmental disabilities, sensory processing disorders, or physical disabilities.
  • Fine motor skill activities: Activities that require fine motor skills, such as coloring, drawing, and writing, can help to improve hand-eye coordination, finger strength, and dexterity.
  • Gross motor skill activities: Activities that involve gross motor skills, such as running, jumping, and climbing, can help to improve balance, coordination, and overall physical fitness.
  • Sensory play: Sensory play activities, such as playing with playdough, sand, or water, can help to improve sensory processing and integration.
  • Assistive technology: Assistive technology such as mobility aids, adaptive switches, and communication devices can help individuals with physical disabilities to improve their motor and sensory skills.

10. Sensory skill/ behavioral skill

Sensory and behavioral skills are essential for individuals with disabilities to engage in daily activities, communicate effectively, and interact with others. Here are some ways we adopt to improve sensory and behavioral skills for individuals with disabilities:

  • Sensory integration therapy: Sensory integration therapy is a type of therapy that focuses on improving sensory processing and integration. This therapy can help individuals with sensory processing disorders to better regulate their responses to sensory input, which can improve their overall behavior.
  • Behavioral therapy: Behavioral therapy can help individuals with disabilities to learn new skills and behaviors that are appropriate for their environment. This type of therapy can help individuals to communicate effectively, manage emotions, and interact appropriately with others.
  • Positive reinforcement: Positive reinforcement involves rewarding positive behaviors to encourage their repetition. This technique can be particularly effective for individuals with disabilities who may need extra motivation to learn new skills and behaviors.
  • Social skills training: Social skills training can help individuals with disabilities to improve their communication and social interaction skills. This type of training can help individuals to recognize social cues, make friends, and develop appropriate social skills.
  • Assistive technology: Assistive technology such as communication devices, adaptive switches, and sensory aids can help individuals with disabilities to better understand their environment and communicate their needs and preferences.
  • Mindfulness practices: Mindfulness practices such as meditation and deep breathing can help individuals with disabilities to manage their emotions, reduce anxiety, and improve their overall well-being.

11. Parents/care giver training

Training for parents and caregivers of disabled children is crucial for ensuring the child’s overall development and well-being. Here are some key topics that may be covered in such training:

  • Understanding the child’s disability: Parents and caregivers should be educated about the child’s specific disability and how it affects their daily life, including physical, emotional, and social challenges.
  • Communication and language: Depending on the child’s disability, communication may be a challenge. Parents and caregivers should be trained on how to communicate effectively with the child, including the use of alternative communication methods such as sign language, picture exchange systems, and augmentative and alternative communication (AAC) devices.
  • Assistive technology: Assistive technology devices such as wheelchairs, walkers, and hearing aids can greatly enhance a child’s quality of life. Parents and caregivers should be trained on how to use and maintain these devices.
  • Behavior management: Children with disabilities may exhibit challenging behaviors due to frustration or communication difficulties. Parents and caregivers should be trained on how to manage these behaviors in a positive and constructive manner.
  • Healthcare and medical needs: Parents and caregivers should be trained on the child’s medical needs, including medication management, physical therapy, occupational therapy, and other specialized treatments.
  • Advocacy and navigating systems: Parents and caregivers should be educated on how to advocate for their child’s rights and navigate systems such as schools, healthcare providers, and government agencies.

12. Resource teachers training

Training for resource teachers who work with visually impaired and hearing-impaired children is critical for providing quality education and support for these students. Here are some key aspects of resource teacher training for visually impaired and hearing-impaired children:

  • Understanding the nature of visual and hearing impairments: Resource teachers need to understand the medical and social aspects of visual and hearing impairments, as well as their impact on learning and development. This includes understanding the different types of visual and hearing impairments, the use of assistive technology and other resources, and the implications for teaching and learning.
  • Adaptation of curriculum and teaching strategies: Resource teachers need to develop an inclusive curriculum that meets the needs of students with visual and hearing impairments. This includes adapting teaching materials and instructional methods, as well as using assistive technology and other resources to support learning. Resource teachers should also have knowledge of Braille and sign language, depending on the needs of their students.
  • Assessment and evaluation: Resource teachers need to use appropriate assessment tools and methods to assess and evaluate student progress. This includes using specialized assessments for students with visual and hearing impairments, as well as alternative forms of assessment and evaluation that are appropriate for these students.
  • Classroom management and behavior support: Resource teachers need to manage the classroom environment and support positive behavior. This includes strategies for promoting social and emotional well-being, as well as addressing behavior challenges that may arise.
  • Collaborative partnerships: Resource teachers need to collaborate with families, other teachers, and community members to support students with visual and hearing impairments. This includes building partnerships with families and other professionals involved in the student’s care, as well as working with community resources to provide additional support.