INTRODUCTION

Introduction to Social work

Social work is an academic discipline and profession that concerns itself with
individuals, families, groups and communities in an effort to enhance social functioning
and overall well-being. Social functioning is the way in which people perform their social
roles, and the structural institutions that are provided to sustain them. Social work
applies social sciences, such as sociology, psychology, political science, public
health, community development, law, and economics, to engage with client systems,
conduct assessments, and develop interventions to solve social and personal problems;
and to bring about social change. Social work practice is often divided into micro-work,
which involves working directly with individuals or small groups; and macro-work, which
involves working with communities, and - within social policy - fostering change on a
larger scale

Introduction to Disability

Disability is a normal part of human diversity. Disability may be permanent, temporary

or fluctuating, and may have a minimal or substantial impact on a person's life. Disability
may impact mobility, learning or communication and can result from accident, illness or
genetic conditions.

Disability does not just refer to a person's health or wellbeing. It involves the interaction
between the unique features and functions of a person's body and mind and the
environment and socio-political context in which they live.

Disability does not equate to inability to achieve. People with disability have the same
right as everyone else to make decisions for their own lives and to be active members
of society.

Disability forms only a part of an individual's identity. While some people identify
strongly with their disability, others may see it as just another part of what makes them
unique.
Objectives:
 To promote awareness and to sensitize society with focus on remote and rural
areas, on causes leading to disability and prevention through early detection etc.
 To develop content for rehabilitation of different types of disabilities.
 To support spreading awareness about universal accessibility by creating an
enabling and barrier-free environment that include accessible buildings,
accessible transport.
 To promote individual excellence in the field of disability sector.
 To promote relevant activity/activities relating to creating awareness in the field of
disability sector.
 To organize various seminars and conferences on topical issues for
persons with disabilities;
 To encourage society to help solve problems and emerging issues
relating to persons with disabilities;
 To maintain the institution’s academic standards.
 To adhere to highest standards of academic excellence and promote full and
equal participation by students.
 To identify major developments in disability
 To demonstrate improved skills in working with people with disabilities, and
increased ability to understand individual and family concerns.
 VISIT
Date: 14-11-19
Day: Thursday
Institution Name: Govt. National Special Education Center
Principal Special Education Center: , Amjad Ali Khan

History:
At the time of independence there were only two institutions, one for the hearing
impaired in Lahore and the other for the blind in Bahawalpur, functioning under the
control of Education Department. A few institutions for the hearing impaired children and
visually impaired children were also being run by the private sector organizations in the
province. Inspectorate of Schools for the Deaf, Dumb and Blind was established under
the Education Department during 1962. It was given status of Deaf, Dumb and Blind
Wing, headed by a Deputy Director during 1968. These institutions were nationalized in
1975 under Martial Law Regulation MLR-118. The Education Department took over
these institutions and initiated various schemes for construction of buildings and to staff
them with trained teachers. Directorate of Special Education Punjab was given the
status of an attached department of the Education Department during 1983-84. Special
Education Department was established as an independent administrative department
during 2003-04. Prior to establishment of an independent department of Special
Education Department, there were 51 institutions in the province with an enrolment of
4265 special children, which has now risen to 248 catering almost 28850 special
children; including 20 institutions of special education devolved from Federal
Government as a result of the 18th Constitutional Amendment. At present, special
institutions are functioning at every tehsil and town level.
Institution:
Special Education Department has taken different steps for the education, restoration of
children and making them useful citizens of society but along with government, NGOs,
civil society, teachers and parents should also come forward and lend a helping hand in
the government efforts for the education and training of special children.

Opening hours:

Monday: 8:30AM - 1:30PM

Tuesday: 8:30AM - 1:30PM

Wednesday: 8:30AM - 1:30PM

Thursday: 8:30AM - 1:30PM

Friday: 8:30AM - 12:00PM

Saturday: 8:30AM - 1:30PM

Departments:
MCC: Mentally Challenged Children
VIC: Visually impaired Children
 MENTALLY CHALLENGED CHILDREN
Enable group:
 IQ of 50 to 70
 It is defined as significantly sub-average intellectual ability
 Children with mild MR often are not diagnosed until later childhood, as they
typically develop minimal impairments in communication, social skills, and
motor skills

Trainable group:
 IQ of 35 to 55
 They are slower in all areas of conceptual development and social and daily
living skills.
 Children with moderate MR will work under moderate supervision.

Services:
 Proper recreational activities are performed to teach the basic skills to MR
children.
 Proper Art period is taken by the teachers on daily basis.
 Opportunities and materials are provided to the children to learn the art of
painting, drawing, calligraphy etc.
 Exhibition is held to appreciate the capabilities of these children.
 Trained and responsible staff is present to supervise these children.

No. of Students;
 Approximately, there are 10-15 students in each class
 There are 2 sections or classes in this department
 1 art room.
 VISUALLY IMPAIRED CHILDREN

Categories:
Here they are dealing with the 3 categories of blinds
 Low vision
 Partially Sighted
 Totally Blind
Briefing:
The whole briefing is given by Noreen Jaffery.
Low Vision does not see properly they use magnifying glasses and markers to study.
While, Partially Sighted and Totally Blind use braid boards and sense of touch to
study

Learning Process:
It is a step by step learning process
1. Sixer (nursery to 1)
2. Frame (2 to 4)
3. Kits (5 to 6)
4. Braiders (7 to Matric)
Services:
 There is a music teacher who takes the music classes of interested students
 Proper and all sort of musical instruments are placed there
 Provision of Computer training by the help of talking software’s
 Multiple impaired are deal by the talking devices.
No. of students:
There are approximately 10 students in each class.
 ROLE OF SOCIAL WORKER
 Active Listening — giving full attention to what other people are saying, taking
time to understand the points being made, asking questions as appropriate, and
not interrupting at inappropriate times.
 Social Perceptiveness — Being aware of others’ reactions and understanding
why they react as they do.
 Speaking — talking to others to convey information effectively.
 Critical Thinking — using logic and reasoning to identify the strengths and
weaknesses of alternative solutions, conclusions or approaches to problems.
 Coordination — adjusting actions in relation to others’ actions.
 Reading Comprehension — Understanding written sentences and paragraphs
in work related documents.
 Service Orientation — actively looking for ways to help people.
 Writing — communicating effectively in writing as appropriate for the needs of
the audience.
 Complex Problem Solving — identifying complex problems and reviewing
related information to develop and evaluate options and implement solutions.
 Judgment and Decision Making — Considering the relative costs and benefits
of potential actions to choose the most appropriate one.
 Collaborate with other professionals to evaluate patients’ medical or physical
condition and to assess client needs.
 Advocate for clients or patients to resolve crises.
 Refer patient, client, or family to community resources to assist in recovery from
mental or physical illness and to provide access to services such as financial
assistance, legal aid, housing, job placement or education.
 Investigate child abuse or neglect cases and take authorized protective action
when necessary.
 Counsel clients and patients in individual and group sessions to help them
overcome dependencies, recover from illness, and adjust to life.
 Plan discharge from care facility to home or other care facility.
 Monitor, evaluate, and record client progress according to measurable goals
described in treatment and care plan.
 Identify environmental impediments to client or patient progress through
interviews and review of patient records.
 Organize support groups or counsel family members to assist them in
understanding, dealing with, and supporting the client or patient.
 CONCLUSION

Personal Observation:
 Performance of a specific task or procedure in proper manner
 Knowledge acquisition and application opportunity
 Demonstration of skills/abilities of special children
 Treat everyone as you would like to be treated.
 The handicapped children in all settings had "emptier" days than the normal
children, this being accounted for by greater amounts of inattentive handling of
objects and self-stimulation and lesser amounts of social interaction and attentive
play.
Recommendations:
 Governments should fulfil Convention on the Rights of People with Disabilities
commitments to set up mechanisms for coordination, independent monitoring,
enforcement, complaint and reparation.
 Measuring progress in education for children with disabilities requires also having
measures based on nationally representative household surveys, rather than
only on children who are in school.
 Governments should develop inclusive curricula to help break down barriers
faced by children with disabilities in the classroom.
 Separating children from their peers or families is detrimental to their
development and potential.
 Teachers must be supported with training and pedagogical tools to reach
children with special needs
 REFERENCE

 Akram, Z., & Parveen, R. (2009). A comparative study of the cost of education of
the children with HI with their normal siblings: Unpublished Master’s Thesis;
Department of Special Education; University of Punjab, Lahore.

 Arshad, J., & Mustafa, S. (2008). Attitudes of children with hearing impairment
towards their normal siblings: Master’s Thesis; Department of Special Education;
University of Punjab, Lahore.

 www.disabilityrightsflorida.org › our_work › goals_objectives

www.uwyo.edu › ... › Disability Studies Minor
https://sae.edu.au › student-services › introduction-to-disability

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