Schools sometimes fail because they educate children solely for work and they do not prepare children adequately for the world of work. For this, children need an interesting and enjoyable environment. The truth is that ‘only happy people can work well’ and keeping children happy can really produce exemplary results. Children with disabilities not only need a supportive environment they also need caring people around them who work to promote confidence and empowerment.

Problem solving in education should be more practical in approach than just following a theoretical model. Test an activity that requires some intelligence, see how it works, refine it, and try again. Eventually it may provide a solution, which can then be analysed retrospectively.

At Samveda, we have all accepted this philosophy and practice it in work and play. Intelligent practical activity with a sound theoretical background is the basis for the Samveda Remedial Teaching Model (SRTM).

We further believe that parents, teachers and society at large must work towards making educational Inclusion for disabled children a reality in India. EXCLUSION is a barrier that resists the concept of equal opportunity, participation, and empowerment for people with a disability. Some government schemes have literally made people with a disability beggars, who’s only wish is to get public help on consideration of pity. Many parents relinquish their responsibility for a child with a disability or learning difficulty, and are eager to disown and discard them. Leaving them to reside in facilities where they are taken care of by limited government funding and resources.

Hence, parents escape their responsibility for providing care and spending money on a child with a disability. There are thousands of examples of children who were dropped in to rehabilitation centers by parents who have never returned to see the child again. Some parents consider it a social stigma keeping a child with them who suffers with a disability, as it may spoil the prospects of siblings or reduce their prestige in society. They fear society at large may look down upon them simply because they have a disabled child.

On paper, India has legislation. designed to protect the interests of people with disabilities. However in reality the opposite is more often the practice. Many teachers and care providers who are employed by government-aided institutions are unaccountable and salary focused. Because parents do not pay they feel they lose the moral right to question the quality of service rendered. Teachers and caregivers are not accountable to parents or society. They are paid by the government. It is further felt that they get their salary regardless of performance quality, and work in a culture that lacks interest in rehabilitation and are not continually monitored by an effective management system.

Therefore, Samveda’s policy is to encourage the parents of disabled children to directly participate in the processes, receive training, and orient themselves to accept the child as an important person in the family that with help can contribute to the family and society. They have to pay (at least in part) for the services rendered by Samveda and hold Samveda responsible and accountable for the rehabilitation of the child. Even if the staff are paid by grants from Government and other funding agencies their performance must be continuously evaluated and their service register updated. The Samved board will review the performance of the staff on the basis of the service register. A performance appraisal system must be in place and high performers will be rewarded and every activity will be made known to the parents, members, patrons, directors and public at large.