Who is this useful for?
Organization of person with disabilities, Government bodies, policy makers, elected representatives, parents, teachers, organization working in the field of disability.
This resource focuses on the challenges of identifying children with deafblindness and the community-based efforts of Deafblind Association Nepal (DAN) to support them. It highlights the story of Nisha, a child from Pokhara Metropolitan City, who was identified through DAN’s outreach and enrolled in a resource class at Amar Singh School. Despite the long and difficult journey to school, Nisha and her family have embraced the opportunity for learning.
In just two months, Nisha has shown remarkable progress in her learning and social interactions, bringing joy to her parents, relatives, and community. This example demonstrates how community-based identification and specialized educational support can make a meaningful difference in the lives of children with deafblindness
Transcript: Challenges in Identifying Deafblindness
Description: The video opens up showing a man with deafblindness with with a white cane with red stripes, walking up a very bumpy, overgrown narrow path. Nisha’s father meets him to support him up the hill to the house.
Narrator: After the plan finalized to set up a resource class for the children with deafblindness in Kaski district,
We visited Nisha’s home during our search and identification of children with deafblindness within Pokhara Metropolitan City.
It was the first time the president of Deafblind Association Nepal and the project staff had met Nisha.
Description: Nisha comes out of the house with her father. She has a her hands wrapped around his waist. They walk a few steps, with Nisha’s father guiding her to sit down. The camera focuses on Nisha and also shows her standing up holding onto a pole.
Narrator: A positive discussion was held with Nisha’s parents about her condition and enrolling her in resource class for learning.
Accordingly, Nisha was enrolled in a resource center at Amar Singh School.
Description: Nisha’s mother is walking carrying Nisha on her back with her father walking behind them. They walk through narrow, overgrown paths.
Narrator: Nisha’s home is far from school. She needs to walk, about 30 minutes to reach a place where public transport is available.
The path is also quite difficult. She finds it hard to walk on her own. So, her mother carries her to the spot (Place), where they can catch a vehicle.
Description: Nisha’s mother and father take turns guiding her and holding her hand as she walks towards the school. She communicates to Nisha ‘goodbye’ as her dad takes her into the class.
Narrator: Even parents have to struggle every day. But they are happy to get a learning center for their daughter.
Description: Nisha’s father takes off her shoes at the door and guides Nisha into the class.
Narrator: Her father takes her to the resource class. Her Father stays with her all day, helping her learn while also learning himself.
Description: Nisha is sat down with her teachers, joining in singing and clapping, walkign around the class guided by her teacher
Narrator: Nisha feels very happy with her teachers and friends in resource class.
She enjoys participating in all activities.
Description: Nisha’s mother is speaking to the camera.
Nisha’s mother: “When it’s time to go to school, she eats quickly at home, puts on her clothes, and gets ready.
She gets happy when she meets her friends at School. When she comes home, she’s still happy and cheerful.
If we ask her what she ate for lunch at school, she nods her head.”
Description: The camera shows Nisha in the classroom, smiling and clapping with her teachers.
Narrator: In about 2 months, Nisha has shown many positive changes, and her parents are very happy too.
Description: Nisha’s mother is speaking to the camera.
Nisha’s mother: “If makes me so happy to see even a little progress in my daughter. Not just us, her parents, but even our relatives are happy.”