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EDITORIAL Mr. Ashoke Choudhury Triumphant march of progress has been going in respect of development of different software by Webel Mediatronics Ltd. since the inception of the project on Braille Literature in different Indian Languages. At the initial stage this concern development in dissemination on educational materials and information. It may be noted in this connection that in the beginning it was an humble attempt of enlighten the education of the sightless on a restricted manner. There was cloud all over the sky lighting and flashing from time to time exposing the promising future through the development of the technology based Hardware and Software and Information System platform and with the march of time patch of cloud was removed in constant discussion with the progress report committee and users feed back. The sunny sky appeared to be coming in view with the development of Electronic Library for maintaining a repository of reading materials including newspaper, magazine etc. Establishment of Resource Center and training for this purpose was pinpointed to a right direction. Networking of such Resource Centers and Training Centers was duly administered. Naturally the achievement was stupendous. Although the scope of development work at the beginning of the project was very sketchy and incomplete, but the flood gates of knowledge opened gradually based on the guidance of PRC members and discussion with the experts and also on the feed back reports from the note of the users. Webel has developed more complete user friendly and proven Hardware and Software which is working in thirty centers all over India. In order to achieve this goal WML had to do many modification upgradation work on Hardware and Software interfaces for Perkins Brailler, Tactile Device, Braille Keyboard made for RC’s and TC’s and also to develop some software which was originally not in the project. Any organization can claim its existence if it is mobile and living with sustained development. Now we may notice the continuous development so far achieved by WML in developing different Software on every total direction. We may mention serially to access the progress: Software for Braille to text conversion using normal computed keyboard in thirteen Indian languages has been done whereas in the original scope there was provision for none. Software for Text to Braille conversion in 13 Indian languages has been done whereas in the original scope it was in 4 (four) Indian languages. Software for conversion of Mathematical Books in 13 Indian languages to Braille Script and printing the same using Braille Embossers but was not included in the original proposal. Software for self teaching of Bharati Braille useful for teachers and instructors of the Blind Schools. Software for self evaluation of the Visually Impaired student, useful for the Teachers and Instructors of Blind Schools. Software for Memory Game and Braille Quiz, useful for the Visually Impaired students of the Blind Schools. It is crystalline clear from the above developments that Webel Mediatronics is indeed doing laudable services to the Visually Impaired for matters of Education, Training and Rehabilitation. Concern has also develop a system for the education of the hearing and speech impaired, which cannot be distributed to different organization owing to lack of fund from the Government. Now the target with which W.M.L. set out its journey is fulfilled. Garden is adorned with multi-coloured flowers inviting the humming bees with their sweet perfume fragrance. --------------
OPEN EDUCATION FOR THE VISUALLY IMPAIRED Mr. Ashoke Choudhury Educational services for the Visually Impaired in our country were launched in their germinal form in 1887 with the establishment of the small educational facility for them. It was over a century after the first school for the sightless had been established at Paris by “Valentin Hauy”. 50 years following this historical event witnessed a sluggish growth to educational and rehabilitation services for the segment of the Society. It is evident from the fact that the number of such institution stood at the mere 32 for about 2 million Visually Impaired till 1940.
Indian Independence during 1947 accelerated this process. Consequently, number of Schools for the sightless registered rapid rise 115 till 1960s and to 190 by 1989. Meanwhile the Govt. of India launched the scheme of Integrated Education for enhancing coverage of disabled children including the Visually Impaired. However only an estimated 7 percent of Visually Impaired children for the school going age group were able to benefit from the educational services in the country by 1989. Herein lies the compelling necessity of finding out additional ways and means to afford still greater facilities to such children and adults for enabling them to fulfill their legitimate aspiration and rendering them effective instrument of socio economic development of the country.
Open learning system in its multiple dimensions can play a vital role in attaining the goal of educating many more such persons.
Delimiting open learning:--Sometimes scholar tend to distinguish between Open learning distance education and correspondence education system on the basis of elements of flexibility about rules of admission, choice of place to complete courses and medium adapted in teaching learning process.
Reasons for providing open learning to Visually Impaired:--There are a variety of reasons which would encourage the Visually Impaired these days to take advantage of existing programmes of distant education subject to availability of easy communication for studies.
Delayed awareness of many parents of the Visually Impaired about the existence of the educational opportunities does not help their sons and daughters to get admitted either in a special school or in a integrated set up. Recent development of enhanced job opportunities inspires the sightless to take degree or certificate from recognised center through open education system. Stating the objectives of education in democracy Knut D Braudy remarked in a speech on the occasion of the first International Conference of Correspondence education in 1938 “By equality of educational opportunity we mean extending education to everyone, no matter how humble his birth, no matter where he may leave and no matter what his reasonable aspiration may be”. Now the question crops up whether the Visually Impaired person require separate institutional arrangements or merely preparation and some kind assistance for taking advantage of the existing facilities for open learning. In fact there is no dearth of institutional arrangements for open learning in India. Such needy persons require merely appropriate preparations to benefit from this programme. Inspite of the availability and accessibility of open learning programme, only a small number of Visually Impaired children are benefiting from them. The primary reasons for this utterly poor situation seems to be lack of preparation on the part of the Visually Impaired person. First and foremost requirement in this case is to acquire adequate efficiency in at least one medium of communication to benefit from the material used in such programmes in printed forms.
Now a days the University of Bhuj, Varanasi Hindu University of Special School, Indira Gandhi Open University have been conducting different courses from which sightless may take benefit of the programme. Rabindra Nath Open University and Netaji Open University also conduct school certificate courses were from the sightless may be benefited without taking admission into any special school. But only hindrance is to procure study materials in Braille form. With the development for Braille Software for converting the text into Braille form indigenously developed by WML may removed the obstacle in having study materials in Braille System. As precondition the Sightless learner must have to be a Braille knowing candidate. It is only then it will be convenient for him to go through the Braille script of study materials.
But some study materials must have to be recorded in cassettes and some should be read out by the human reader to group and conceptualized all the materials for the best preparation in examination.
At present modern education system has been framed in such a manner so as to reach the un-reached and to cover the vast population whether handicapped or non-handicapped. We have to avail ourselves of the opportunities to cover the increasing V. Impaired population. It is hoped that with the introduction of the integrated education, special school, inclusive education the coverage has been to some extent satisfactory and the rest of the population specially V. Impaired should be inspired to take advantage to open learning conducted by different educational schools and Open universities. --------------
ENCOUNTERING OF THE VISUALLY IMPAIRED IN REALITY AND NEUROTIC FEAR Mr. Ashoke Choudhury Light, in the thinking of mankind, both primitive and civilized is connected with ideas of truth, beauty and goodness, it is physical transcendental. Darkness, on the other hand, the negation of light has become the symbol of ignorance and error, of ugliness, evil, despair and hate.
If the person have been totally blind from birth (congenital blindness), he has no knowledge of light and darkness and must take the word of Sighted people who tell the reality (Darkness). And many blind persons have so long feared the final loss of sight in terms of darkness that when it comes they never revaluate their experience to see if they really are in darkness. The total meaning of the concept with all its gloomy connotations, may and often does overwhelm them. Blind man fright has nightmarish quality. He is a blind man in a sighted world a window less person. This physical difference from “normal” people is something over and above all the problems of living that will have to face. So far as his conscious thinking goes, the person may be sure that blindness has not made him essentially different, but his feelings come up from the hidden well of his unconscious.
Our adaptive efficiency may also be impaired by the intense emotions. The perception of danger tends to arouse fear and to impel the individual toward withdrawal or flight. The degree of fear el have much to do with the direction and quality of resulting behaviour. In the fare of extreme danger the individual may have panic or freeze and become unable to function is an organized manner. Withdrawal from danger physically the individuals may withdraw in various Psychological ways--admitting defeat, avoiding certain types of adjustive demands or reducing emotional involvement in a situation and becoming apathetic. Most common emotion accompanied withdrawal is “fear”, which can lead to panic and other maladaptive behaviour. Most of the affairs of everyday life are tensed with feelings and emotions. The autonomic nervous system is active during aroused states--(Fear) and prepares the body for extensive action by increasing the heart rate, raising the blood pressure, increasing blood sugar level and raising the levels certain hormones in the blood. Skin temperature becomes low in fear.
There will not be any varied difference in the physical development of the blind and sighted child because blind child receives as much body contact love and care from the mothers, as the sighted one but after 3 months, visual perception begins and have the lack of the vision is manifested as a limiting factor in physical development. Additive perception is an extremely important compensatory factor for the lack of the vision. So that he can become aware that there is an interesting world outside himself, thus awakening his curiosity and nativiting him for physical activity.
If we are to understand blindness as something other that a mere mechanical loss, we must study blindness in its effects on human nature. The person who suddenly loses sight (newly blind) is immobilized. He has lost one of the first marks of his infant development--the power to walk, have cut off from his surroundings without security, without maturity, without ability--a terribly dependent being. Visual imagery is too interwoven with our whole way of thinking; but it is not impossible to imagine what it would be like to be left with visual memories only. Interwoven in the feelings of the newly blinded man are all the feelings that he turned on blind person in the days where he has his sight, now that he realizes the sentiment behind them. If among his former feelings about blindness there was a deep and hidden fear, now he has even greater reason for disturbance. Fear of blindness is an important aspect of the normal instinct for self preservation. He either knows that he will never see again or he lives with the fear. In reality anxiety or fear arises from dangers or threat in the external world. Ego can cope with the anxiety by the rational measurement. Neurotic anxiety or fear by the id’s impulses threatening to breakthrough ego controls, resulting in behaviour. According to Freud thought that the unconscious past like the submerged past of an iceberg is he larger portion of the mind. Unconscious are the hurtful memories forbidden desires and other experiences that have been pushed out of the conscious. Sighted people are certain that sooner or later darkness will be lifted and so re usually able to control the neurotic elements of their fear. Yet even so, when we are in darkness unusual circumstances can bring all manner of neurotic panic to the surface. Newly blind person certainly may have the same kind of neurotic fears but it would be a grave error to think that his only fears are neurotic. It has a realistic basis. And his fear of travel, fear of walking in his won house may very well include both neurotic and real fear. When a blind person believes the floor of his own living room may suddenly have changed its shape or he feels there is some openings and fears that perhaps some one has removed the railing from the stairwell and he feels unreasoning terror in the midst of a crowd--these are neurotic fear. But in contrast, when he believes that perhaps a hair will be in his way and be may injure and when he knows that he walk into the edge of the table and cause himself physical injury and when he fears that some one may have left the door open which cause his face to cut and bleed--These are reality fears and very normal for normal human being a person who afraid high places in themselves, afraid to sit in balconies or go above the second stay in a building is possessed by a neurotic fear.
Complete training consequently requires both these aspects. Training itself will remove a great past of reality fears, the blinded person suffers in moving about but he may need additional help to take care of his neurotic fears. Many of these are past of the first panic of new blindness and can be handed simply by giving the necessary support. He should not be left to himself build up either unnecessary fears or false hopes. He should be assisted to make a realistic evaluation of what he has lost here of the possibilities of mobility restoration.
Other neurotic fear are formed of displaced anxiety. Some connected with overall trauma of blindness and some with or another specific loss. Such persons need some psychotherapeutic aid and rehabilitation training which may be lessened these fears. The trained workers would recognize the existence of a need for expert help. In other cases the rehabilitation programme will take care of both reality and neurotic fears.
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DIPTI DUFFADAR (MUKHERJEE) PH. D IN PSYCHOLOGY, C.U.
“Screening the Virtually Impaired Population, West Bengal and their Orientation and Mobility Skill assessment”. Dr. Debabrata Choudhury M. Sc., Ph. D, Dip. T.B. Research and Development Wing Calcutta Blind School, Behala, Kolkata-- 700 034
Abstract
On the basis of the survey of the 145 families of the virtually impaired the data analyzed following (plus) and x 2 tests signifying the utility of the data that there might be correlation between child’s eye disease and other related factors present in their family members what might have some genetic basis. The statistical analysis of the O and M skill assessment and SAC show that there is no scope of improvement of the rehabilitation skill of the V.I. in the existing curriculum. On the basis of the assessment of the existing curriculum it is necessary to formulate a need--based curriculum for the V.I..
Out come of the project paper
This study examined a comprehensive screening covering the causes of blindness and environmental factors involved, if any.
This study also accomplishes the collection of achievement scores of half--yearly and annual examinations of the V.I. students from KG to Class X of orientation and Mobility, Mathematics and Language groups with a view to comparing the groups in terms of different variables like congenital blind and adventation blind considered in the study by two-way analysis of variables.
The outcome of this paper will also high height. The parents of the blind children about their attitude to their V.I. and vise vice Reasons of visual impairment with a view to enlightening genetic counseling for the fate of each family of V.I..
The teachers of the blind school and their inclusive setup in a better way would help for improved classroom teaching--learning strategies.
Hypothesis and Key Questions:
There is no difference between child’s eye disease and Parental other disease. There is no difference between the academic achievement scores of all classes of V.I. students. There is no difference between the parents of normal students and parents of genetically V.I. students. Statement of the problem: “Screening of the V.I. population of West Bengal and their O and M skill improvement Programme”. As a matter of fact it is necessary of identify the genetical or environmental causes of blindness, if any and to identify the lacuna of the existing curriculum for the O and M skill development of the virtually impaired as O and M is operationally defined now-a-days as perceptional skill improvement programme.
Current status of Research in the Area:
India has significant number of virtually impaired with a view of estimating of 1/3 visual impairment of the world. Transcott, RJ (2000) opined that age-related nuclear cataract is a major cause of blindness. The underlying cause is the development age and of a barrier to the transport of metabolites within the lens.
Balsubramanium D (2000) said that direct photo--chemical damage to the lens from UV Radiation is minor though long term UV radiation is seen to lead to lens malfunction.
Brian G. Taylor H (1984) says cataract prevalence increases with age. Dietary factors including antioxidant vitamins and Xanthophylls may contribute to a reduction in the risk of degenerative eye-disease. According to ICMR Vitamin A deficiency contributes to 20 percent of blindness in India. On the other hand education of the handicapped ultimately culminates in the rehabilitation process designed to assist the disabled individuals in realizing their full physical, mental, social and economic and educational potential.
Rehabilitation encompasses almost the entire life cycle of an individual and as such current status of the present research is to enlighten the ultimate rehabilitation services that are linked with total socio-economic and educational programme of the V.I. in the Indian context as O and M is now treated as a highly specialized area of the acquisition of skill (O and M) as stated by Lee, 1988. So Environmental Engineering both in terms of Prevention of blindness and adopted O and M curriculum in Indian context may justify the significance of research question.
Overview:
The conceptual framework of the project paper is based on genetical, Environmental aspects of Blindness and rehabitational skill improvement programme in terms of O and M and Career building opportunities on the other. From Indian context it is realized most V.I. children during their childhood suffer from mal-nutritional problem particularly in rural and urban areas and also Pchyco social problem for which the growth and development of the V.I. Children affecting concept formulation seriously. Parental negative behaviour, lack of well-balanced perceptional level, social stigma, lack of suitable home environment, lack of provision of exact exposure Prejudices, devaluation, balanced diet create a great barrier for healthy environment of Indian V.I. child. So, genetic counseling and genetic Methods (sample, research Design).
For the first part of the Project paper it may be said that the variable considered Congenital blind and Adventitious blind out of which male and female of both V.I.. Children having the critical attributes age, sex, birth order, educational background, number of sibs and siblings, use of glass or not, facing difficulty in reading small letters without glass; onset of impairment e.g. Congenital/Adventitious if late when detected etc. survey on the basis of the above noted characters has been made up to 3/4/5 generations and Congenital V.I. considered as control group. In the second phase of the study indicates score values of the academic achievements of mathematics and language group (Bengali and English) and orientation and Mobility of 290 V.I. students from KG UG to Class X comprising of half yearly, annual and pre-test, test and final exams of both normal and V.I. students with a view to comparing the result of O and M and SAC with control group. The score values were taken for last 13 years from 1985 to 1997 respectively.
Significance of Research Questions:
The practical purpose of present investigation is to identify and to detect causes of blindness whether it is genetical/environmental or nutritional disorder of the parents and sibs as such different tools like biotechnology, anthropology, genetic counseling and Genetics are to be applied so that measures for prevention of blindness, and gene therapy of the eye disease may be done. Moreover irradiation of Prejudice and devaluation of families of V.I. children from the society should be done in such a way that V.I. are able to cope to survive facing problems in the dynamic society.
On the other facing rehabitational skill developmental programme of the V.I. in school curriculum in the form of O and M in every subject areas should be incorporated through environmental engineering and multi sensory approach. As a matter of fact more practical job and better training, better O and M skill may be achieved. Data analysis and statistical design not mentioned here.
Results: In the first part of the present investigation it may be said that table No. 1 showed that first lot of the families where each V.I. individual has remaining sight. In most cases blindness or visual impairment is observed to persist more than in one generation, in some cases most of the family members for 3 to 4 generations used glass as for problem vision and have a difficulty in reading small letters without glass.
Table No. 2 of second set deals with 18 families of individuals who have complete blindness without remaining vision. In their families more than one or more individuals lost their vision since birth. Moreover it is also found that most of the family members suffered from chronic disease. 20 families with blindness and thalasemia most members suffered from near sightedness and use glass. Table No. 3 showed that blindness appeared congenitally or at the later stage of life. Multi handicapped feature and the mental retardations have been observed both in V.I. and other family members.
So from Table No. 2 to Table No. 8 it is understood that the statistical analysis of the data leads to indicate (2 tests) that there 5 no significant relation ship between parental disease and child’s disease. In the same way we may compare with X 2 test with degrees of freedom 1 and 5% level which is 3.84 being less than the calculated rates person without visual problem in other family members is significantly related.
In the second phase it is found that the assessment of the scholastic ability e.g. Numerical skill (Mathematics) and Bengali and English of 290 V.I. students show that there are significant difference between Congenital blind students and adventitious blind students. But 13 variables lead to indicate that although there are difference I O and M and SAC performance so programme a new reframed syllabus would like to be more vocational job as the they may be competent with their normal peers in professional and day to day life in future (for 2nd phase table and statistical analysis not shown here).
TABLE – 1
No. of prepositions--Types (Identified from the Medical Certificates of the Respective ophthalmologist--No. of related persons affected with the Prepositions. 1. 31 with (a) Congenital Cataract--11 remaining vision (Visual Acuity 20/200 To 20/70)--(a) In most cases having cataract and difficulties in reading small letters even in some cases in two generations. (b) Albenism--3-- (b) Albenism persisting in parents with T.B. (c) Retinal Detachment—3--(c) Parents having cataract leading to blindness. (d) Adventitious blind--3--(d) Father’s reading Problem. (e) Inborn blindness--(e) Same as d. (f) Optic Atrophy—6--(f ) Same as d. (g) Retinitis Pigmentosa—2--(g) Both Parents have cataract and mother. (h) Starguarts--2/33--(h) Parents difficult in reading small letters with out glass.
2. 145 with no remaining visual Vision (Visual Acuity 20/200)--(a) Congenital cataract—15--(a) In most cases mother has visual problem. (b) Congenital blindness—100--(b) Parents use class and difficult in reading small letters. (c) Retinal detachment--5--(c) Parents use class when feeling difficulty in reading. (d) Retinitis Pimentos--5 (d) Patents reading problem and mental retardation. (e) Inborn blinded ness due--1--(e) Grandmother had no dentition Father has visual problem. (f) Blindness due to--1--(f) Great grandfather headache degenerative never. (g) Blindness due to reduce ton of eye--1--(g) Grand father has cataract of sibs also. (h) Optic Atrophy--2--(h) Parents feel difficult in reading small letters. (i) Blindness due to Cerotamalesia--1--(i) Parents are night. (j) Blindness due to Curnes In eye--(j) Father had visual problem. (k) Glucoma (k) Parents use class Grandfather affected by T.B. (l) Adventitious blind-10/145--(l) Parents have cataract--preferably they use glass or blood dysentery in child. (m) Blindness due to wrong treatment--(m) Father faces difficulty in reading small letters.
There is no significant relationship between parental disease and child’s disease. So, we see that there is a significant relationship between ancestral disease and child disease.
We can say that being affected with different visual acuity and being non-affected by the disease (for other family members) is significantly related.
Discussion:
From the study, on the screening of the visually impaired population (table no. 1 to table no. 9) it is understood that the statistical analysis of the data leads to indicate (e- test) that there is no significant relationship between parental disease and child’s eye disease. In the same way we may compare with table value of x 2 with degrees of freedom 1 and at 5% level which is 3.84 being less the calculated value persons with defective vision and persons without visual problems in other family members is significantly related.
In the second part of the project paper it is realized that there exists significant differences between different variables of O and M skill assessment and SAC of the existing curriculum.
Overview:
The philosophy of the Interpretation of the causes of blindness and its prevention technique and Mobility skill are considered at the outset. Population aged between 55 years and above is less developed region will quadruple 2025 A.D. As blindness is more common in rural areas than urban areas, more in female than in male and more amount poor than the rich cataract blindness had increased with the increase in number of person above the age group 45 years. Since age is a contributory factor.
Transcott, RJ (2000) opined that age related nuclear cataract is a major cause of blindness. The reason for the onset of nuclear cataract is now known, hence it is proposed that the underlying cause is the development of age, of a barrier to the transport of metabolites within the lens. Balsubramanium D (2000) said that direct photochemical damage to the lens from UV radiation is seen to lead to les malfunction.
Shaw KK, Seddon JM (2000) said that age related nuclear degeneration is the lading cause of blindness in the population over 60 years of age and cataract is the leading cause of blindness worldwide.
Cheng AC, Pag CP (2000) said that there is a strong association between smoking and number of common eye disease, glaucoma and cataract.
Corroborating works have been made by Balsubramanium D et al (2000) studied hereditary congenital cataract had led to the identification of genes involved in formation of cataract.
Brian G. Taylor H (2001) says that cataract prevalence increases with age. Genetic and environmental factors contribute to cataract prevalence increases with age. Genetic and environmental factors contribute to cataract formation.
An orientation and mobility is now treated as overall development skill of every V.I. child to satisfy the vocational areas of children (Lee, 1998).
Poddar and Hill (1993) are of the opinion that O and M skill development requires continuous direct teaching to all sense.
Vandoom et al (2002) is of the opinion that prerequisite of traveling by public transport as the O and M skill and social skill etc.
Corroborating works have been made by Belarus (2002) that there is a necessity to change the context of primary mathematical source by spatial transportation and to elaborate the special methods of teaching learning for acquisition of the new content assisting a successful social adaptation of the V.I. But significant professional achievement is observed among outgoing V.I. individuals although some are academically successful in the society.
Clinical Relevance:
So, a comprehensive micro teaching methodology in development of rehabilitation skill development programme is to be undertaken in school curriculum for every V.I. individual. In addition a community development programme for irradication and prevention of blindness and genetic research and therapy programme are to be facilitated with a view to fulfilling our social goal. Endeavour should be made to formulate an inclusive educational pattern to move the educational and genetical research programme for the visually impaired and also for their perceptual skill development strategies (need-based and indivisualised curriculum) to be adapted in the school curriculum for every Indian visually impaired children irrespective of rich and poor to meet our objective.
References:
Balsubramanium D (2000) P (185--194) “Ultraviolet radiation and cataract” Indian Journal and Ophthalmology.
Balsubramanium D et (2000) “Molecular Genetics of Cataract”, Indian Journal of Ophthalmology March 48 (1) p (5--13)
Brilliant L.B. et al (1984) World Health Statistics.
B. Ashar, Uganda (2002) “Mobility and Rehabilitation Programme for persons with visual impairment” Proceedings of the ICEVI Conference.
11th ICEVI World Conference, new Vision
50th Anniversary (Book of Abstract/Moving towards inclusive Community.
Cheng AC, Pang CP, et al (2000) “The Association between Cigarette Smoking and Occular Disease” Med J. Hong Hong 6 (2); p (195--202)
Juli Banngeirher et al (1998) “Tips for students with Ushar Syndrome. Journal of education, America.
Hastings, R.P. Brown T (2002) “Behavioral Knowledge, Canal belief and self efficacy as predictors of special education emotional reaction to challenging behaviour. J. Intellectual Disabilities Research 46 (2) p (144--150)
Margaret Lee (1998) “A Care for Mobility Moray House Institute of Education, University of Edinburg, SSC Publication.
ACKNOWLEDGEMENT The data for this work were collected from Calcutta Blind School with the kind permission from Sri Asoke Chaudhuri, Ex-Principal of this school and I owe my sincere thanks to him for providing me this opportunity to collect data from this School.
ANNOUNCEMENT RELATING TO NEWS All India Chess Federation for the Blind and Orissa Association for the Blind is jointly organizing 5th East Zone Chess Tournament for the Blind from 29th April to 2nd May 2005 at Orissa Association for the Blind, Malgodown Road, Unit--3, Bhubaneswar--751 001, Orissa. Top 20 players and Female players from this tournament will qualify for national “B” Championship, which will be held at Mumbai. From National “A” Tournament the Indian Team will be selected for World Championship.
A Workshop on Braille Contraction and Abbreviation in Bengali language was held at Bangla Academy, Jibananda Hall on 18th February, 2005. The Braille Teachers and Transcribers all over West Bengal were invited to the Workshop for their considered opinion. A committee for Contraction and Abbreviation in Bengali formulated the contraction under thirteen lessons and said booklet in Braille was circulated to each institution for the sightless fortnight from the commencement of the Workshop. Mr. Sadhan Gupta, leading Barrister Calcutta High Court lighted the candle and inaugurated the workshop. Mr. Prodip Kr. Chowdhury, Director of Mass Education Extension acted as Guest In Chief. Mr. S.N. Goswamy, Director of Webel Mediatronics Ltd. acted as Special Guest to the workshop and Mr. Mansoor Ahmed Chowdhury, Director of Impact Foundation, Bangladesh graced the occasion as an important Guest. Mr. Sibabrata Sengupta and Mr. Keshab Ch. Sil members of the committed explained the gound work behind framing of Contraction and Abbreviation in Bengali language. Mr. Sadhan Gupta chaired the session. Mr. Mansoor Ahmed Chowdhury chaired the Interaction session which was living and vivid with the question and counter question from the floor Mr. Mansoor Ahmed Chowdhury chaired the Interaction session which was living and vivid with the question and counter question from the floor. Mr. Ramendra Nath Halder, member of the committee interpreted the rules and guideline of the aforesaid contractions. Workshop with the validectory session in which important resolutions was drawn on the basis of the discussion of the participants and the interpration of the members.
Milan Utsab 2005 was held at Kishore Bharati Stadium from 17th to 19th March on integrated level under Paschim Banga Pratibandhi Samilini in which handicapped and non-handicapped participants took part on different cultural items. It was a new venture on the part of the concern to integrate the handicapped and non-handicapped persons aiming at main streaming.
An Abasanthan Dharmaghat was held at Rani Rashmoni Road by the teachers and non-teachers of the special schools under the banner of Rajya Pratibandhi Samilini. A Charger of Demands was read out at the Maunch before good number of teachers and students of special schools. It was ultimately submitted to the Hon’ble Chief Minister.
Musical Programme was held at Birla Hall, Ballygunge, Kolkata--19 on 30th March at 6.30 p.m. The programme was designed as Magic Touch conducted by Rabindra Jain and many other eminent Singers. Mr. George Abraham, New Delhi granced the occasion by his august presence and offered opportunity to Mr. Rinku Biswas a Blind Singer, which was cheered by one another.
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