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Activities
Care: what we provide
Speech and Language Therapy
Junior college/ intermediate/ Plus 2
Donations
Accomplishment
Project: Early Intervention Programme (Montfort Care)

Care: what we provide

The following are the Present activities of the school:

Special Education for Deaf & Aphasic.
Preparation for Higher Education and Job oriented courses.
Job Placement.
Friendship forum.
Out Reach Program.
Resource Mobilization.

Sports & Games ( Indoor & Outdoor).
Scout and Guides.
Counseling and Career Guidance.
Rehabilitation services.
Building Public Relation with Govt. and N.GOs.
Dance, Drama and Cultural Activities.


Speech and Language Therapy

The pupils that come to The Stephens have very delayed speech and language skills, which require a special school placement. A variety of Speech and LanguageTherapy provision is in place here, to suit a variety of needs. The type and level of provision is determined from assessment. Input can be individual fifteen minutes sessions from one to five times a week. Group sessions run covering Functional Language for older students and Social Use of Language for all children in the school.

Intensive individual time with an experienced Speech and Language Therapist is important for the children. At Stephens, children are given time to develop areas of need within language, speech intelligibility and listening skills that are required for them. It is a time when the pupil can rehearse, learn new skills and reinforce developing skills with confidence. They can learn at their own pace. The needs of this population require the skills and training of a Specialist, a Speech and Language Therapist to assess, monitor progress and work with the individual pupil. Speech and Language Therapy seeks actively to link with class teachers, parents and care staff to ensure an integrated approach to speech and language learning where common goals can be shared.

We aim to:

Provide an appropriate level of Speech Language Therapy to each child who requires it.
Help each child reach his/her potential for good spoken language by developing

conversational skills
listening skills
lip-reading skills
social skills
empathy towards other speakers
strategies to help the other speaker/listener
flexibility of function of language


Evaluation of Progress

The school has a broad range of standardised assessments, which are used at least quarterly to assess progress, in the form of semester exams and home assignments.There are frequent informal assessments being carried out throughout the year to monitor progress in a particular area being targeted. Assessment is used to set new targets peridically. Over and above those just associated with deafness there are some with speech and language acquisational delays. These needs include motor speech difficulties such as dysarthria, Specific Language Impairment and Developmental Coordination Difficulties including dyspraxia. These specific needs on top of deafness require skilled intervention to ensure progress is made. We also have few pupils having cochlear implants who require support to maximise the benefit of the implant, to improve language learning and listening.


Junior college/ intermediate/ Plus 2

Integreted Junior college in the existing Stephen school premises, from the accademic year 2014-15

Arts
Commerce streams

It is an integrated college where hearing students can also seek admission.

Only limited seats are available for hearing students.



Director and Correspondent

Donations

We depend on resources through donations/grants for our economically backward students so that they are not deprived of quality education and other benefits, as we treat all children as equals.

Hence we appeal to all kind hearted people to be part of our mission. With your assistance and support we will be able to extend our services to empower children in order to enable them, to enjoy all the privileges and inculcate self confidence in them.

Your valuable contribution can help to build a better life for the differently abled children of our school. We highly appreciate your contribution and welcome every donation offered by you generously.

There are various ways in which you could support our work:

Sponsor a classroom for junior college for deaf children of Rs. 100000.
Sponsor computers and furniture worth Rs. 50000/- to enable the children to acquaint with IT.
Sponsor a teacher's Salary of Rs. 15000/- as part of our staff are paid by donors.
Sponsor a hearing aid for a child by contributing Rs. 10000/- towards purchasing of hearing aid.
Sponsor a Uniform by contributing Rs. 2500/- towards purchasing the pair of uniform for a student.
Provide Knowledge support by helping a student in getting books & stationery with your contribution of Rs. 2,000 /-

"Make a difference, help us to reach out.

Help us to provide many more facilities to children with Hearing Impaired.

Please note that our school is registered under the Maharashtra Societies: Charity Public Trust act1950, S. No: E - 3754 (Bombay) 13th May 1960 and donations to our organization are exempted from Income tax underSec. 80 G. All donations can be in the form cheque/DD in favor of 'The Stephen high school Bros community' payable at Prabhadevi, Mumbai. The school can also receive FCRA donations.


Bank Name - Bank of Baroda,
Prabhadevi Branch
Mumbai


Accomplishment

The first purely oral School in Bombay using auditory Training Equipment and Modern teaching aids 1957.
First to start Musical appreciation using Percussive Instruments in 1958.
First to put deaf children on the Public stage for a two hours program in 1964.
First to start Scouting for deaf in 1964.
First to teach two languages. i) Hindi ii) English to deaf children in 1965.
First to start Secondary Education using the same text books as for normal children in 1965.
First to send Teachers N.C.T.D. Diploma overseas in 1967.
First to teach deaf children to play musical instruments in 1968.
First to start Indian Dancing in 1963 Folk Dance, and in 1965 "Classical dancing'
First deaf children to participate over all India Radio in 1970.
First to have a Science Exhibition in 1971.
First deaf child to receive the President's Award in Scouting in 1971.
First to send children for the Government Hindi Examination.
First to have a cooking exhibition.
First to send deaf children for the S.S.C. Examination in 1972.
First to send deaf children for the G.C.D. Examination in 1974.
First deaf student to pass First Class in the S.S.C Examination.
First to prepare Teachers for the Diploma in Education of the Deaf Examination of Bombay University in 1974.
First to integrate deaf children in to normal college in 1975.
First to introduce Modern Mathematics to deaf children in 1975.
First to teach three Languages to deaf children in 1975.
First to integrate deaf children into sports for normal children.
First to send deaf students abroad for Higher academic education B.A. .1975.
First deaf school to compile School Magazine written entirely by the students on various topics in 1976.
Sprint Queen-Rosalind Almeida - at the 6th National games for the deaf in 1977.
First deaf children to appear for the General Knowledge Examination Delhi Institute in 1977.
First to have a Fashion Parade for deaf children in 1977.
First deaf child to win the Grande - Prix Rolling Trophy in Driving by All India.
Winners of Gold Medals at the 7th National Games for the Deaf in 1978.
The first deaf student council to organize an Exhibition in 1979 to mark the international Year of the child.
First deaf student Judy Desouza to pass S.S.C. Examination at age of 17.
First deaf boy Rajeev Bagga to win the Maharashtra State badminton Championship & Nationals.
First deaf boy Geeta Narayan to obtain Distinction 86.43 marks in the S.S.C Examination in 1983.
First deaf blind student Rajeev Kapoor to a pass the S.S.C. Examination 2nd class in '83.
First deaf collegiate, Rana Roy to Graduate (B.A.) from J.J. School of Arts in 1987.
First deaf student Geeta Narayan to pass H.S.C. 1st Class, Narsee Monjee College Vile Parle.
The School has been selected by the Dept of education for nomination of the award for excellency in computer literacy in schools


Early Intervention Programme (Montfort Care)


Need for the Early Intervention Programme (Montfort Care)

In India, up to 3% of newborns are affected with profound hearing-impairment. Many cases go undetected until long after normal language acquisition is no longer possible. While primary healthcare has been charged by the Government of India to address this concern, screening is still not carried out for the majority of children in India.

According to The Indian Academy for Paediatrics, hurdles to universal screening in India include: lack of awareness among parents/community; overly burdened medical professionals and stigma attached to hearing aids. Additional challenges result from insufficient resources at the local level for screening and intervention, insufficient trained service providers, and little community awareness regarding the need for early screening and the potential consequences.

When hearing impairment interferes with a child's language acquisition, the consequences can be devastating to the child and their future. Language acquisition is necessary for complex thinking and neural pathway development. The lack of speech and language limits an individual's ability to communicate, which creates a barrier to interpersonal relationships. Isolation created from hearing impairment contributes to poor mental health and well-being. Additionally, hearing-impairment is correlated with illiteracy or low levels of literacy, which in turn leaves hearing-impaired adults prone to high rates of unemployment.

Compared to other countries around the world, the portion of India's population that is deaf is significantly higher. While this statistic is troubling, it is even more concerning that half of all 'deafness' is preventable and most of the portion not preventable is treatable, meaning India's present misfortune could be remedied, but little to nothing it being done.

According to a study analysing the costs of unaddressed hearing loss, World Health Organization (WHO) estimates that the annual economic penalty due to challenges from communication, stigma, social isolation, and loss of productivity is over $700 billion dollars. Most of the costs in health and education are borne by developing countries where services are often unavailable and where hearing-impairment contributes to a loss of national productivity.

The conclusion is that early intervention and identification of hearing-impairment, combined with the provision and use of hearing devices in rehabilitation improves language acquisition, better access to education opportunities and integration as well as provides significant economic benefits.

Programme overview:

To address the problem mentioned above, The Stephen School plans to leverage their six decades plus experience in working for the cause of education for children with hearing impairment, to implementing the Early Intervention Programme

The Montfort Care Early Intervention Programme will focus on identifying Hearing Impaired children within their 1st year of life while offering timely therapy, medical linkages, education & eventually ensuring �Effective integration� to the society both on the academic and social fronts.

Acting as a nodal guidance center in the area of operations, the direct role of Montfort Care will be in creating awareness among public and medical fraternity, conducting early screening of children, enhancing access to therapy, medical treatment, hearing aids, speech therapy and parent infant training activities directly as well as in partnership with other stakeholders.

The uniqueness of the intervention will be its scope to reach out to the needy early with in their communities and provide support through minimal capital expenditure, rather innovatively supporting the parents of children and the local stakeholders with the necessary specific technical models and expertise.

Objectives of the programme


The key objectives of the programme are mentioned below

1. To create awareness among the communities and medical fraternity about hearing impairment and the need for timely screening and intervention
2. To provide needy children with hearing impairment access to timely and proper screening and diagnoses.
3. To provide necessary therapy and education support and linkages to needed resources to children with hearing impairment to enable them to overcome the challenges associated with hearing impairment and integrate them into the mainstream/ special education system as desired.



Target group:


The target group for the different activities under this programme are given below
1. Parents or expectant mothers
2. Parents of new born babies or children up to 6 years
3. Children from the age of 0 - 6 years
4. Service providers of education and health systems for children with Hearing impairment.
5. Care givers of children with hearing impairment
6. Nursery and primary school going children


Activities


Awareness and sensitization camps:


The Montfort Care team plans to undertake an awareness and sensitisation campaign aimed at mid and low income residential community as well as service providers like government hospitals, clinics and other NGOs located in and around Mumbai. The campaign will include
i) workshops in high risk communities and schools to create awareness among parents, teachers, and other stakeholders regarding hearing-impairment and the need for early screening of infants.
Number of awareness camps planned:
In 2018- 2019: 5 camps. 2019 - 2020 : 10 camps 2020 - 2021: 12 camps

ii) visits and tie ups with government hospitals, clinics and NGOs for partnerships, awareness and referrals, working to expand their network of collaborators to facilitate awareness and the need for screenings.

iii) publishing relevant information edited for both print and digital formats to be and distributed to partners and contacting media outlets for Public Service Announcement.


Screening to check for Hearing Impairment (Early identification services)


At the Montfort Care center, a trained team of specialist will conduct auditory screening for children in the age group 0 - 6 years from Mumbai and the surrounding communities to check for hearing impairment.

Information obtained from the hearing screening will be used to plan for the necessary therapy, medical or surgical intervention (hearing aids and/or cochlear implants) and in making recommendations to improve functioning at school.

Target number of children who will be reached through formal and informal screening techniques: 500 per year.


Ongoing counselling for the parents and the implementation of the parent infant programme (3 year programme)


Once a child has been diagnosed with hearing impairment and opts for treatment at the EIC, the parents will also be provided with counselling. Often the parents do not accept the diagnosis, feel helpless or do not know how to support the child.




The parental counselling

is geared towards helping parents accept the diagnosis, develop a positive attitude and recognise their child's potential and support the child through therapy and education. This will enable the parent to get involved with the child's therapy and also further education and support in integration in society.
The parent infant programme is targeted at helping the parent communicate orally with the children so as to increase their exposure to and acquisition of oral language. The child-parent relationship has a major influence on most aspects of child development and the many hours spent in the company of the parent as compared to a visit with a specialist offers the potential for many more focused hours of interaction that a classroom environment or visit with a professional will not provide. Training parents to interact and encourage the child's use of language maximizes their child's progress.


Auditory Verbal Therapy and Speech Therapy sessions


A trained speech therapist, audiologist and special educator will provide children with individual Auditory Verbal Therapy and Speech Therapy. The focus is to expose children to environment and speech sounds. Children will learn to imitate and produce recognisable sounds that are precursors of speech. Eventually, the children will be able to communicate orally.


Facilitating referrals and links to para professionals to enable children to get affordable hearing aids, cochlear implants



In cases where the child needs hearing aids or cochlear implants, Montfort Care will facilitate referrals and links to para professions to enable children to get affordable hearing aids, cochlear implants and the parents to have access to the right resources and services to better meet the needs of hearing-impaired children.


Kind regards,
Ranjith Moovarasu sg
9702777614

The Stephen High School for the Deaf and Aphasic (Estd : 1957)

Help for Deaf and Aphasic
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Contact Us

The Stephen High School For The Deaf and Aphasic,S.K. Bole Road,
Next to Siddhi Vinayak Mandir,
Dadar west, Mumbai - 400 028
Phone: 022 - 24321572 / 24320733
Email: stephenhsdf@gmail.com
BlogSpot: http://stephenschoolfordeaf.blogspot.com

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