The Golden Jubilee Celebration of Bro.Octavian

Selfless dedicated service for the visually & Hearing Challenged

Aug 23, 2008 

St. Louis Institute for the Blind & Deaf, Adyar, Chennai, India

Survey of people with disabilities from next month

Social Welfare Minister Poongothai Aladi Aruna presenting a national identification card and medical certificate to a student of Little Flower Convent Higher Secondary School for the Deaf in Chennai.

For the first time, an exclusive survey of people with disabilities will begin in the State next month and Rs.50 lakh has been sanctioned for the purpose.

“This will enable us to find out the exact number of people with disabilities since now we have only the 2001 census data to depend on,” said V.K. Jeyakodi, Commissioner for the Disabled.

Speaking at a function held to distribute medical certificates and national identification cards to the students of Little Flower Convent Higher Secondary School for the Deaf, an institution for the visually and hearing impaired, here on Thursday, he said that by the end of the current financial year, 4.6 lakh ID cards would be distributed. He said it was essential to identify children with disabilities as early as possible to facilitate treatment. The ID cards are given to people with a disability of 40 per cent or more.

Social Welfare Minister Poongothai Aladi Aruna said that the previous scheme under which people with disabilities had to go to government hospitals and get themselves tested by a medical committee was cumbersome.

The new scheme, a “pilot project”, under which medical teams from every district visited schools, examined the children and issued ID cards would make it much easier for the beneficiaries. She said collective leadership was essential in such projects and audiologists, doctors, and government officials must work together for the scheme to be success.

he Minister and the Commissioner distributed medical certificates and ID cards to 43 hearing and 33 visually impaired students of Little Flower Convent Higher Secondary School for the Deaf.

The strength of the school is around 730 and the rest of the students have already received ID cards either during their visits to the hospital or at other distribution programmes, a school teacher said.

95 year old school at Mylapore

The C.S.I High School for the Deaf at No-12, Santhome High Road, Mylapore, Chennai-4, was founded by the church of England Zenana Missionary Society (CEZMS) in the year 1912. It was called CEZMS school for the Deaf, Mylapore, Chennai. Subsequently on the 4th September 1956, the school was registered under the Societies Registration Act XXI of 1860 as “Church of South India School for the Deaf, Mylapore, Chennai-4

An English missionary, Mrs.Florence Swainson started this school in 1912 in the face of much oppositions with only 7 children. It was a residential school. Over the years other buildings were put up. The present main classroom block was opened in 1962, the boy’s hostel in 1971 and the girls hostel in the year 1975. From the beginning oral method of education was used but English was the only medium of instruction. From 1947 Tamil was introduced but English still continues.

The school has been upgraded in 1985 and is now called as the C.S.I High School for the Deaf. At present there are 170 children and more than 50% reside in the school hostel.

The Church of South India Diocese of Madras under the board of higher education now runs the school. World Vision helps 2/3 of the school children because most of them come from very poor families.

The school as a government aided institution is recognized by the department of rehabilitation of the disabled under the social welfare department, Govt of Tamilnadu. All the deaf children starting from 3-5 years with no additional handicap are admitted and educated upto SSLC level. Normal curriculums as in normal schools are followed. Creative activities like art work, wood work and needle work are taught. Games are a part of the curriculum. There are at present 25 government aided teaching staff; all are fully qualified teacher of the deaf.

Mrs.Rebecca Doraipandian, the headmistress of the school is specially qualified in educating the hearing impaired. She is very interested in the all round development and improvement of the school and the pupils.

The C.S.I Higher Secondary School for the Deaf can be contacted on 24985675. The school HM Mrs.Rebecca can be contacted on 9840228182

Lend them your ears

Issue Awareness and sensitivity can prevent the hearing impaired from feeling marginalised, writes Pankaja Srinivasan

Hearing impaired children Include them in the mainstream

“When my parents found that I was profoundly deaf without the ability to hear speech at age two-and-a-half, they consulted many doctors and educational experts. Their response was generally negative. My language and social skills appeared to be non-existent. I am told that whenever guests visited, I’d hide under the bed,” says Raja Srinivasan, a 37-year-old software engineer, currently enrolled in a PhD program in Computer Science and also pursuing a law degree.

Raja was born before the advent of proven educational programmes and technological and legal support for the hearing impaired. But, because his parents adopted both teaching and parenting roles, he picked up lip-reading, literacy, and comprehension through daily interaction and teaching, ‘all day, every day’.

Related problems

As a disability, hearing impairment can be a double whammy. It could lead to speech impairment, language delay and may be, even diminish intellectual function, says speech/language pathologist and audiologist K. Narendiran, who, with his wife and special educator N. Yohavathi, runs KRISH (Kovai Rehabilitation and Information Services for the Handicapped).

“Many parents only wake up to the disability when their two to three-year-old child is not picking up speech. This is well past the critical period for speech and language development,” says Narendiran. Like Mohan Kumar’s mother Lakshmi who thought her son was just a ‘late speaker’, while, in fact, he had profound hearing loss. Nevertheless, he did well academically. He scored 435 out of 500 in school, and is now pursuing a B.E. in Mechanical Engineering. “But, he doesn’t mix freely with others of his age. How will he fare in placements with job opportunities?” worries his mother.

Raja who studied at Berkeley, in the U.S., remembers: “In college, the classrooms were huge, classmates varied and professors generally had less time to accommodate. I tried oral interpreters and note takers, and while these worked somewhat, these didn’t convey all the information I needed. Even for a hearing person, it can be a struggle to understand accents; imagine the challenge for a deaf person who has never understood speech before!” But, although the transition was hard, Raja says, “I learned independence and assertiveness, which served me well.”

M.N.G Mani, honorary president of the UDIS Forum (a network of parents, persons with disabilities, professionals and voluntary organisations that facilitates employment and empowerment of the disabled) says, “Disability should be treated as a developmental activity, not as charity. Everyone should be sensitised to disabilities.”

It is simple, says Dr Mani: Don’t neglect the hearing impaired in the group; get his attention before speaking clearly or using sign language. Use multi-sensory communication (hand language, smile, facial expression, vocal dialogue, eye expression). “In India, we have pro-active, comprehensive policies for persons with disabilities. But, they have to be implemented in letter and spirit. There should be more reach. Effective networking and parent-involvement are crucial. Most parents only look at the survivability of their hearing impaired children. Instead, they should draw their children into mainstream life, not make them objects of pity or charity, says Mani and adds, “The more you include the disabled in the mainstream, the less the disability impact”.

(December 3 is World Disability Day)

Specially qualified in educating the hearing impaired

Mrs.Rebecca Doraipandian, the headmistress of CSI Higher Secondary School for the Deaf, located at No-12, Santhome High Road, Mylapore, Chennai-4, is specially qualified in educating the hearing impaired. She has been serving the school for the deaf very sincerely for the past 36 years in raising the academic standards of the pupils and in participating and organizing all types of events and functions. She hails from a god fearing Christian family.

Mrs.Rebecca completed her school education at St.Antony Girls Higher Secondary School, Mandaveli in the year 1965. After her school education, she did her pre-university and degree course at the Women’s Christian College (WCC) Nungambakkam in the year 1969. Rebecca is a specialist in her field with a senior diploma in special training for the deaf. Before she joined as a teacher at the CSI High School for the Deaf she worked for one year as a teacher in Rosary Matriculation School during 1970-71. Rebecca became the headmistress of the school in the year 2001, and till today puts her best efforts for the growth and development of the CSI Higher Secondary School for the deaf, at Santhome High Road.

Rebecca had attended an overseas exposure course on the rehabilitation of the handicapped for two month at Japan in the year 1985. Rebecca is a popular teacher and a good friend to all. She helps the hearing impaired in church sermons, association meetings, personal interviews with employers, appointments with doctors, lawyers etc. She has also presented papers at seminars on hearing impaired and gives lectures to the teacher trainees of the hearing impaired and social workers.

Rebecca is the school hostel manager, project manager for world vision, Kodambakkam, management committee member of CSI Ewart Matriculation Higher Secondary School, Purasawalkam and also is an advisory committee member for the Adyar Women’s Police. Rebecca plays the piano and guitar. Gifted with a beautiful voice, she dedicated her musical talent from a young age in singing with the church choir. Her powerful soprano voice often vibrates in the prestigious St.George’s Cathedral, Chennai. Her other activities includes compering programmes and events at the Madras YMCA.

Speaking to Chennai Plus reporter, Rebecca said that the school correspondent, Joseph Devasahayam and Rt.Rev.Bishop V.Deasahayam, CSI Schools, Diocese of Madras are always very helpful to her and are interested in the all round development and improvement of the school.

Rebecca was presented with citation by the Lions Club for her meritorious and selfless service on the Golden Jubilee of India’s Independence. She also was awarded the Diocesan award for producing school centum result in the CSI School for the Deaf. She has a rich experience in teaching the special children and is cheerful by nature. She is also positive and ambitious in attitude. This makes her a good headmistress.

Rebecca told Chennai plus reporter that whenever she happens to meet a hearing impaired person, student, she gives a friendly simile. “It costs you nothing, give your love not sympathy,” she further added.

Mrs.Rebecca Doraipandian, the special educator of the hearing impaired and headmistress of CSI Higher Secondary School for the Deaf can be contacted on 9840228182 / 24985675

Service for the Physically handicapped by “Guild of Service”

Mary Clubwala special school for the hearing impaired by Guild of Service at No.1775 D.School Road, Anna Nagar West, Chennai-101 was founded in 1979 and became a government aided school in 1983. To educate and re-habilitate the students who are from socially and economically disadvantaged, the school does not levy any charge but all expenses are met from donations collected from individuals and well-wishers.

A medical camp was conducted at the school on 26th July by Dr.Kumaravel, Dr.S.Murugasarathy, Dr.Elangovan, Dr.Thirunavukarasu. About 250 physically handicapped including hearing impaired, visually impaired were diagnosed and treated. They were issued with identity cards by the visiting doctors. The camp was organized by the correspondent of the school Mrs.Saraswathy Gopala Krishnan, Secretary Ranicol Joint Secretary Nirmala, Head Mistress Kamani and the staff of the school. The guest of the occasion was Mr.Joseph Xavier, district rehabilitation officer for the physically handicaped his assistant JRO. I.D. Ravi.The secretary while speaking to Chennai plus reporter said that the government grant and donations received are hardly enough to meet the expenses. The school compound wall and the building needs repair and they anticipate liberal donations from kindhearted well-wishers to meet the ends.

School for deaf celebrates 80th annual day

DANCING IN TANDEM: Students of the Little Flower Convent for the Deaf performing at their annual day programme on Monday.

CHENNAI : The 80th annual day celebrations of Little Flower Convent Higher Secondary School for the Deaf were held on Monday, with a variety programme by students.

Dr. Poongothai, Minister for Social Welfare, who commented on the performance of the disabled children saying "I am lost for words," noted that soon national identity cards would be issued for people with disabilities, after which children need not visit the Government Hospital for undergoing tedious audiology tests as the doctors themselves would be the visiting the schools.

The Government was planning to provide a subsidy for downtrodden children to get cochlear implantation surgery. She applauded the school management for helping the disabled children overcome their disabilities and assured the parents that their children were under safe hands.

Describing Chief Minister M. Karunanidhi as a brand ambassador for the disabled, she said the present government had undertaken a number of welfare measures for the disabled and referred to the setting up of a Special Commission for the Disabled as a case in point. Indira M. Kameshwaran, Executive Director and Correspondent, Speech and Hearing Institute, and industrialist Malaiappan participated.

A School for the Deaf

Text by MALINI SESHADRI Photographs by USHA KRIS

Inspired by the Clarke School for the Deaf in Massachusetts, alumnus Leelavathy Patrick started a similar school in Chennai. Today, it not only helps to "mainstream" the deaf, but it also looks after mentally retarded children.

The theater lights dim; the curtain goes up. Children in colorful costumes swirl onto the stage. They dance in rhythm with the lilting music, obviously enjoying themselves. When the music stops, the children bow low with folded hands. The applause is deafening. But not for the performers. For all of them are deaf. They are students of the Clarke School for the Deaf in Chennai, and they have been patiently rehearsing for months under the skillful guidance of their teachers.

The troupe is called "Sadhana," which loosely translates as "endeavor." The children have performed with distinction in several parts of India, winning admira­tion for their talent and determination.

The story of the Chennai Clarke School is inextricably interwoven with the life of one woman, Leelavathy Patrick, who is currently its director.

Patrick comes from a family that has always valued social service. She was a teacher at a school for handicapped chil­dren in Chennai, when she won a Ful-bright scholarship to America in 1968 to pursue graduate studies in education at Smith College, Massachusetts. She went on to specialize in the education of the deaf, spending two years learning the very latest in the field at the Clarke School for the Deaf in Massachusetts.

Talking of her experiences there, Pat­rick says, "Though I had worked with handicapped children before, I knew nothing about specialized methods for teaching the deaf until I went to Clarke School. Apart from taking my master's degree in education with special emphasis on the handicapped, I learnt all about audiology and speech coordination. I also had the privilege of working with Dr. David Manning for three months, setting up an 'integrated preschool program' in which normal and deaf children study together. Manning is even now continu­ing to concentrate on 'mainstreaming' deaf children at Clarke School."

Clarke School, Massachusetts, is now more than 100 years old. It recently cele­brated the centenary of its first teacher-training program. It is named after a rich merchant who had a deaf child, and do­nated a generous sum toward setting up a specialist teaching and rehabilitation cen­ter for the deaf. The name of Alexander Graham Bell, inventor of the telephone, figures in the list of past faculty mem­bers. Today this school is an interna­tionally recognized resource center for teaching the deaf.

Returning to India, Patrick was fired with the idea of establishing a school for the deaf in Chennai, named after her U.S. alma mater, and run along the same principles. Clarke School for the Deaf, Chennai, was born in 1970, in a tiny rented house, with just three children one deaf and two multiply handicapped. By the end of that year, the number had grown to 68. Clarke School was well on its way.

In the beginning financial resources were very limited, and Patrick often had to dig into her own purse to keep the school going. She received valuable help in those early years from a handful of others who shared her dream. Dr. S.K. Nagarajan, a medical practitioner, of­fered his services in the evenings free of charge. Today, retired from his medical practice, he continues to serve as sec­retary of the society that runs the school. He is also the medical consultant for the school's antdeafness programs and its teaching equipment. And all this in an honorary capacity.

Some of the teachers have been with the school virtually from the beginning. Says Seetha Mahalakshmi, "I can't imagine myself doing anything else or working anywhere else. This is my life, and it gives me enormous satisfaction."

Today, the school owns its own prop­erty, has expanded the old building, and put up a new block. Apart from its main activity of educating and rehabilitating deaf children, Clarke School has, over the years, added sections for the mentally handicapped and multiply handicapped children.

'Some people think that we are spread­ing our resources too thin by taking on these other categories of handicapped children," says Patrick, "but we have found that we are able to help these children in a special way because we concentrate on imparting communica­tion skills. This is a common need for all children—to learn how to communicate and interact with the outside world.

"We concentrate on reaching the child early, saving and enhancing any resi­dual hearing with the help of appropriate hearing aids, and training the child to communicate and learn through normal speech. Since we want to train these children to function effectively in normal society, we also concentrate on building their self-confidence and their personalities."

Clarke School's educational and train­ing methods reflect the philosophy as well as the orientation of its founder-director. For instance, sign language and "finger alphabets" are not part of the curriculum; the emphasis is on rescuing and enhanc­ing any residual hearing that the child may possess, instead of allowing such hearing to atrophy through disuse. Good sound amplification is provided through hearing aids and the children are trained to comprehend normal speech. As a cor­ollary, they are encouraged to commu­nicate verbally rather than by signs. "Our purpose is to teach them how to commu­nicate with hearing people," says Nagarajan, "and not merely to communi­cate with other deaf people."

As part of this philosophy, Clarke School's deaf children are given many opportunities to spend time with children from regular schools, participate in their school competitions and activities, and go for picnics and outings with normal chil­dren. "The result is," says Patrick, "that our children become self-confident, and don't develop complexes."

This is very important, for Clarke School sees itself not as a sanctuary for the deaf, but as an interim training ground to help the hearing-impaired to fit into society and become productive citi­zens. Mainstreaming is the goal, and whenever a child is educationally and psychologically ready, he or she goes to a regular school. Over the years, many Clarke School alumni have joined the regular educational stream, coped successfully, and even gone on to univer­sity studies. But behind every such success story lie years of persistent struggle, pa­tience, and dedication.

"It can sometimes get to be profoundly depressing and frustrating for us," says Jayakumari, a teacher. "Some days, when I've been trying so hard and I just can't get through to the children, I wonder whether I can ever make a difference. But, over a period of time, when I find a child suddenly responding, grasping a lesson, or going fearlessly up on the stage to perform at a cultural program, I realize it is worth every minute of it. The shaping of these personalities is in out hands, and the satisfaction we get from working with these deaf children is infinitely more than we could ever feel as teachers of hearing children." And these efforts are amply rewarded.

Several alumni of the school are living examples of the power of persistence and endeavor. Apitha Saravanamuthu, one of the first children at the school, is now doing her master's degree in com­merce at the University of Madras. She secured first place in a bank recruitment examination, and has been offered an attractive job in the bank. Satish Babu received a degree in fine arts, and is now a successful commercial artist. Mapala, a Zambian youngster who left Clarke School about six years ago, now heads his own organization in his native country, and corresponds regularly with his alma mater.

Many other Clarke School alumni are employed in government offices as well as private organizations. The teacher train­ees too have fanned out to various places, taking their skills to needy children else­where. One trainee, Narmada, has set up a school for deaf children in Coimbatore.

For the teachers of these deaf children there are other types of rewards too. Says Vimala, one of the experienced teachers at the Clarke School, "Our work here helps us to look at life in a different perspective. We learn to see problems as challenges. I have tried to watch TV with the sound turned down just to put myself in the shoes of these children. What an enormous problem they face, and how trivial our own problems seem."

Clarke School has set itself ambitious goals. Apart from imparting communica­tion and social skills, it runs a general education program to prepare children to take the regular grade examinations held by the state government. Also, from grade seven onward, typewriting is a com­pulsory subject. "This has multiple advantages," says Nagarajan. "Typewrit­ing improves coordination and motor skills, and also language skills and vocabulary. Besides, it prepares them for a possible career."

The school runs regular training pro­grams for its own teachers as well as for others. The Clarke School's two-year intensive training program is now rec­ognized by the Indian National Institute for the Hearing Impaired. Emphasis is on the "maternal reflective" method, which seeks to continually reinforce learning experiences in a natural way, by stimulat­ing verbal responses. Some teachers, including school principal Dipti Karnad, received specialized training at the In­stitute Voor Doven in the Netherlands.

Karnad says, "The teachers there always speak in normal tones and at normal speed to the deaf. Just because they are deaf, it doesn't mean they are dull. We follow that method here, and we consciously try to avoid talking to the children in an extra loud or exag­gerated way."

She leads the way on a quick tour of the school. Each class has just a handful of children, so that the teacher can reach everyone with the lesson. Students are divided into grades not by age alone but by their capacity to grasp and by their performance. As we enter each class-room, the children promptly stand up, smile, greet us with folded hands and even call out a welcome. One or two of the bolder ones ask, "What is your name?" When I tell them, they rush to the black­board to write it down. Have they got it right? They look at their teacher questioningly. Their voices sound strange to my ears. Many are shrill, others squeaky. But, considering that they can­not hear themselves speak, they do a remarkably good job.

In another wing are the mentally and multiply handicapped. Some have been classified as educable, and they are taught using special methods. Others are just looked after with diligence and love.

Since Clarke School received its first audiometer way back in 1976 from a voluntary service organization called Tri ple H in the United States, a lot of other equipment and instruments have been added. There are now several audiom­eters, the latest in hearing aids (including frequency-modulated aids that minimize sound distortion), vibrators, and a visible speech unit, whereby a deaf child who is learning how to articulate can see the corresponding patterns on a screen.

Every new child is thoroughly screened, physically and psychologically, the degree of handicap is assessed, and an appropriate hearing aid is fitted before he or she is assigned to a class.

Weekend orientation and basic aware­ness classes are conducted for the parents of day scholars. They are taught how to talk to their children, how to help them with home assignments, and how to ex­pose them to various kinds of experi­ences. "It is amazing how positively they complement our efforts," says Karnad. "Whether they are rich or poor, whatever their social status or income level, the parents are one hundred percent with us."

Patrick adds her own observations: "During one of our deafness-detection camps, we identified several children in a slum in Nungambakkam, who needed hearing aids and special help. Later, some of them joined our school. One of these children comes from a Telugu-speaking family. Since we teach only in English and Tamil, the boy's mother selected English as the medium of education for her son.

Then, she came here regularly to take lessons in English so that she could help him. That is the level of cooperation we receive from the parents." Patrick and her col­leagues do not wish to be B limited by the con­straints of time and space. Since they cannot accommodate everybody who knocks on their door, they run counseling classes for families of deaf children in their own homes, so that the parents can do their best for their own children until vacancies arise in a special­ized school. Clarke School teachers volun­teer their time free of charge for this service, and also for the numerous field surveys and deafness-detection camps car­ried out in factories, schools, and slums. Not content with merely an urban pres­ence, Clarke School has launched a bold new experiment in a village on the out­skirts of Madras city. A day-care center and an integrated school catering to both hearing and deaf children are staffed by teachers trained at Clarke School.

The school also has a program to edu­cate the general public about avoidable deafness. "We have launched a war against otitis media, or middle ear infection," says Nagarajan. "Repeated infections often lead to ruptured ear­drums and consequent deafness. In our field trips, we warn parents not to neglect their children's earaches." The campaign also stresses the dangers of maternal ru­bella [German measles] during preg­nancy, loud music, fireworks, industrial noise, and other such deafness-inducing hazards. Posters, pamphlets, school vis­its, and radio and television programs are used to spread the message of safeguard­ing the gift of hearing. And to those who never had that gift, or who have lost it, Clarke School holds out the hope of bringing some music into their world of silence.

Clockwise from top left: School principal Dipti Karnad teaches the older children who have come a long way in their education; a mentally handicapped boy happily concentrates on the task at hand; teachers at the Clarke School, not merely colleagues but friends, are seen here in the director's office with their wards; Dr. S.K. Nagarajan, a full-time volunteer member of the faculty, gives speech training to a student; and a student gets help from a computer.