00:00दिव्यांग बच्चों को सिख्षा ग्रहन के लिए काफी मशक्तों का सामना करना पड़ता है अगर्चे सरकार इनके लिए कई अभ्यान
00:07चलाती है इस्कूल बनवाती है लेकिन प्राइवेट इस्कूल और कॉल्टी एजुकेशन के लिए इनको दर-दर भटगना पड़ता है
00:15लखनाउ में एक ऐसा इस्कूल है जो इन बच्चों के लिए वरदान साबित हो रहा है दोहजार चौदा से लेकर
00:23अब तक लगातार दिश्टिहीन बच्चे और विकलांग बच्चों का यहां पर विशेश तोर पे एड्मिशन लिया जाता है इनके लिए
00:30विशेश टीशरो
00:31की भी नियुक्ति की जा रही है और विशेश डिवाइस से भी इनको पढ़ाया जा रहा है ताकि अगर किसी
00:37किस्म की दिक्कत हो परेशानी हो या वो वो चीज नहीं कर पा रहे हैं जो वो चाह रहे हैं
00:44तो उनके लिए विशेश सुविधाओं का भी इंतिजाम किया जाता है
00:47and they are in the same way
00:49here are the children who are in the same way
00:523 children who are in the classroom
00:55and are in the same way
00:58and one is in the same way
00:59which has the board
01:00and the 90%
01:04number is in the same way
01:05I had a school inspecting
01:07here I saw
01:08and there was a classroom
01:11which I saw
01:12special section
01:14so when I saw
01:16there were 4 children
01:18who were disabled
01:20and were mentally retarded
01:22so I had a idea
01:24that I would also have
01:25a school to do something
01:28so mentally retarded
01:31I didn't get teachers
01:33so I thought
01:35that I would start
01:36to get teachers
01:38but I didn't get teachers
01:40in 2014
01:41then
01:43then
01:44I thought
01:46visually impaired
01:47so
01:48visually impaired
01:53and I
01:55started to get
01:57admissions
01:58three plus
01:59four plus
02:00five plus
02:01years of age
02:06so
02:07I
02:07think
02:08that
02:08I
02:08think
02:10I
02:13think
02:30that
02:31we
02:32do
02:33we
02:33do
02:34we
02:35do
02:36do
02:36we
02:37that the normal children don't show a sympathetic attitude.
02:42They don't show you.
02:44They don't show you.
02:45The disability is just a change of situation.
02:50If you are good at maths and fail,
02:53then you are disabled.
02:55The situation is just a change of situation.
02:57then you can't see it.
03:00This is just a change of situation.
03:02But in the next step,
03:03Sarah has proof that
03:05they don't show you.
03:08The other thing is that
03:10the normal children are
03:11they are not aware of.
03:14The other thing is that
03:15the sympathetic attitude is not.
03:16The most important thing
03:18is that when children are with a bond
03:22they are friends.
03:24If children are with special children
03:28class 1 to 10-12 years
03:32they will become a bond.
03:34When the normal children
03:35will come to a good position
03:37and when they see such children
03:41they will support them.
03:43The main meaning of this was this.
03:45I have 33 children.
03:48Every class
03:48has 2-3 children.
03:51Mr. Salman is his teacher.
03:54The most important children
03:56are watching their special children.
03:59They are studying.
03:59Whether they are in any class.
04:00Mr. Salman is always
04:02with their students.
04:04The idea and concept
04:07was brought to reality.
04:10Our manager is now.
04:11The principal was in 2014.
04:13Mr. Rakesh Chetri.
04:14The idea was that
04:16they were studying with normal children.
04:18They became a little independent.
04:20They were making a sound
04:20in society and society.
04:23So, this was our first
04:23child came to class 1.
04:26So, class 1
04:27to start,
04:29the special section
04:30you see in this particular class
04:32you are watching
04:32the children
04:34who are watching
04:35are a little bit
04:36they are not going to see.
04:38They are not going to see.
04:38In this section
04:39then,
04:40when it is a level
04:41it was studying with normal children.
04:43So, the students
04:44who are studying with one-on-one teachers
04:46and one teachers
04:46each other
04:47They were studying
04:48with different learning
04:48and they used some technology.
04:50Mr. Salman's work
04:52is also
04:52because they were taking their ideas
04:54they were taking them.
04:55We, as a management,
04:57were the work of support
04:58in our people.
04:59The most important
05:00Mr. Salman's work
05:01is that
05:01they are the parents
05:02who are working with them.
05:05So, our work
05:06was to create a environment
05:07for the child
05:08to get a good place
05:09and help them grow.
05:11So, I hope
05:15The most important challenge was how we communicate with each other.
05:20Because the rest of our visually impaired children who live in our class
05:24The hearing power is okay.
05:27We use Braille, other devices, and technology
05:31We use Screen Readings Fourses.
05:35We use Braille teachers and special teachers
05:41They can understand the Braille.
05:42Because we have a inclusive set-up,
05:45We use students to learn in the mainstream
05:46We use students to learn in the mainstream
05:49We use Braille to understand the mainstream teachers
05:53We need a solution to be accessible for an inclusive set-up
06:00We use a refreshable Braille display device
06:06Which you connect through the laptop or desktop
06:08And connect through the mobile
06:09So what happens?
06:11The rest of the VI students are listening to the screen reading software
06:15And we use it
06:17But when it connected to the laptop
06:21The display on the screen
06:24The software that was told for the other children
06:27It was converted to Braille dots
06:28The computer that was converted to the computer
06:29And it was converted to our computer
06:29So it used to touch and touch the computer
06:33As you scroll it
06:35As you scroll it
06:35The dots are redirected
06:36And it used to read it
06:38It used to type it
06:41And the normal keyboard
06:41So it also started the challenge
06:43And that all the technology
06:45And our whole school management
06:47Whether we have managers, present principals
06:50And all the management of our school
07:05ुदि भारत के लिए वीडियो जनलिस्ट वीजे बर्मा के साथ
07:08खुर्शीद एहमद लखनौ
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