Brochure of Vocational Training for Mentally Handicapped : Chapter II
CHAPTER – II
“Rehabilitation Programme” — may be divide broadly into four major components :
1) Physical assessment & physical fitness
2} Vocational Guidance
3) Vocational Training
4) Placement (Rehabilitation)
1. PHYSICAL ASSESSMENT & PHYSICAL FITNESS
This involves a full medical check-up by the Physician, who will submit his report of the student’s health, his hearts, lung functions, his constitution etc., his muscular co-ordination and his eye-hand-feet co-ordination. If possible this should be found out at the time of training.
In case of weak health of a student, the Physician will suggest to give proper diet and also suggest such a vocation which may not make him unduly fatigued. A regular programme of physical curriculum must be planned accordingly. Also for all mentally handicapped students, free play, ‘various types of games (passive or active), and other physical activities, such as, free hand exercises, reflex games etc., are to be incorporated in the School Academic Curriculum.
As it is said, “In the child’s world of play lies he foundation of his future personality. He learns by his uninhibited playful activity. A balance physical curriculum which can reach the imagination of
a mentally handicapped child, stimulates his enthusiasm, creates a feeling of being wanted, is definite and valuable contribution towards his mental & physical growth.”
Each student, irrespective of his handicap, is to be encouraged to take part in sports, games, and other extra curricular activities in the school, as well as with other similar schools. The physical activity enables the students to keep fit.
2. VOCATIONAL GUIDANCE:
Maximum importance may be given to student’s emotional problems, while guiding him for a particular vocation or work. The first thing is to accept the student as a whole and try to understand him, his temperament and moods etc., reasonably well. Thereafter, one must try to assess his basic interest for any work. To achieve this, the student may be allowed to explore the various working situations. Then one should try to find out his likes and dislikes. Once an outline of his interest is framed, one has to try to find out his ability and capacity to work, interest and endurance for that particular job. If it is on the positive side, one may go ahead with his training programme.
Mentally handicapped students vary so much from one another that it is difficult but not impossible to train them in a group to bring into one line of discipline and then to control them. Individual training programme has to be taken up keeping in mind the type and degree of handicap the student is suffering from, i.e., physical handicap, cerebral palsy, weak muscles, epilepsy, a very weak health, or other handicaps, such as, visual handicap, auditory handicap or such other handicap which needs supervision or control. It has also been observed that 90% of the students do settle down to work and conform to the training programme, of course under supervision.
NOTE :
It has been noticed that a student from a family with a higher status, or a difficult student or one emotionally mal-adjusted or suffering from epilepsy etc., does not generally like to work in the beginning.
It does take a considerable time for him to settle down to any type of work. However, the percentage of such students is low. As the work is repetitive, in course of time, slowly and gradually he settles down to work, of course, under supervision.
3. VOCATIONAL TRAINING:
Vocational Training has been given an important place in the field of education. The ultimate aim of education and training of a mentally handicapped individual is to help develop his social adjustment at the same time to learn skills for a particular trade. It is one of the basic needs in preparation for a satisfactory placement which is very near to the goal of rehabilitation. A great deal of planning is very essential, in the beginning, after obtaining the necessary information regarding the work involved, the availability of the equipment (of course safe trade equipment) and skill required for that particular trade. After these assessments the student is given enough training, stage by stage, for better performance and maintenance of a record of his neat and clean work, punctuality, adjustment with his working environment, with the members of Staff, especially under whom he is getting trained, his fellow students and with the people at home.
The ultimate aim of training a mentally handicapped person/student is to help him achieve working competence and social adjustments in his life.
NOTE:
This training period is generally between 2 to 4 years, depending upon the physical development and grasping capacity of the students.
4. PLACEMENT:
Placement is of paramount importance. It involves, “The right boy for the right job, under the right work environment.” Here, two very important aspects should be considered; the skill acquired during the training and apprentice period and the confidence gained in that particular job. These two go with his basic intelligence. After confirmation of these aspects, the student is employed, either in a sheltered workshop or in an open employment depending on the situation, his suitability in that particular work and whether he would feel happy and secure in that work. This is the ultimate aim.
TO SUM UP, FOR FINAL PLACEMENT:
The following points should be observed :
(i) the basic intelligence – which is assessed every six months.
(ii) the skill acquired during the apprentice period
(iii) the confidence gained by the student during that period. (iv) performance in daily work/production
(v) social adjustability
NOTE :
(a) After due consideration of the above five points, the student is finally placed in a job in a sheltered workshop.
(b) A fixed amount as a stipend should be paid every month to create interest in his work. The supervisor should not be rigid about individual efficiency/production. (The stipend may be increased every year, as far as possible, if the financial position of the institution permits.)
(It is also very important for Supervisor to see under whom the boy/student would work. The supervisor must accept the boy/student, and time to time guide him, encourage him, and above ail, praise him which is very important to keep up his interest in his work).
“The love & wisdom of God are manifested not only in the gifted ones, but even in these broken fragment of humanity, which should therefore be carefully gathered up that nothing be lost which His sanctifying fingers have touched.”
Dr. Howe
“Knowledge without common sense is folly; without method, it is waste; without kindness, it is fanaticism; without religion, it is death.”
American religious leader- Lee