DAY CARE CENTRE

THE CHALK- This scheme aims at setting up centres for the holistic welfare of PwDs through effective intervention.

  • Day care scheme, primarily for enhancing interpersonal and vocational skills.
  • Provision of caregiving support to PwD is in centre.
  • Helps in supporting family members of the PwDs to get some time during the day to fulfil other responsibilities.
  • Day-care facilities to PwDs for at least 6 hours in a day along with age specific activities.

Batch size- 20 PwDs.

THE WONDERLAND- This scheme aims at setting up centres for early intervention for Person with Disability (PwD) in 0-10 years of age covered under the National Trust Act, through therapies, trainings and providing support to family members. We provide the following facilities at the centre:

  • Early intervention and school readiness scheme.
  • Children above the age group of 10 years are eligible.
  • Provision of Therapies, trainings and providing support to family members.

Day-care facilities to PwDs for at least 4 hours in 4 hours in a day.

Batch size- 30

ISF REGIONAL CENTRES

Our first and foremost goal is to set up regional centres in villages and areas with considerably a stronger need for them, also keeping in mind the population and situation of PwDs in the same. These centres will offer Skill Development Programs for the children with disabilities and their mothers, assuring them self-sufficiency, better mental health care and development and also employment for the mothers at the centres itself. ISF also plans to provide Physiotherapists and Special Educators for PwDs in the rural areas.

CAREGIVER TRAINING

Also referred to as SAHAYOGI, this scheme aims at setting up Care Associate Cells (CACs) to provide training and create a skilled workforce of care associates to provide adequate and nurturing care for Person with Disabilities (PwD) and their families who require it. It also seeks to provide parents an opportunity to get trained in care giving if they so desire. This scheme will provide a choice of training through two levels of courses to allow it to create care associates suited to work both with families of persons with Disabilities (PwDs) and other institutions catering to the needs of the PwDs (NGOs, work centres etc.)

ASSESSMENTS AND INDIVIDUAL EDUCATION PLAN

Assessments are the first step to identifying what services would help the individual seeking our services best. At ISF, we conduct different types of assessments based on the requirement of the family of the individual with autism.

The ISF team provides Screening and Diagnostic Assessments, Functional Skills Assessments and Occupational and Sensory Assessments.

Screening and Diagnostic Assessments

Screening and diagnostic assessments for autism are usually made after detailed interviews with the family members, and after observations of and interactions with the individual with autism. The specific protocol used will depend on the age, skills and interests of the individual, as well as his or her background. We base our diagnoses on internationally standardized diagnostic criteria (Diagnostic and Statistical Manual- 5) and a variety of standardized screening/diagnostic instruments.

Functional Skills Assessments

Autism is hallmarked by an uneven skill profile. A functional assessment of the person with autism helps determine the existing skill sets and the future goals. It provides a detailed insight into the current level of performance of the child in various skill areas including motor, communication, speech, imitation, cognition and activities of daily living.

OCCUPATIONAL AND SENSORY INTEGRATION

Many people with autism have difficulty processing and integrating everyday sensory information such as sounds, sights, smells etc. i.e., they have different ways of 'sensing' their world. Some may not like being touched gently but prefer a firm hold. Others may have difficulty in brushing their teeth or having a haircut. Some will have extreme likes and dislikes in their diet. Many will have difficulty in tolerating some everyday sounds. These are just a few examples.

These ‘differences’ in sensing the world often have a profound effect on the person’s life. They can lead to difficulties completing simple self-care routines, difficulties in participating in play with peers, or avoidance of social situations that may seem too overwhelming. These often result in isolation and unusual responses and behaviours, amongst many other manifestations.

In addition a lot of people with autism may have difficulties in motor skills and coordination, which also may come in the way of learning. Appropriate strategies to deal with these sensory and motor difficulties can go a long way in improving learning and general functioning in the lives of individuals with autism.

INDIVIDUAL EDUCATION PLAN

The Individual Educational Plan is a document that is developed for each school child who needs special education. The IEP is created through a team effort and is reviewed periodically. The IEP for each child differs and is created keeping in mind his or her IQ level, strengths and weaknesses and overall graphs. Every IEP has a defined vision and is at set goals as per the needs, capabilities and also the parents of the child. The special educators are further made to follow the plan and extensively work on the individual growth and development of each child.

COMMUNITY INTERACTION AND INCLUSIVE DRIVE

Badhte Kadam aims at community awareness, sensitization, social integration and mainstreaming of Persons with Disabilities. It has below mentioned objectives:

  • Raise awareness in the public, regarding Person with Disability (PwD) and encourage their inclusion in the society, social integration and participation of persons with disabilities in all aspects of life.
  • Sensitize the communities (Mohalla Sabha)
  • Guide and maximize benefits for the PwDs and for families of PwDs.