Take a moment to think about your day up until now.
Reflect on all the tasks you completed today and how long it took you to accomplish these tasks. If I were to take a guess, I would assume that you thought about the classes you attended, the assignments you worked on, or perhaps how you spent your free time. But what about the little things you did today like reading the directions on a microwavable food item, communicating with others, or even crawling out of bed? Being the able-bodied people that we are, sometimes we fail to even think about the small tasks our minds and bodies are capable of accomplishing.
Although people living with some type of disability may not have the opportunity to live life in the same way that we do, we must realize that disability is not inability. Disability simply requires a little creativity and resourcefulness and a lot of hard work and determination.
Some of the greatest contributions that have been made to this world have come from people living with various types of disabilities, proving that their creativity and ingenious are invaluable. Disabled or not, all people are capable of doing great things with the life they have been given. We are all unique in our own way, and we all possess the potential to have a positive impact on the world
Vardaan Initiative is a vibrant community of professionals, organizations & individuals who are working together to challenge the status quo & establish a sustainable framework for betterment of society. Vardaan Initiative supports individuals & organizations with the tools, networks, technical assistance and strategic guidance needed to succeed and scale.⠀
Vardaan Initiative has been working towards empowering disabled & underprivileged people in India. Vardaan strives for building an inclusive society which is free from discrimination and inequity, through initiatives and projects aimed to serve the society. Vardaan is dedicated to assist persons with all types of disabilities to achieve their maximum level of sustainable independence as contributing, responsible and equal participants in society.
Vardaan Initiative for PWD
The interaction between society and a person with disability is a flawed on... the acceptance of differences between humans, be it a physical or emotional or mental, is difficult. That inacceptance is what i call disability.
A lot many factors causes disability. Diseases, accidents, old age, genetic disorders, all create small or large changes in our faculties.
There are 21 listed disabilities in the RPWD ACT 2016. There are:
Hard of hearing
Speech and language disability
Physical disability including
Acid attack victims
Chronic neurological conditions
Multiple disabilities arising out of a combination of the above disabilities, including deaf blindness
a. Disability makes life challenging in a world where physical and mental ability is the ‘norm’. While the greatest cost associated with non-fatal injuries are personal and societal costs for disabilities, traditionally, it is the functional losses and limitations, in addition to resulting losses in work
productivity and income earning power that hurt the most.
b. Less emphasized but possibly more relevant to post-injury/illness functional outcomes is the experience of psychological distress that frequently accompanies related changes in function and overall quality of life.
c. Any calculation of the true cost of physical injuries must include a reckoning of their impact on psychological health and the interactive
influence of physical and psychological injuries on immediate and long- term recovery of function.
d. For example, burns can alter an individual's appearance and cause physical pain and disability, while also causing psychological pain, thus
hindering the process of rehabilitation. To some extent, an individual;s acceptance of their disability and psychological resilience are good
indicators of their ability to cope with their situation.
e. Recovery from a disability trauma needs to be comprehensive and coordinated, and requires addressing the individual's physical, psychological, economic and social needs within the context of family, community, and the socio-cultural environment in which they live.
f. Trauma is not just to the patient/victim. The injury/illness/condition affects the family, extended family, friends. It is seen in the way they
react to the situation. It is also gender specific. Male relatives (the majority of whom are secondary or tertiary caregivers) may report their distress in terms of anger and fatigue, rather than as depression and anxiety. In future research programmes, one can develop specific instruments to deal with anger and fatigue as a means to adapting to the situation. Many families—despite their initial traumatic experience—eventually cope well, encouraging researchers and clinicians to focus future research efforts on those families who have made good adjustments to disability arising from their situation.
a. There cannot be one treatment for various disabilities. We have a plethora of treatments and some are listed below:
b. Intellectual and Learning disabilities
i. People with learning disabilities and disorders can learn strategies for coping with their disabilities. Early intervention increases the likelihood for success in school and later in life. If learning disabilities remain untreated, a child may begin to feel frustrated with schoolwork, which can lead to low self-esteem, depression, and other problems. Usually, experts work to help a child learn skills by building on the child’s strengths and developing ways to compensate for the child’s weaknesses.
ii. Children diagnosed with intellectual and some learning disabilities can qualify for special educational services and receive his or her own Individualized Education Program, or IEP.
iii. A child with a learning disability may struggle with low self- esteem, frustration, and other problems. Mental health
professionals can help the youngster understand these feelings, develop coping tools, and build healthy relationships.
i. Special teaching techniques. These can include helping a child learn through multisensory experiences and by providing immediate feedback to strengthen a child’s ability to recognize words.
ii. Classroom modifications. For example, teachers can give students with dyslexia extra time to finish tasks and provide taped tests that allow the child to hear the questions instead of reading them.
iii. Use of technology. Children with dyslexia may benefit from listening to books on tape or using word-processing programs with spell-check features.
i. Special tools. Teachers can offer oral exams, provide a note-taker, and/or allow the child to videotape reports instead of writing them.
ii. Use of technology. A child with dysgraphia can be taught to use word-processing programs or an audio recorder instead of writing by hand.
iii. Other ways of reducing the need for writing. Teachers can provide notes, outlines, and pre-printed study sheets.
i. Visual techniques. For example, teachers can draw pictures of word problems and show the student how to use coloured pencils to differentiate parts of problems.
ii. Use of memory aids. Rhymes and music are among the techniques that can be used to help a child remember math
iii. Use of computers. A child with dyscalculia can use a computer for drills and practice.
i. Quiet learning environment. To help a child deal with sensitivity to noise and distractions, educators can provide the youngster with a quiet place for tests, silent reading, and other tasks that require concentration.
ii. Alerting the child in advance. For example, a child who is sensitive to noise may benefit from knowing in advance about such events as fire drills and assemblies.
iii. Occupational therapy. Exercises that focus on the tasks of daily living can help a child with poor coordination.
g. Treatment of developmental disabilities can come in a variety of different forms. The best treatment regimens are the result of an individualized treatment plan formed by a team of health care multidisciplinary professionals. The plan will be based on the severity of the disability and should involve patients, families, teachers, and caregivers in all phases of planning, decision making, and treatment. The individualized treatment plan will take into consideration both the immediate needs of the patient, and the long term prognosis for development.
h. Behaviour therapy is a type of psychotherapy that focuses on reducing behaviour problems and promoting adaptation skills. Behavioural therapy uses psychological techniques to improve physical, mental, and
i. Cognitive therapy is the opposite of behaviour therapy. Cognitive therapy focuses primarily on the thoughts and emotions that lead to certain behaviours, while behavioural therapy deals with changing and
eliminating those unwanted behaviours.
j. Physical therapy (PT), or sometimes called physiotherapy, focuses on improving gross and fine motor skills, balance and coordination, and strength and endurance. Someone may be evaluated by a physical therapist to assess muscle and joint function, mobility, strength and endurance, oral motor skills such as feeding and talking, posture and
balance, even the status of the heart and lungs.
k. Occupational therapy, or OT for short, is a treatment therapy that helps people achieves independence in all facets of their lives. If someone has physical disabilities or developmental delays, occupational therapy can
improve their cognitive (thinking), physical and motor skills as well as address psychological, social, and environmental factors that impact their functioning.
l. Speech therapy is a clinical program aimed at improving speech and language skills and oral motor abilities. This means talking, using sign language, or using a communication aid. People who are able to talk may work on making their speech clearer, or on building their language skills by learning new words, learning to speak in sentences, or improving their listening skills.
m. Drug Therapy
i. Pain management medication
ii. Sedation in severe cases
iii. Psychotropic medication for Autism and ADHD for behavioural problems
n. Environmental issues that come under therapy
i. Awareness and education on disability and prevention
ii. Attitude of family and caregivers
iii. Protect Access and Independence
iv. Aids, Prosthesis and Devices