2. TRANSITION PLANNING- THE BPA WAY BY VIMAL THAWANI PROJECT MANAGER BLIND PEOPLE’S ASSOCIATION AHMEDABAD

3. CHALLENGES FOR THE PLANNERS  TO INITIATE,DEVELOP,APPROPRIATE AND RESULT ORIENTED SERVICES  EXPAND SERVICES TO REACH OUT LARGER POPULATION  DEVELOP SUSTAINABLE PROGRAM

4. DEVELOPMENT OF SERVICES FOR VIMD IN ASIAN COUNTRIES  NOT EVOLVED AUTOMATICALY OR SPONTANEOUSLY  IMPORTED SKILLS AND KNOWLEDGE  FEW SERVICES MAINLY IN URBAN AREAS  PROGRAMS AT DIFFERENT LEVELS OF COMPLEXITYAND SOPHESTICATION  IN SOME ASIAN COUNTRIES NO SERVICES YET STARTED

5. TRANSITION PLANNING- THE BPA WAY WHAT IS TRANSITION? - A CHANGE FROM ONE SETTING TO THE OTHER - RESULTING IN STRESS,PRESENTS UNIQUE CHALLENGES - TRANSITION PLANNING IS A PROCESS FOR EASING THE STRESS AND HELPS IN SUCCESSFUL ADJUSTMENT IN NEW SITUATION - IT IS A PROCESS WHICH INCLUDES INDIVIDUALS, FAMILIES, TEACHERS AND OTHER PROFESSIONALS CONCERNED

6. TRANSITION PLANNING- THE BPA WAY - MANY KINDS OF TRANSITION - FROM HOME TO SCHOOL - FROM ONE SCHOOL SITUATION TO ANOTHER - FROM SCHOOL TO VOCATIONAL TRAINING - FROM VOCATIONAL TRAINING TO COMMUNITY

7. TRANSITION PLANNING- THE BPA WAY WHAT DO WE CONSIDER WHEN WE PLAN?  GATHER INFORMATION ON THE CHILD ( PERSONAL, MEDICAL, FAMILY, EDUCATIONAL)  LIKES & DISLIKES  ASPIRATIONS, DREAMS  STRENGTHS & LIMITATIONS  INFORMATION ON RELATIONSHIPS

8. HOW DO WE COLLECT INFORMATION? BY MAPPING  DREAMS MAP  RELATIONSHIPS MAP  PLACES MAP  BACKGROUND MAP  PREFERENCE MAP

9. FROM HOME TO SCHOOL OF PINALI  TRANSFER OF FRIENDSHIP : FROM VERY CLOSE TRUSTING EARLY RELATIONSHIP WITH MOTHER TO SERVICE PROVIDERS  CHANGE IN SERVICE DELIVERY- PHYSICAL ENVIRONMENT, TEACHING- LEARNING METHODS  IDENTIFICATION OF CHANGING NEEDS  SKILL TRAINING

10. TRANSITION FROM ONE SCHOOL TO ANOTHER OF ALAY  PREPARATION IN PRIMARY SKILLS  ASSESSMENT  PREPARING PARENTS  NEGOTIATING WITH THE SCHOOL AUTHORITIES  ORIENTATION OF PHYSICAL ENVIRONMENT OF SCHOOL FOR VISUALLY IMPAIRED  NEW FRIENDSHIPS- OTHER CHILDREN AND TEACHERS  INTENSIVE SUPPORT OF EXISTING TEACHERS  GRADUAL WITHDRAWAL OF SUPPORT TILL TOTAL ADJUSTMENT  PREPARING TRANSITION PORTFOLIO  SUBMITTING IT TO NEW CLASS TEACHER

11. TRANSITION FROM SCHOOL TO VOCATIONAL UNIT OF CHITRANG  8 YEARS OF SUSTAINED INTERVENTION  MAPPING OF ABILITIES  SURVEY OF AVENUES IN THE WORKSHOP  TASK ANALYSIS  SIMULATION OF TASK IN SPECIAL CENTRE  FAMILIARISATION OF VOCATIONAL ENVIRONMENT  SAFETY MEASURES  CONFIDENCE GATHERING OF VOCATIONAL STAFF  HOURLY AIDED WORKSHOP PLACEMENT

12. TRANSITION TO COMMUNITY OF RAJESH  MAPPING OF ABILITIES  INVENTORY OF RESOURCES  SKILL ENHANCEMENT THROUGH PLANNED INTERVENTION  SIMULATION OF WORK SITUATION AT HOME WITH ACTIVE FAMILY HELP  ESTABLISHMENT OF SELF- EMPLOYMENT VENTURE WITH FULL SUPPORT OF COMMUNITY

13. KEYS TO GOOD TRANSITION  IS NOT A ONE-DAY PROCESS  IT IS SUSTAINED, INTENSIVE  ALL PLAYERS MUST BE INVOLVED  IF ONE IDEA DOES NOT WORK, TRY & TRY AGAIN  FAMILY PARTICIPATION IS A MUST

14. Existing Facilities  Central Government Schemes – Assured Employment for 100 days, District rural development Agency ( DRDA) for self employment to BPL families  State government Schemes – Sant Surdas yojna Rs. 600 monthly pension  National Trust Schemes – Niramaya health insurance scheme, Samarth Respite care services, Udayan Prabha  Aarunam – For Marketing of products made by Nt Disabilities

15. KEYS TO GOOD TRANSITION  Do research... On programs, entitlements available like assured employment schemes in rural areas

16. Estimates of VIMD Population  1.98 % of the total population of India has a disability  That is there are 20 million disabled persons in India  10% of the above that is 2 million could be the conservative estimate of persons with VIMD

17. TRANSITION- THE LAST WORD  EVERYBODY EXPERIENCES IT  IT CAN BE STRESSFUL  SOME TRANSITIONS ARE SORTED BY US ON OUR OWN  OUR TARGET GROUP NEEDS OUR INTERVENTION  EVERY TRANSITION LEADS TO GROWTH AND PROGRESS