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EDITORIAL Mr. ASHOKE CHOWDHURY
Webel Mediatronics Ltd. has accomplished different programmes with the success though the development of different software for the Education of the Visually Impaired. Three years have elapsed the activity is still going on opening different programmes for facilitating education and rehabilitation to the Visually Impaired.
Needless to add in this connection that Braille to Text Software for Braille to Text conversion using normal Computer Keyboard in 13 Indian Languages has been done whereas in the original scope there was provision for four only. Also interface to most of the Imported Braille Embossers available in India are found to be working in this line of direction, may be seen in Webel activities.
TEXT-TO-BRAILLE SOFTWARE Software to Text to Braille conversion in 13 Indian Languages has been done successfully.
MATH BRAILLE Software to conversion to Mathematics Education in 13 Indian languages to Braille Script and printing the same using Braille Embossers has also been developed.
TEACHING and LEARNING Software for self teaching of Bharati Braille, useful for Teachers and Instructors of Blind Schools has been developed successfully.
BRAILLE EXAM Software for self evaluation of the Visually Impaired students useful for Teachers and Instructors of Blind Schools has also been developed.
E-READING Interface for reading Indian language Text Documents using tactile devices are also interface to read Braille documents from imported transcription Software using tactile devices has been successfully accomplished.
PRINT BRAILLE Interface for printing Braille documents from imported transcription Software automatic Braille Embosser is developed by Webel.
Software for formatting Braille documents is being done as done in MS-WORD and ILEAP.
Software reading and printing Braille documents created by Duxbury Software using tactile device and Perkins Brailler respectively has been accomplished by this System.
Upgradation of the Braille to Text Software, direct Braille with continuous speech support in Bengali is already developed and it would be available in other languages also as soon as Text to Speech is available.
TALKING DICTIONARY Software having Talking Braille Dictionary in Bengali language useful for the sightless students is ready for the users.
ENGLISH GRADE II TRANSCRIPTION SOFTWARE Software to Text to Braille in Grade II English has been completed and the same has been tested by Mr. Kethan Kuthari and Mr. Ashoke Chowdhury.
Modified Perkins Brailler / Braille Keyboard / Tactile Reader In order to give a thrush to the post development phase on receipt of repeated request from RC’s and TC’s for generation of Electronic parts has been taken into consideration and the modified Brailler is working very well.
It is evident from the above noted facts that WML is working fantastically for the development of the education and rehabilitation of the Visually Impaired. It appears that nothing seems to be beyond the capacity of human brain. Some devoted staff of WEBEL have made the project successful in different direction. We hope that WML will explore in near future so many other aspects relating to the education of the sightless. -------------
Mobility and the Employment of the Visually Handicapped
Shri Trilokesh Chakraborty, Rehabilitation officer, Ramakrishna Mission Blind Boy’s Academy, Narendrapur.
1. The Concept of Mobility: The question of Orientation and Mobility has become integrally associated with the training and placement of the Visually Handicapped though, unfortunately, a lot of people remain still in dark as to the proper connotation of these two terms. I deem, therefore, pertinent to state and express my view on the subject assigned to me by analysing briefly what I do mean when I venture to use these two terms--Orientation and Mobility. To be absolutely precise at the outset, Mobility and Orientation stand complementary to each other, and so, while talking anything on Mobility, the question of Orientation issues comes automatically.
To assume that Mobility envisages “living Being’s entity”, would not, perhaps, be a hyperbole, to define it as “moving ability” would certainly defy any controversy. But it should not be at any rate thought that the visually handicapped people lack in the capability of moving. They can move, even alone, in a particular situation, known to them, they do possess “locomotion” which is vital part of their existence. Lack of eyesight does not in any way imply the “loss” of mobility. In fact, to be mobile synchronizes with the fact of to be “living.”
From the above analysis, it is clear that my intention professes to be positive while dealing with the issue under review. When there is already “movement” in an individual, why we do think at all of anything related to Mobility as such! I believe, you would not be diverging from me, if I explain my stand in this way.
Lack of eyesight does not totally negate movement of a child, but it certainly restricts it and carps it to a considerable extent. The impacts of the loss of eyesight are exposed in the form of loss of self-confidence, self-reliance, self-sufficiency and self-assertion. There cannot be an iota of doubt that all these are essential on the part of a man if he means to lead a meaningful life. And, herein lies the very question of training in orientation and mobility on the part of a blind or visually handicapped individual as such. A visually handicapped person is not generally expected to move with sufficient self-confidence, he is not expected to assert himself while exploring any new circumstances, his feeling appears to be associated with a sense of being “closed” or “imprisoned” within certain in explainable and insurmountable inhibitions. The very fact that he is not aware of anything around him, towards his confident movement. It is, therefore, the paramount purpose of training in Orientation and Mobility that the client should develop self-sufficiency and self-confidence while moving around or exploring his surroundings--to increase his “ability” to move and thereby to augment his self-reliance meaningfully. A visually handicapped client may use live-guide, or he may use any mobility aid, it is expected that he should always feel a “one” within himself--a fact, that would contribute much to the process of reorganizing the shattered or impaired personality of a visually handicapped client. It is also felt that the client concerned should be able to move alone with confidence, once he has been introduced to any situation. Should we remember that “moving alone” with a sense of security, contributes greatly to the autonomy of an individual.
2. Approaching the issue: In the light of what I already said, there cannot be any scope of controversy that question of placement of a visually handicapped individual is necessarily related to his training in Mobility and Orientation. As a Rehabilitation Officer attached to one of the most internationally recognized voluntary organization for more than three decades with the credit of sincerely expending earnest endeavors for the placement of the sightless. I do personally feel that proper training in orientation and mobility is one of the most vital vistas to lead these unfortunate millions to any kind of placement. Referring to my own experience, I can assert that the successful sightless employees enjoy confidence of their employers and an easy acceptance on the part of their co-workers. In almost every case, the job-placement of an individual under review is more on recommendation and persuasion than on personal interview of the clients. We have to convince the employers of the working potentiality of a visually handicapped worker through practical demonstration, or by appointing trained personal to watch over him when employed to assure the employers that we are to shoulder the responsibility if any untoward happenings take place.
To be precise, the employers are subject to undesirable hesitancy in matters of employing a sightless client on the ground that (i) He would not be able to attend his duties punctually crossing physical distance from his dwelling place to the place of his work as he is to depend on a lot of unavoidable factors while moving alone all through the way; (ii) That his journey may prove hazardous and he may encounter any severe mortal accidents for which the employers tend to hold themselves responsible, though unreasonably; (iii) While working on any machine, unexpected accident may occur which a sighted worker may avoid; (iv) Other workers may not accept the visually handicapped worker and may behave with him undesirably; (v) Lack of sight, to them, implies lack in the opportunity of job mobilization--that is, while a sighted worker may be shifted from one type of job to another type with slightest training and orientation, the visually handicapped worker cannot be placed out of a stipulated situation which causes severe inconveniences on the part of the employer, specially, when a particular unit is going to be closed; (vi) Discharge of a sightless employee is bound to arouse serious consequences and may lead to severe commotion on the ground of sympathy from the co-workers; (vii) A blind employee necessitates sighted guide while moving along the area of the working place and this may disturb others working with him; (viii) That he is working in a facile way, may arrest other workers attention and thereby hampering the total concept of working discipline, etc.
I can multiply the instances from my own experience such instances, which is not necessary. It is enough to make us understand from the above that most of the grounds mentioned envisage lack of proper knowledge of the working potentiality and Mobility of a visually handicapped worker. There is no doubt about it that it is the visually handicapped themselves who would discharge their utmost efforts to dispel off such beliefs on the part of the employers, and definitely, training in orientation and Mobility is one of the most effective means of doing this.
3. What can we do in respect of the issue concerned? On the above context, it is now an imperative to think of our duties and responsibilities. It is a matter of great lamentation and profound regret, that though we are well-conversant with the positive relationship between mobility and employment of the visually handicapped most of the school for the visually handicapped do not have any extra provision for training in mobility and orientation other than the regular curriculum. Some of the institutions do not have any provision for the post of any mobility instructor, while some do have, but they do not indulge in deploying the services of such instructors properly. Even though there are a gamut of training centers for the training of the Mobility instructors, very few institutions come ahead to ornament themselves with the benefits of such facilities.
However, I do suggest (i) That there should be compulsory arrangement for mobility orientation/mobility training in every school for the blind or in any school in which the visually handicapped children study; (ii) That the Government concerned should approve the post of a Mobility Instructor as a “regular” post so that the institutions concerned may take the advantage of such a trainer without imposing any extra burden of work upon any other member of staff for the matter; (iii) That the Government should refrain from recognizing any school admitting visually handicapped children if it does not have any provision for imparting orientation/mobility training as a part of plus curriculum; (iv) That every rehabilitational training center for the visually handicapped should have emphatic programme for the training in O/M; (v) That no candidate successfully trained, had he not been able to betray his mastery over skills required for facile movement and perfect use of sensory cues; (vi) That there should be an effective follow-up services for those employed in workshop to detect and diagnose specific areas of difficulties related to Mobility of a visually handicapped worker--This would help the modification of the O/M training programmes according to the practical demands of the working situation; (vii) That there should be a simulated workshop attached to all the rehabilitational training centers to orient the clients to actual workshop situation before they are placed--this would engender self-confidence into the clients when put to actual working situation; (viii) That the placement officer should recommend only those visually handicapped client for open placement who have developed all the requisite skills for confident mobility and adjustment under any circumstances--this would generate more employment opportunity for visually handicapped, because the employers would be more convinced of working potential of the clients concerned, if it is otherwise, the impression of the employers in this respect may be absolutely damaging.
4. Conclusion: In all that I have been stating so long, I wanted to assume a positive relationship between the employment and the mobility of the visually handicapped individuals. The ideal scenario cannot emerge all on a sudden. Every bit of sincerest efforts should be expended towards the attainment of our goal as soon as the child admitted into the school. He must be taught how to use not only the Long cane, but also every kind of available mobility aid for every mode of mobility. We should remember, freedom in movement is the key to success on the part of a visually handicapped child and this can be brought about by confidence that is the off shoot of proper and perfect training in Orientation and Mobility. -------------
INCLUSIVE EDUCATION FOR THE SIGHTLESS:-- Mr. ASHOKE CHOWDHURY
Inclusive Education for the sightless is the go of the day. Once the sightless learners were segregated in matters of education and training. In course of time the concept has undergone a change and conference at Salamanka in 1994 advocated for inclusive education with equal opportunity, equal rights and equal participation in the Society. According to this concept the education of the sightless should be conducted on a regular School, so that non-seeing should read with the seeing on the same platform in a regular classroom situation. Thus the non-seeing could enjoy the company of the seeing peers and would learn their lessons from the regular teachers. They would also live with parents and would regularly come to the school keeping each and everyday relationship with the community. This is a nice way to keep them free from segregation, which is in fact a stigmatization.
The writer thinks that the inclusive education system is a key to the solution of problem of segregation. Let our non-seeing brothers and sisters enjoy equal opportunities and equal participation in the society. Once our predecessors ignorantly segregated the Visually Impaired in a special set-up disassociating them from the main streaming. Now with the march of time the concept had undergone a radical change accordingly except the severely impaired sightless other sightless students may be placed in a regular school for their education and training. The severely impaired persons should always be placed in a special school, as many of them are slow learners and multi-handicapped persons, who need special education rather individual training according to the disability, they suffer from.
Recently Human Resource Dept. Govt. of India conducted a seminar on inclusive education at Manikanchan Auditorium, Salt Lake City. His excellency, the Governor of West Bengal inaugurated the seminar together with the Minister of Sunderban Affairs and other very important personality. It was advocated that inclusive education should be introduced in every nook and corner of the society for facilitating education of the sightless not only in the urban area but also in the village environment and cost effectiveness of this educational system is meagre, as there is no need of setting up residential accommodation for the sightless. As they will be reading in the regular school, they will have privilege for easy transportation provided by the Govt. of India or by the particular institution. They will have also their seeing peers as their playmates they will reciprocate with the non-handicapped persons in the society in their day to day existence and will come to know the reality of life around them. This is essential for the sightless to face the competition increasing in the society. On the other hand the seeing peers, who will facilitate future rehabilitation on completion of their education.
What is of paramount importance is to prepare manpower for the spread of inclusive education. Ordinary teachers are not aware of the drawbacks of the sightless nor do they know the teaching methodology of the sightless. So in the B-Ed course there should be provision for partial training for teaching the Visual Impaired. Ordinary teachers even after being aware of the teaching methodology for the sightless cannot teach them properly until they have patience and sympathy for the Visually Impaired. It is said by P. B. Shelley, “Sympathy is the golden key that unlocks the treasures of wisdom.”
In fact there should be exploration of social consciousness in each and every non-handicapped persons in the society incase of lacuna in the social awareness the introduction of inclusive education will be impeded.
In the seminar it was advocated that seeing students should be admitted to the school for the Blind (reverse integration) for spread of inclusive education. According to me this step will be an error in the line of direction. There are many disadvantages, if inclusive education is introduced in a special school so all the regular schools should come forward to accept this new concept to rescue their non-seeing brothers and sisters from the dark dungeon of life. Let our non-seeing learners enjoy the fruits of education at par with the seeing peers in the society for the development of their latent possibilities and only then it will be possible for them to mingle with the Society at large. -------------
COMMUNITY RADIO SYSTEM Webel Mediatronics Ltd.
Community Radio System is a unique project sponsored by the Govt. of India and developed by WML. Now let us see how far this Radio System is beneficial to the Visually Impaired. Now sightless population all over India is increasing by leaps and bounds. Community Radio System is a kind of system than can transmit different information on education, health, weather, agriculture and other current affairs. The sightless person more depend upon Audio System that upon Audio Visual media. As this System communicates information even to the remotest part of the villages, the sightless persons residing at different corners of the society will be provided with all kind of informations, they need. WML is preparing different parts of the system and is thereby helping the whole community consisting of the handicapped and non-handicapped population.
COMMUNITY RADIO SYSTEM: FM Service as mass communication tools-- Mass communication tools and technology assume a unique role in today’s increasingly information-driven world where true empowerment begins with access to information and knowledge. Realizing that, the Government of India has recently launched a unique programme called CRS, Or Community Radio Stations. The objectives include education, rural and community development, improvement of local talent and culture, and providing agricultural information to the farmers. Though quite popular in many Northern Nations, this is the first time that such stations are being set up in this country.
CRS are low-power FM stations that residential schools, universities and similar educational institutions can easily set up and run. The Government of India issues licenses to eligible institutional applicants for such stations, without charging license fees. The concept is that a CRS would cater to communities within reach and help them in as many ways as possible, through varied ranges of customized programmes. For instance an institution can use the CRS for live broadcast of sporting events, meeting, providing traffic safety rules, cultural interviews, and routine announcements. A CRS can be set up almost anywhere and the entire infrastructure it requires consists of just two/three rooms soundproofed for studio and equipment.
Webel Mediatronics Limited, a Public Sector Unit working with AIR and Doordarshan for many years now as a trusted service provider, has been involved in design, equipment supply and installation of such stations in various parts of the country. The organisation’s long track record in dealing with transmission systems and equipment helped it to efficiently orient to the set of new tasks. The key here is that WML is the only supplier in India providing indigenously developed full systems, and offers complete under-one-roof solutions from System and Engineering to Installation and Training as well as Component Level after sales support. WML provides a range of CRS-specific services to educational institutions setting up such stations. Project conceptualization covering the preliminary design of the project, turnkey packages including License Application Consultation on frequency allocation, Studio Design, Equipment and Installation. WML also offers assistance in getting the frequency allocated and obtaining necessary Government clearances and approvals.
Right at this moment several WML-designed and installed CRS are running in various parts of the country. The CRS project already installed at Ghazipur, UP, has been successfully catering to agricultural communities in the neighbourhood, helping them with choice of seeds and fertilizers, and giving them timely warnings on weather conditions and crop pests and diseases. In another corner of the country, the Sardar Patel University, Gujarat, is running another CRS equally successfully. The institution targets students but also communities not directly associated with the University. Yet another CRS is running in the arid plains of Rajasthan. Through a range of dedicated community-specific programmes the Vanasthalli Vidyapith, Rajasthan, and the CRS it runs are helping the desert bloom. The Station helps us understand that social and community empowerment need not be just catchphrases, but concepts that can be realized.
Not surprisingly, WML has been chosen for setting up the majority of CRS approved so far by the Government of India. In each case, WML is providing the same dedicated service it has always provided to its customers.
The CRS programme once again proves that WML is fast emerging as a service provider on a national scale, that it has the capacity to operate equally competently and effectively anywhere in the country. Because the programme is based completely on home-grown technology, it is more flexible than projects dependant on import. Indigenous equipment also means quick availability of spares and parts. WML also provides maintenance and other supports through its 18-hour help desk.
WEBEL MEDIATRONICS LIMITED OFFERS TURNKEY PACKAGES FOR SETTING UP PRIVATE HIGH-POWER FM STATIONS
A never-before opportunity--to own a radio station--now awaits entrepreneurs with vision.
After exploring the issue for years, the Government of India has finally decided to invite private investment into the FM sector in a big way. The objective is rapid expansion of FM radio transmission services and on offer are 336 FM stations, and in 90 different cities in the country! There are several categories of stations, according to the type of the city your station will be based, and your financial capabilities. The net worth for a potential owner of a FM station should be between Rupees 50 Lakhs and 10 Crores, according to the preferred category of station.
WML, or Webel Mediatronics Limited, positions itself strategically in FM space and helps the investors to realize their dreams. It already set up two 10 Kilowatt high-power FM stations at All India Radio, Itanagar and Port Blair on a Turnkey basis including tower and antenna, and with customary efficiency. Combine this, with an wide assortment of 170-odd FM Transmitters WML so far supplied and installed at various AIR stations in the country, and you have the answer. WML is the automatic and ‘right’ choice if one is thinking of setting up a FM station, anywhere in the country.
The list of specific services WML provides is pretty exhaustive. For instance, in both Itanagar and Port Blair Stations, the contract included supply, installation, testing and commissioning. Apart from supplying 10 KW FM transmitters and associated equipments in FM Chain, WML also executed the installation of 50 Meter self-supported Masts and Transmitters/Studio Rooms. The biggest challenge the WML execution team faced was integration of all the system in chain, which originated from different sources. Despite the fact that installation and commissioning in difficult terrains needed special effort and resource mobilization, the entire work was completed in just 8 months.
In addition to that, WML also prepares complete business plans, writes proposals, assists the investor in submitting it to the AIR and obtaining project approval. It’s the most complete turnkey package one has ever seen, and coming from a profitable Public-sector unit with its own manufacturing unit and a team of dedicated professionals, any serious entrepreneur will find the offer irresistible.
23 long years of working with AIR and Doordarshan as a service provider gives WML an impressive track record in transmission systems and equipments. It won’t be an overstatement to say that WML equipments are present in all stations of AIR and Doordarshan spread over the country. In addition, there are other advantages of working with WML. Being a wholly owned public sector unit of the State Government allows WML to quickly get the required Government clearances.
WML calls upon the entrepreneurs and investors to join the FM bandwagon. -------------
Focus on current information (For Inner Eye)
1. A new association has been framed under Paschim Bangha Rajya Protibondhi Sammilani. The association is known as Special Schools teachers and non-teachers employees association. The main purpose of this association is to make the Govt. aware regarding necessity of filling up vacant posts in different Special Schools, regularity of monthly payment to the stuff and other important demands relating to the education and rehabilitation of the handicapped.
2. Recently the human resource department, Govt. of India organized a work shop on inclusive education at Manikanchan Auditorium, Salt Lake City on 26th September 2005. Representatives from different N.G.O. attended this work shop. Mr. Gopal Krishna Gandhi, the honorable Governor of West Bengal inaugurated the work shop. Mr. Kanti Ganguly, the minister of Sundarban affair also attended the Seminar. The cream of the work shop was to highlight the fact that handicapped Children should read in the regular School with the non-handicapped students for main streaming. The severely handicapped students should continue to read in the special Schools.
3. E-Classroom student E-Library have been installed successfully in Calcutta Blind School for the visually impaired students. WML has developed this multi faced computer for the education of the sightless in a better way. 'The Statesman Patrika' has published this details on 3rd November in Kolkata series.
4. Recently voice of world has installed computerized Braille printer make index (Sweden) donated by Calcutta Global concerns Singapore.
5. WML has been successfully manufacturing different parts for community Radio System and has installed this type of Radio System different parts of India for highlighting information on agriculture, health and weather bulletin. University are expected to install this system for channelising information to different corners of the society.
6. Blind persons association Gujarat has recently introduced cassette magazine known as 'Safaree' for the sightless students. This is a very nice way to stimulate the auditory organ of the sightless and into infuse knowledge into them without utilizing their tactile sense.
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