A

NGO Project Report

On
An operation carried out to educate the hearing
impaired children
Submitted for partial fulfillment of requirement for the award of
degree of
Master of Business Administration of

ITM UNIVERSITY RAIPUR (C.G.)

Session 2014-15
Submitted by
K. Sharad Reddy
Enrollment No. B0037
MBA IV Semester
2015

SCHOOL OF MANAGEMENT & RESEARCH

ITM UNIVERSITY RAIPUR C.G.

DECLARATION BY CANDIDATE
This is to declare that this report has been written by me. No part of the report
is
plagiarized from other sources. All information included from other sources
has
been duly acknowledged. I aver that if any part of the report is found to be
plagiarized, I shall take full responsibility for it.

K. Sharad Reddy
B0037

Place
Date

CERTIFICATE BY ORGANISATION
This is to certify that this project report entitled An Operation Carried Out
To Educate The Hearing Impaired Children Submitted to School of
Management & Research, ITM University Raipur, is a bonafide record of
work done by..NAME OF THE STUDENT. under my
supervision from starting date.. to ending date..

<<Signature of the Supervisor>>

<<Name and Designation>>

<<Countersignature>>
<<Name>>
<<Designation, eg. Head of Dep. / Divisional Head)
<<Name of Department / Division and Centre>>

Place
Date

CERTIFICATE BY INSTITUTE

This is to certify that this project report entitled An Operation Carried Out
To Educate The Hearing Impaired Children At Kopalvani Raipur for
Kopalvani Raipur is a bonafied work carried out by K. Sharad Reddy
of MBA of School of Management & Research for fulfillment of MBA degree
course of ITM University Raipur.

Signature of the Internal Guide

Name of the Internal Guide

Signature of the Head ITMUR-SMR

Name of the Head ITMUR-SMR

CERTIFICATE BY EXAMINER

This is to certify that the project entitled An Operation Carried Out To Educate
The Hearing Impaired Children At Kopalvani Raipur submitted by K. Sharad
Reddy Roll No.:........ Enrollment No.: B0037

Has been examined by the undersigned as apart of the examination for the
award of Master of Business Administration degree of ITM University, Raipur
(C.G.).

Signature with date of the Examiner

Name of the Examiner

Place:
Date:

ACKNOWLEDGEMENT
I avail this opportunity to express my whole hearted gratitude and deep sense of reference to staff
of ITM-University, Raipur, for giving me the opportunity to undertake the project A n Operation
Carried Out To Educate The Deaf.

I would like to express my deep sense of gratitude to Mrs. Priya Thakur (Facilitator at Bala
Janaagraha) for providing me such an environment to achieve the goals and to prosper in the
noble cause of helping children for NGO. Their guidance and knowledge helped me to learn
about social welfare of the society in the real sense.

I am also grateful to my project guide Mr. Rajesh Ubale for his valuable guidance and timely
response to queries which immensely helped in giving the project directions it needed.

So many thanks to respectable Dr. Monika Sethi Head of Management Department for her
positive attitude and suggestion, which really helped me in the project work.

EXECUTIVE SUMMARY
<Font Style Times New Roman size -16>

(Body of the text should be paragraphed. The text should be typed in Times New
Romans Font, Justified line spacing 1.5 and font size 12).

1. Introduction
1.1 About Hearing Impairment
Types of Hearing Loss
In general, there are three types of hearing loss: conductive loss, sensor neural loss, and mixed
loss.

Conductive loss affects the sound-conducting paths of the outer and middle ear. The degree of
loss can be decreased through the use of a hearing aid or by surgery. People with conductive loss
might speak softly, hear better in noisy surroundings than people with normal hearing, and might
experience ringing in their ears.
Sensor neural loss affects the inner ear and the auditory nerve and can range from mild to
profound. People with sensor neural loss might speak loudly, experience greater high-frequency
loss, have difficulty distinguishing consonant sounds, and not hear well in noisy environments.
Mixed loss results from both a conductive and sensor neural loss.

Some Considerations
Given the close relationship between oral language and hearing, students with hearing loss might
also have speech impairments. One's age at the time of the loss determines whether one is pre
lingual deaf (hearing loss before oral language acquisition) or adventitiously or post lingual deaf
(hearing loss after oral language acquisition). Those born deaf or who become deaf as very
young children might have more limited speech development. The inability to hear or process
language quickly does not affect an individual's native intelligence physical ability to produce
sounds.
Some students who are deaf are skilled lip readers, but many are not. Many speech sounds have
identical mouth movements which can make lip-reading particularly difficult. For example "p,"
"b," and "m" look exactly alike on the lips, and many sounds (vowels, for instance) are produced
without using clearly differentiated lip movements.
Make sure you have the visual attention of a student who is deaf before speaking directly to
him/her. A light touch on the shoulder, a wave, or other visual signal may be helpful.

Look directly at a person with a hearing loss during a conversation, even when an interpreter is
present. Speak clearly, without shouting. If you have problems being understood, rephrase your
thoughts. Writing is also a good way to clarify.
Make sure that your face is clearly visible. Keep your hands away from your face and mouth
while speaking. Sitting with your back to a window, gum chewing, pencil biting, and similar
obstructions of the lips can also interfere with the effectiveness of communication.
Common accommodations for students who are deaf or hard of hearing include sign language or
oral interpreters, assistive listening devices, Telecommunications Devices for the Deaf (TDDs),
volume control telephones, signaling devices, (e.g., a flashing light to alert individuals to a door
knock or telephone ring), priority registration, notetakers, captioned videos, and time extensions
for assignments and exams.
Modes of Communication
Not all students with hearing impairments are fluent users of all of the communication modes
used across the deaf community, just as users of spoken language are not fluent in all oral
languages. For example, not all students who are deaf can read lips. Many use sign language, but
there are several types of sign language systems.

American Sign Language (ASL) is a natural, visual language having its own syntax and
grammatical structure.
Signed Exact English (SEE) is a manual system which utilizes English syntax and grammar.
Finger spelling is the use of the manual alphabet to form words.
Pidgin Sign English (PSE) combines aspects of ASL and English and is used in educational
situations often combined with speech.
Nearly every spoken language has an accompanying sign language.

In addition to sign language and lip-reading, students who are deaf also use oral language
interpreters. These are professionals who assist persons who are deaf or hard of hearing with
understanding oral communication. Sign language interpreters use highly developed language
and Finger spelling skills; oral interpreters silently form words on their lips for speech reading.
Interpreters also use voice, when requested. Interpreters will attempt to interpret all information

in a given situation, including instructors' comments, class discussion, and pertinent

environmental sounds.

For students who have a documented profound hearing loss or deafness and for Universitysponsored events that require an interpreter, DRES will schedule qualified sign language
interpreters or Computer Assisted Real time Translation (CART).
Instructional Strategies
Invite students to self-identify on the first day of class by making a public statement such as:
"Please contact me to request disability accommodations."
Include a disability access statement in the course syllabus such as: "To obtain disability-related
academic adjustments and/or auxiliary aids, students with disabilities must contact the course
instructor and the Disability Resources and Educational Services (DRES) as soon as possible. To
contact DRES you may visit 1207 S. Oak St., Champaign, call 333-4603 (V), 244-9738 (TTY),
or e-mail disability@illinois.edu."
Circular seating arrangements offer students who are deaf or hard of hearing the best advantage
for seeing all class participants.
When desks are arranged in rows, keep front seats open for students who are deaf or hard of
hearing and their interpreters.
Repeat the comments and questions of other students, especially those from the back rows.
Acknowledge who has made the comment so students who are deaf or hard of hearing can focus
on the speaker.
When appropriate, ask for a hearing volunteer to team up with a student who is deaf or hard of
hearing for in-class assignments. Assist the student in finding effective note takers from the class
(see Note Taking Services).
If possible, provide transcripts of audio information.
Allow several moments extra for oral responses in class discussions.
In small group discussions, allow for participation by students with hearing impairments.
Face the class while speaking; if an interpreter is present, make sure the student can see both you
and the interpreter (see Interpreting/CART).

If there is a break in the class, get the attention of the student who is deaf or hard of hearing
before resuming class.
People who are deaf or hard of hearing often use vision as a primary means of receiving
information. Captioned videos, overheads, diagrams, and other visual aids are useful
instructional tools for students with hearing impairments.
Be flexible: allow a student who is deaf to work with audiovisual material independently and for
a longer period of time.

When in doubt about how to assist the student who is deaf or hard of hearing, ask him or her as
privately as possible without drawing attention to the student or the disability.
Allow the student who is deaf or hard of hearing the same anonymity as other students (i.e.,
avoid pointing out the student or the alternative arrangements to the rest of the class).

Deaf education is the education of students with a variety of hearing levels which addresses
their differences and individual needs. This process involves individually-planned,
systematically-monitored teaching methods, adaptive materials, accessible settings and other
interventions designed to help students achieve a higher level of self-sufficiency and success in
the school and community than they would achieve with a typical classroom education. A
number of countries focus on training teachers to teach deaf students with a variety of
approaches and have organizations to aid deaf students.

Teaching Hearing Impaired Students

Research shows there is a growing number of children with hearing difficulties. Hearing loss
creates problems in the way individuals express and receive language, which in turn leads to
social, communication, and educational problems. Therefore, while developing programs,
educators need to seriously consider the impact, both short-term and long-term, of hearing loss
on a person's ability to understand spoken language.
Hearing-impaired children are academically and socially vulnerable while attending school.
Educators need to collaborate with children, their families and the specialists in order to adapt
programming and implement alternative forms of communications, such as sign language, lip
reading, visual aids and listening devices. Older children should also have input in decisions
which regard adaptations of their educational program.
There is controversy over what are the most effective methods for communication to be used by
deaf or hard of hearing students. The deaf community has urged schools to accept manual
approaches, such a sign language, over oral approaches, such a speech and lip reading.
According to those defending oral approaches, the human brain can learn language by hearing it
only, therefore, treatment for children with hearing loss will maximize their auditory capabilities.
Manualists, on the other hand, believe that if deaf children are forced to communicate only
through speech and lip reading, they are denied full and successful communication through sign
language. An alternative approach, called "Total Communication", uses sign language and
auditory-oral methods simultaneously.
Teachers need to make special considerations when teaching hearing-impaired children. The
consideration, which mostly involves common sense, can be sharpened through close
collaboration with the student, the student's family and people that have more experience and
training. The student and his or her family can also offer the teacher support through constructive
criticism of what is or is not working for the child in the classroom.
When teaching hearing-impaired children, teachers should ensure that the hearing and listening
environment in the classroom is optimal for the child. There should also be minimal distance
between the teacher and the child so that lip reading is easier and the teacher should face the
child during all oral communication. Teachers should ensure there is good lighting so that visual
aids can be clearly seen. As much visual information as possible should be used to reinforce
provided auditory information.
Teachers should not exaggerate pronunciation because this will deter understanding.
Environmental noise should be kept to a minimum in order not to interfere with listening
devices. Teachers should frequently check to ensure the listening devices are working properly.
Sensitivity to the social, academic and emotional challenges faced by a child with hearing loss is
also required.
Teachers should keep in mind that usually more than one visual thing is happening at one time,
such as a teacher talking while expecting students to take notes of the lecture. It is not realistic,
however, to expect a hearing-impaired student to read lips while also taking notes. The main

notes could be provided to the student before the class so that he or she can focus on lip reading
during the lecture. In the higher grades or university, where note-taking is done on a daily basis,
volunteer note-takers can be assigned to help hearing-impaired children. Many hearing-impaired
students will also need to take more work home to prepare for material to be covered in the next
class.
Teachers are also advised to frequently check to ensure hard of hearing students understand
information provided in class. When a student does not understand what is being said, the teacher
can rephrase with additional words relevant to what he or she wants to say, thus providing cues
to aid speech comprehension. Teachers should also use every opportunity to teach the other
students about hearing loss and what can be done to support hearing-impaired children in class.
There are a number of instructional aids teachers can use when teaching deaf or hard of hearing
students. A teacher can use sign, finger spelling and speech reading. Equipment, including
overhead projectors, bulletin boards, computers and televisions showing captions on the screen,
can also be used in teaching. Teachers can also use materials such as pictures, illustrations,
artifacts, slides, computer graphics and films with captions.
Visual aids including classroom rules charts, job and choice menus, transition time cards and
charts, task organizers, daily schedules and the Internet can also be used to enhance the learning
process and communication. Teachers can take a sensitive approach and alleviate unnecessary
information that requires too much energy for the deaf or hard of hearing students to process.

1.2 Background/History of NGO

Kopalvani is an institution for training and educating the hearing impaired which is situated at
Sunder Nagar in Raipur Chhattisgarh. he organization began with four children who are currently
teaching 45 children with sewing , embroidery , henna , painting , and dance training is
provided . They educate the children who are aged between 4 and16 years old. 18 children have
benefited from this institution. Raipur district and other districts in the organization of the
province, as well as speech therapy , education of children are taking advantage . Many social
organizations and institutions for outstanding work have been rewarded by the clubs. Raipur City
Zone -9 institution by JCI special award to support CG Panchayat and Social Services
Directorate Raipur, the State Award for the year 2010-11, the organization was awarded Best in
category Society deaf Headmistress Mrs. Priya Thakur.

1.3 Our Team :

Mrs. Priya Thakur is the head of the organization.

1.4 The nature of the work being done by the Institute : -

- Deaf Boys / Girls for the first residential school district

- Hearing-impaired student / speech training facility for students
- For the first time in the state provide auditory training.
- Yoga classes for hearing.
- Teaching from class nursery to class VIII
- Special training for mentally disabled children Para residential level
- Dance training
- Parent counseling and other work
- Disabled kids Free Features
- Computer training for hearing.

The total number of staff employed in the institution : - Disabled children, disabled workers to serve the institution 2 (Female - 1 / Male - 1) Training

Work was put on by the gestures, body language, seeing it as their service working day and
night
Number of students and curriculum details:- 45 hearing-impaired student / students ( ages 3 years to 16 years ) from nursery to class VIII
residential institution. Education , training , provide , yoga , dance , painting and computer
training , giving speech therapy
Welfare and rehabilitation of the disabled / handicapped persons, Technical Education and
vocational, including training in the field of education achieved outstanding
accomplishments during the past ten years by the Institute:

Date 16-03-2009 Daily Times newspaper published in the organization's appreciation for
the organization name

Rehabilitation of the article published in the newspaper in the area dated 10-06-2009
New World
Rehabilitation Date 10-01-2009 Economic newspaper articles published in the field of
Rehabilitation Date 01-05-2004 Economic newspaper articles published in the field of
Rehabilitation of 15 hearing-impaired and mentally disabled children in special education
and speech training, 70 percent Improvements were made

Awards received by the institution: Chhattisgarh government for 2010-11 Panchayat and Social Welfare Department of the
best voluntary association award.

JCI disabled children by exposing them to society and to enhance the cultural talent
program
" We are not behind anyone," was held , in which the institution has full support for the
JCI Raipur
City Zone -9 award for the institution -specific cooperation
A number of other institutions, such as the Lions Club International Mahavir Jain club ,
JH Institute , Marwari young , stage , Punjabi Women award from time to time , etc.
The number of persons with disabilities in the governing body explain their name and
address.
The number of people with disabilities benefited district / state area including the work
Numerical detailing explain the various activities conducted by the Institute is enclosed

1.5

Activities

Undertaken,

Press

Releases,

Awards:

2. Project Activities:
2.1 Description:
My project was concentrated on spending time with the hearing impaired children and teaching
them. I used to teach the 2nd and 3rd standard students as their classes were combined. I carried
out this operation at Kopalvani institute which is situated at Sunder Nagar colony in Raipur city.

2.2 Objectives:

To educate the hearing impaired students.

Use any method required to teach them which would be easier as well as understandable
to them.
To learn sign language by teaching them as I did not know and understand the sign
language prior teaching them.
To complete the duration of my project with dedication.
To get positive feedback after the completion of my project.

2.3 Major activities outputs/outcomes/results:

At first I wasnt used to sign language and did not have any knowledge about it either so I
used to draw pictures on the black board to teach the children.
I used to draw pictures on the black board and asked the students about the sign which
would depict that picture and they told me and that is how I learned about a lot of objects
and how they are presented in sign language.
I used to write down alphabetic letters on the black board and called up the students to
tell me what the sign for each letter meant and they showed me and it did not take much
time for me to learn those letters.
Along with the alphabetic letter I wrote down what they stood for in the alphabetic
learning sequence like. A for Apple, B for Ball etc. And along with the letter they also
showed me the sign of those of that object. And this is how learned about many object
signs.
I used to draw some scenarios and asked the students to come near the black board and
explain me the scenario in sign language and they did which helped me in learning about
the signs of nature as well.

3. Findings:

The total strength of the whole school was 50 students approx.

The strength of my class was 14 students in total.
The first half of the class was theoretical and the second half of the class was focused
more on playing brain games with the students in order to test their memory, whether
they remembered the signs for letters and pictures accordingly or were they confused.
The students aged between 4-16 years were educated here.
The classes took place in such a system where 2 different standards were combined as
the education level of those standards wasnt much different but very similar.
2nd and 3rd standard were taught by me as the institution thought it would be easier for
me to teach a younger class.
Some students got the impairment device to improve their hearing process.
The government gave the institution allowance for the treatment of those children
who had the potential to be able to hear either partially or completely.
One student in my class was able to hear 5% of the sound which was focused towards
him. He had potential so the funds provided by the Government would be used for his
treatment in the future after some checkups.
Every Saturday there was a drawing class for the students of all the classes.
Most of the festivals were celebrated by the institution in the form of functions. The
students were given holidays during the major festivals.
The institution had more students from outer cities and states compared to the ones
who lived in the city.
The shift of the school was from 10 am to 4 pm but during the night time the students
who lived in the institution as hostellers had extracurricular activities.
The students barely misbehaved and were very calm as well as disciplined.

4. Conclusion
The conclusions for the Kopalvani NGO are as illustrated below, the given below were found out
during the project:
This project was a challenging task as it required skills like effective communication,
time management, sign language knowledge and commitment.
This project was a beneficial exercise as it helped me to grasp knowledge about the real
hearing impairment conditions in India and how easier the NGOs made the education as
well as communication for them.
This project was also beneficial to the organization as it increased the number of faculty
by one and it became easier for them to manage the classes during the duration of my
project
The work was appreciated by the organization.
The volunteering job for me was challenging as well as a good task to accomplish as the
teachings given to the students made me feel like I made a contribution towards the
society.
The curriculum as designed by the organization for the students of the 2nd and 3rd
standards is perfect as they would only understand these contents and its essential for
them at that age to know these contents.
The response received after the completion of the curriculum was great.

5. Recommendations:

The classes of different standards whose syllabus was not much different from
each other were taught together but they should be taught separate.
There was minimal focus on teaching in English but they should focus more on
English as English language is very essential if one needs to run computers and a
few other electronic devices. The ability to use computers could get them minor
jobs easily when they grow up so there should be a lot of focus on the use of
English language.
Some teachers used physical force on students who misbehaved but they should
not do so, especially when the children cant even hear what they are speaking or
hear the noises they make. A warning in sign language is sufficient to get them to
obey what the teacher is saying.
The use of English language should also be focused on because it is easier to get
videos with English subtitles. Watching things in English subtitles will help the
students to understand and enjoy if they learned English language well.

6. References
1. Kopalvaani.org
2.