Moulali: Ayesha Khatoon of Park Circus had not seen the inside of a school till two years ago. Born with hearing disability, the 15-year-old would spend her time cooped up at home. Her parents and siblings could hardly communicate with her. Today, she is a student of Class VI in a mainstream school.
Ayesha is among 200 city kids who got a chance to study in a mainstream school as part of a project run by Deaf Child Worldwide, an international organisation, with CINI and other NGOs from the state. The project involved 720 children, 280 primary schools and 500 teachers in Calcutta, Hooghly and Jalpaiguri .
Around 80 per cent of children with deafness have no knowledge or understanding of language when they start school. They have poor social skills. "Eighty-five per cent of primary school teachers in the state don't know how to teach these children," said Shampa Nath, south Asian head, Deaf Child Worldwide.
Many children with hearing disability face isolation in school or drop out. "Some go to special schools though they are not intellectually disabled," Nath said. The programme aimed at bridging this gap.
Representatives of Deaf Child Worldwide, NGO workers, students and parents shared their experience at a state-level convention on Tuesday.
"I have four besties now. I have taught them sign language," Ayesha gestured. "Maths and English are my favourite subjects and I want to be an entrepreneur." She can now lip read too.
It took Ayesha, her parents and peers four years to pick up sign language and communication skills to help get her admission in a mainstream school. She joined school in Class IV. "We had no clue a child with hearing disability could study in a regular school and do well," said mother Tajmira.
"Inclusion should take place both in schools and communities. Children with deafness need better access to education. Teachers, parents and peers need to work in tandem to help them realise their true potential," Nath said.
Children with hearing disability fare far better in mainstream schools than in special schools, said S.S. Vinayak, the assistant commissioner (disabilities) in the state.
Around 242 children with deafness were trained in eight community centres from Dum Dum to Kasba. Primary school teachers were trained in deaf-friendly teaching methods.
"Besides communication skill and speech training, an individual study plan was prepared for every child," said Sanghamitra Datta, programme officer, CINI.
Ayesha is among 200 city kids who got a chance to study in a mainstream school as part of a project run by Deaf Child Worldwide, an international organisation, with CINI and other NGOs from the state. The project involved 720 children, 280 primary schools and 500 teachers in Calcutta, Hooghly and Jalpaiguri .
Around 80 per cent of children with deafness have no knowledge or understanding of language when they start school. They have poor social skills. "Eighty-five per cent of primary school teachers in the state don't know how to teach these children," said Shampa Nath, south Asian head, Deaf Child Worldwide.
Many children with hearing disability face isolation in school or drop out. "Some go to special schools though they are not intellectually disabled," Nath said. The programme aimed at bridging this gap.
Representatives of Deaf Child Worldwide, NGO workers, students and parents shared their experience at a state-level convention on Tuesday.
"I have four besties now. I have taught them sign language," Ayesha gestured. "Maths and English are my favourite subjects and I want to be an entrepreneur." She can now lip read too.
It took Ayesha, her parents and peers four years to pick up sign language and communication skills to help get her admission in a mainstream school. She joined school in Class IV. "We had no clue a child with hearing disability could study in a regular school and do well," said mother Tajmira.
"Inclusion should take place both in schools and communities. Children with deafness need better access to education. Teachers, parents and peers need to work in tandem to help them realise their true potential," Nath said.
Children with hearing disability fare far better in mainstream schools than in special schools, said S.S. Vinayak, the assistant commissioner (disabilities) in the state.
Around 242 children with deafness were trained in eight community centres from Dum Dum to Kasba. Primary school teachers were trained in deaf-friendly teaching methods.
"Besides communication skill and speech training, an individual study plan was prepared for every child," said Sanghamitra Datta, programme officer, CINI.
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