A STUDY ON THE MILLENNIUM DEVELOPMENT GOALS AND PERSON WITH DISABILITIES: MULTIPLE CASE STUDY APPROACH WITH SPECIAL

REFERENCE TO COASTAL AND RURAL PARTS OF CUDDALORE TALUK

A RESEARCH PROJECT REPORT Submitted by

MADHUSUDANAN.S CB.SW.P2MSW10007

In partial fulfillment for the award of the degree of MASTER OF SOCIAL WORK

DEPARTMENT OF SOCIAL WORK ETTIMADAI CAMPUS AMRITA VISHWA VIDYAPEETHAM COIMBATORE - 641112 APRIL- 2012

ACKNOWLEDGEMENT Acknowledgement is a sense of gratitude expressed for those who gave the valuable guidance and support without which this project would not have been completed. Firstly, with great reverence and pranams, I submit this project work at the lotus feet of our beloved AMMA for showering her unending blessings to complete this project successfully within the given time frame. I am extremely thankful to our ProChancellor, BRAHMACHARI

ABHAYAMRITA CHAITANYA, our Vice Chancellor Dr. P. VENKAT RANGAN, our Registrar Dr. S. KRISHNAMOORTHY and Dr. N. S. PANDIAN Chairman (DPGP), for providing excellent environment and required infrastructure at Amrita Vishwa Vidyapeetham for my post graduation degree, Master of Social Work. I also extend my sincere heartfelt thanks to Dr. J. PARANJOTHI RAMALINGAM, Professor & Head, Department of Social Work who encouraged, motivated, and inspired me throughout the academic program from time to time amidst his busy schedule. I am indebted to my research guide Mr. M. NAGALINGAM, Asst. Professor (S.G) who has been the pillar for completion of this project. He scrupulously supported and cleared all the doubts aroused time and then. His support was highly commendable and the researcher would cherish the association with him forever. I also thank faculty members of the department, Dr. P.RANGASAMI, Asst. Professor (S.G), Dr K. R. PRIYA, Asst. Professor, and Ms. K. UMA MAHESHWARI Lecturer of the Department of Social Work for their precious support and timely guidance and help. I wholeheartedly thank Mr.S.ASHOK KUMAR, Project Manager, Leonard Cheshire Project Nagapattinam (INGO), Cuddalore for allowing the researcher to conduct the study with the beneficiaries of LCD and having shared valuable ideas which enhanced the study. I also thank Ms. MAHESHWARI, Field Staff, LCPN for the support she showed during the data collection phase. I am extremely thankful to Ms. AMBIKA, Secretary and Ms. JAYA LAKSHMI, Supportive staff, Department of Social Work for their support and help. Last but not least I thank my beloved PARENTS and my FRIENDS for help and support in successfully completing my project. 4

ACRONYMS ADL- Activities of Daily Living AIDS- Acquired Immune Deficiency Syndrome AWD- Adults with Disabilities CWDs- Children with Disabilities DDRO- District Disability Rehabilitation Office DDRS- Deendayal Disabled Rehabilitation Scheme DOTS- Directly Observed Treatment Short Course GDP- Gross Domestic Product HIV- Human Immunodeficiency Virus ICU- Intensive Care Unit IMR- Infant mortality rate INGO- International Non Governmental Organization LDC- Least Developed Countries LCPN- Leonard Cheshire Project Nagapattinam LIG- Low Income Group MBA- Master of Business Administration MBC- Most Backward Class MDGs- Millennium Development Goals MG- Maintenance grant MGNREGA- Mahatma Gandhi National Rural Employment Guarantee Act MI- Mental Illness MMR- Maternal Mortality Ratio MR- Mental Retardation M. Phil Master in Philosophy NCPEDP- National Centre for Promotion of Employment for Disabled People NGO- Non Governmental Organization ODA- Overseas Development Assistance PHC- Primary Health Care PhD- Doctorate in Philosophy PGDCA- Post Graduate Diploma in Computer Application PPP- Purchasing Power Parity PWDs- Person with Disabilities SHG- Self Help Group SSA- Sarva Siksha Abhyan UN- United Nations UNCRPD- United Nations Convention on the Rights of Persons with Disabilities UNDP- United Nations Development Program UNESCO- United Nations Educational, Scientific and Cultural Organization UNICEF- United Nations International Childrens Emergency Fund UT- Union Territories WHO- World Health Organization 5

CONTENTS

CHAPTERS

TITLE INTRODUCTION

PAGE NO

II

REVIEW OF LITRETATURE RESEARCH METHODOLOGY

14

III FINDINGS OF THE STUDY IV SUGGESTIONS & CONCLUSION V

23

58

61

VI

BIBLIOGRAPHY

63

VII

ANNEXURE

66

CHAPTER I 1. Introduction It is not the arms, legs, eyes or ears, But the spirit that makes a man And shall be judged for what he can do, Not by what he is unable to do Here indeed can be seen the finger of God at Work Sister Elsy

"In all societies of the world there are still obstacles preventing persons with disabilities from exercising their rights and freedoms and making it difficult for them to participate fully in the activities of their societies. It is the responsibility of states to take appropriate action to remove such obstacles"- United Nations Standard Rules on the Equalization of Opportunities for Persons with Disabilities Former World Bank President James D. Wolfensohn claimed that "Unless disabled people are brought into the development mainstream, it will be impossible to cut poverty in half by 2015 or to give every girl and boy the chance to achieve a primary education by the same date which are key among the Millennium Development Goals agreed to by more than 180 world leaders at the UN Millennium Summit in September 2000." International Classification of Functioning, Disability and Health defines Disability as an umbrella term for impairments, activity limitations, and participation restrictions, denoting the negative aspects of the interaction between an individual (with a health condition) and that individuals contextual factors (environmental and personal factors). World Health Organization (WHO) claims that health promotion and prevention activities seldom target Persons with Disabilities (PWDs). Depending on the group and setting, they experience greater vulnerability to secondary conditions, co-morbid conditions, age-related conditions, engaging in health risk behaviors and higher rates of premature death. World Bank asserts there are about 40- 80 million disabled people in India. India is a signatory to the Declaration on the Full Participation and Equality of People with Disabilities in the Asia Pacific Region. India is also a signatory to the Biwako Millennium Framework for action towards an inclusive, barrier free and rights based society. The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and its Optional Protocol was adopted on 13 7

December 2006 and entered into force on May 3, 2008. The Convention follows and super cedes the United Nations Standard Rules on the Equalization of Opportunities for Persons with Disabilities, adopted in 1993, which was the catalyst for more than 50 of the world's nations adopting disability rights legislation. In India despite a sizeable disabled population, the 1991 census did not have any statistic on the disabled population. In 2001, after year-long consultations with NGOs, at the very last moment one question on disability was included in the census,' said Javed Abidi, the National Centre for Promotion of Employment for Disabled People (NCPEDP), an NGO Director. The 2001 census came up with a figure of 2.13 percent of the Indian population. This, experts say, is way off the mark as WHO ascertained the PWDs population could be 5-10% globally. This meant that while the government officially recognizes 20-30 million disabled people but 50-60 million are invisible. This is serious, especially because all government schemes are based on statistics. As there is a lacuna in statistics the Researcher is skeptic how India will move forward in implementing MDG for the welfare of PWDs as MDGs deadline is by 2015. The Millennium Development Goals (MDGs) emphasizes on human development and increasing individual capabilities there is a notion that PWDs are only implicitly mentioned in MDGs. Researcher fascinated over this statement analyzes the inter linkages between disability and Millennium Development Goals. The introduction chapter gives a glimpse of MDG, definitions of different disabilities as outlined in Indian Acts, schemes for PWDs, Millennium Development Goals used in this research study etc. 1.1 Acts , Convention & Person with Disabilities United Nations Convention on the Rights of Person with Disabilities (UNCRPD) became an international law on May 3, 2008. The total 50 articles talks extensively on the rights in various domains health, education, accessibility, to name a few. Article 25 of UNCRPD focus on the health aspects which state PWDs have the right to the enjoyment of the highest attainable standard of health without discrimination on the basis of disability Universal Declaration of Human Rights (1948), Article 23 (1) cites Everyone has the right to work, to free choice of employment, to just and favorable conditions of work and to protection against unemployment and Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA), 2005 (India) doesnt explicitly state so PWDs should be given equal opportunity in employment though 3% reservation is stated in Chapter VI of The persons with disabilities (Equal opportunities, Protection of Rights and full participation) act, 1995 (India). 8

Article 21 and Article 21A of Indian Constitution stresses on the Right to Life and Right to Education respectively. It seems that the acts, conventions are stronger in paper than in reality. The Hindu (February 24, 2012) highlighted the harassment faced in Spice Jet flight by a disabled person, suffering from Muscular Dystrophy. Do equality is rendered to persons with disabilities (PWDs) and whether these constitutional rights are taken in right spirit by the stakeholders for the welfare of PWDs? 1.2 Millennium Development Goals (MDGs) The MDGs were developed out of the eight chapters of the United Nations, signed in September 2000. There are eight goals with 21 targets, and a series of measurable indicators for each target. The aim of the Millennium Development Goals (MDGs) is to encourage development by improving social and economic conditions in the world's poorest countries. They derive from earlier international development targets, and were officially established following the Millennium Summit in 2000, where all world leaders present adopted the United Nations Millennium Declaration. The Millennium Summit was presented with the report of the Secretary-General entitled We the Peoples: The Role of the United Nations in the Twenty-First Century. Additional input was prepared by the Millennium Forum, which brought together representatives of over 1,000 non-governmental and civil society organizations from more than 100 countries. The Forum met in May 2000 to conclude a twoyear consultation process covering issues such as poverty eradication, environmental protection, human rights and protection of the vulnerable. The approval of the MDGs was possibly the main outcome of the Millennium Summit. The MDGs focus on three major areas of Human Development (humanity): bolstering human capital, improving infrastructure, and increasing social, economic and political rights, with the majority of the focus going towards increasing basic standards of living. The objectives chosen within the human capital focus include improving nutrition, healthcare (including reducing levels of child mortality, HIV / AIDS, tuberculosis and malaria, and increasing reproductive health), and education. For the infrastructure focus, the objectives include improving infrastructure through increasing access to safe drinking water, energy and modern information/communication technology; amplifying farm outputs through sustainable practices; improving transportation infrastructure; and preserving the environment. Lastly, for the social, economic and political rights focus, the objectives include empowering women, reducing violence, increasing political voice, ensuring equal access to public services, and increasing security of property rights. The goals chosen were intended to increase an 9

individuals human capabilities and advance the means to a productive life. The MDGs emphasize that individual policies needed to achieve these goals should be tailored to individual countrys needs; therefore most policy suggestions are general. The MDGs also emphasize the role of developed countries in aiding developing countries, as outlined in Goal Eight. Goal Eight sets objectives and targets for developed countries to achieve a Global partnership for development by supporting fair trade, debt relief for developing nations, increasing aid and access to affordable essential medicines, and encouraging technology transfer. Thus developing nations are not seen as left to achieve the MDGs on their own, but as a partner in the developing-developed compact to reduce world poverty. Goal 1: Eradicate extreme poverty and hunger

Target 1A: Halve the proportion of people living on less than $1 a day
i. ii. iii.

Proportion of population below $1 per day (PPP values) Poverty gap ratio [incidence x depth of poverty Share of poorest quintile in national consumption

Target 1B: Achieve Decent Employment for Women, Men, and Young People
iv. v. vi. vii.

GDP Growth per Employed Person Employment Rate Proportion of employed population below $1 per day (PPP values) Proportion of family-based workers in employed population

Target 1C: Halve the proportion of people who suffer from hunger i. ii. Prevalence of underweight children under five years of age Proportion of population below minimum level of dietary energy consumption

Goal 2: Achieve universal primary education

Target 2A: By 2015, all children can complete a full course of Primary Schooling, girls and boys
i. ii. iii.

Enrollment in primary education Completion of primary education Literacy of 15-24 year olds, female and male

Goal 3: Promote gender equality and empower women

Target 3A: Eliminate gender disparity in primary and secondary education preferably by 2005, and at all levels by 2015
a.

Ratios of girls to boys in primary, secondary and tertiary education 10

b. c.

Share of women in wage employment in the non-agricultural sector Proportion of seats held by women in national parliament

Goal 4: Reduce child mortality rates

Target 4A: Reduce by two-thirds, between 1990 and 2015, the under-five mortality rate
i. ii. iii.

Under-five mortality rate Infant (under 1) mortality rate Proportion of 1-year-old children immunized against measles

Goal 5: Improve maternal health

Target 5A: Reduce by three quarters, between 1990 and 2015, the maternal mortality ratio
i. ii.

Maternal mortality ratio Proportion of births attended by skilled health personnel

Target 5B: Achieve, by 2015, universal access to reproductive health

i. ii. iii. iv.

Contraceptive prevalence rate Adolescent birth rate Antenatal care coverage Unmet need for family planning

Goal 6: Combat HIV/AIDS, malaria, and other diseases

Target 6A: Have halted by 2015 and begun to reverse the spread of HIV / AIDS
i. ii. iii.

HIV prevalence among population aged 1524 years Condom use at last high-risk sex Proportion of population aged 1524 years with comprehensive correct knowledge of HIV/AIDS

Target 6B: Achieve, by 2010, universal access to treatment for HIV/AIDS for all those who need it
i.

Proportion of population with advanced HIV infection with access to antiretroviral drugs

Target 6C: Have halted by 2015 and begun to reverse the incidence of malaria and other major diseases
i. ii.

Prevalence and death rates associated with malaria Proportion of children under 5 sleeping under insecticide-treated bed nets 11

iii.

Proportion of children under 5 with fever who are treated with appropriate anti-malarial drugs

iv. v.

Prevalence and death rates associated with tuberculosis Proportion of tuberculosis cases detected and cured under DOTS (Directly Observed Treatment Short Course)

Goal 7: Ensure environmental sustainability

Target 7A: Integrate the principles of sustainable development into country policies and programs; reverse loss of environmental resources

Target 7B: Reduce biodiversity loss, achieving, by 2010, a significant reduction in the rate of loss
i. ii. iii. iv. v. vi. vii.

Proportion of land area covered by forest CO2 emissions, total, per capita and per $1 GDP (PPP) Consumption of ozone- depleting substances Proportion of fish stocks within safe biological limits Proportion of total water resources used Proportion of terrestrial and marine areas protected Proportion of species threatened with extinction

Target 7C: Halve, by 2015, the proportion of the population without sustainable access to safe drinking water and basic sanitation (for more information see the entry on water supply)
i.

Proportion of population with sustainable access to an improved water sources, urban and rural

ii.

Proportion of urban population with access to improved sanitation

Target 7D: By 2020, to have achieved a significant improvement in the lives of at least 100 million slum-dwellers
i.

Proportion of urban population living in slums

Goal 8: Develop a global partnership for development

Target 8A: Develop further an open, rule-based, predictable, non-discriminatory trading and financial system
i.

Includes a commitment to good governance, development reduction both nationally and internationally

and poverty

Target 8B: Address the Special Needs of the Least Developed Countries (LDC) 12

i.

Includes: tariff and quota free access for LDC exports; enhanced programme of debt relief for HIPC and cancellation of official bilateral debt; and more generous ODA (Overseas Development Assistance) for countries committed to poverty reduction

Target 8C: Address the special needs of landlocked developing countries and small island developing States
i.

Through the Programme of Action for the Sustainable Development of Small Island Developing States and the outcome of the twenty-second special session of the General Assembly

Target 8D: Deal comprehensively with the debt problems of developing countries through national and international measures in order to make debt sustainable in the long term
i.

Some of the indicators listed below are monitored separately for the least developed countries (LDCs), Africa, landlocked developing countries and Small Island developing States.

ii.

Overseas development assistance (ODA) a. b. Net ODA, total and to LDCs, as percentage of OECD/DAC donors GNI Proportion of total sector-allocable ODA of OECD/DAC donors to basic social services (basic education, primary health care, nutrition, safe water and sanitation) c. d. e. Proportion of bilateral ODA of OECD/DAC donors that is untied ODA received in landlocked countries as proportion of their GNIs ODA received in small island developing States as proportion of their GNIs

iii.

Market access a. Proportion of total developed country imports (by value and excluding arms) from developing countries and from LDCs, admitted free of duty b. Average tariffs imposed by developed countries on agricultural products and textiles and clothing from developing countries c. Agricultural support estimate for OECD countries as percentage of their GDP d. Proportion of ODA provided to help build trade capacity

iv.

Debt sustainability: 13

a. Total number of countries that have reached their HIPC decision points and number that have reached their HIPC completion points (cumulative) b. Debt relief committed under HIPC initiative, US$ c. Debt service as a percentage of exports of goods and services

Target 8E: In co-operation with pharmaceutical companies, provide access to affordable, essential drugs in developing countries
i.

Proportion of population with access to affordable essential drugs on a sustainable basis

Target 8F: In co-operation with the private sector, make available the benefits of new technologies, especially information and communications
i. ii. iii.

Telephone lines and cellular subscribers per 100 population Personal computers in use per 100 population Internet users per 100 Population

1.3 Definitions The following definitions are adopted from the Indian Acts viz a. The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 b. The National Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act, 1999 1.3.1 Persons with Disability (PWD) PWD is defines as persons suffering from not less than 40% of any disability as certified by a Medical authority. Under PWD Act 1995, the disabilities mentioned above have been included in order to enable the persons suffering from disabilities to derive certain benefits/ concessions provided by the State Government/ U.T. Administration/ Central Ministries/ Department and Local Authorities. 1.3.2 Disability Disability as defined by The Persons with Disabilities Act, 1995 (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 means 1. Blindness 2. Low vision 3. Leprosy cured 4. Hearing impairment 5. Locomotor disability 14

6. Mental Retardation 7. Mental illness 1.3.3 Blindness Refers to a condition where a person suffers from any of the following conditions, namely i. ii. Total absence of light Visual acuity not exceeding 6/60 or 20/200 (snellen) in the better eye with correcting lenses or iii. Limitation of the field of vision subtending an angle of 20 degree or worse

1.3.4 Person with low vision A person with impairment of visual functioning even after treatment or standard refractive correction but who uses or is potentially capable of using vision for the planning or execution of a task with appropriate assistive device 1.3.5 Cerebral palsy A group of non-progressive conditions of a person characterized by abnormal motor control posture resulting from brain insult or injuries occurring in the pre-natal, peri-natal or infant period of development 1.3.6 Leprosy cured person Any person who has been cured of leprosy but is suffering from--(I) Loss of sensation in hands or feet as well as loss of sensation and paresis in the eye and eye-lid but with no manifest deformity; (ii) Manifest deformity and paresis but having sufficient mobility in their hands and feet to enable them to engage in normal economic activity; (iii) Extreme physical deformity as well as advanced age which prevents him from undertaking any gainful occupation 1.3.7 Hearing impairment Loss of sixty decibels or more in the better year in the conversational range of frequencies 1.3.8 Locomotor disability Disability of the bones, joints or muscles leading to substantial restriction of the movement of the limbs or any form of cerebral palsy

15

1.3.9 Mental retardation A condition of arrested or incomplete development of mind of a person which is specially characterized by sub normality of intelligence 1.3.10 Mental illness Any mental disorder other than mental retardation 1.3.11 Autism A condition of uneven skill development primarily affecting the communication and social abilities of a person, marked by repetitive and ritualistic behavior 1.3.12 Multiple disabilities A combination of two or more disabilities as defined in clause (i) of section 2 of the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995. These are blindness, low vision, leprosy cured, hearing impairment, locomotor disability, mental retardation and mental illness. 1.3.13 Severe disability Disability with eighty percent or more of one or more of multiple disabilities 1.4 National Institutes for Person with Disabilities The illustrated below are the few National Institutes for Person with Disabilities. 1. Institute for the Physically Handicapped, New Delhi. 2. National Institute of Visually Handicapped, Dehradun 3. National Institute for Orthopedically Handicapped, Kolkata 4. National Institute for Mentally Handicapped, Secunderabad. 5. Ali Yavar Jung National Institute for the Hearing Handicapped, Bombay 6. National Institute of Rehabilitation Training & Research, Cuttack. 7. National Institute for Empowerment of Persons with Multiple Disabilities, Chennai. 8. National Institute of Mental Health and Neuro Sciences, Bangalore 9. All India Institute of Physical Medicine and Rehabilitation, Mumbai 10. All India Institute of Speech and Hearing, Mysore 11. Central Institute of Psychiatry, Ranchi 1.5 National Scheme for PWDs 1. Deendayal Disabled Rehabilitation Scheme to promote Voluntary Action for Persons with Disabilities (Revised DDRS Scheme) 2. Assistance to Disabled Persons for Purchase / Fitting of Aids and Appliances (ADIP Scheme) 16

3. Scheme of National Scholarships for PWDs 4. Trust Fund for Empowerment of Persons With Disabilities 1.6 Tamil Nadu State Government Scheme for PWDs 1. Special education for children with disabilities below 5 years of age 2. Scholarship for disabled children 3. Pre-school for young hearing impaired children 4. Readers allowance to visually handicapped persons 5. Scribe assistance 6. Assistance to law graduates 7. Free computer training course 8. Unemployment allowance to the visually handicapped 9. Self employment subsidy to the disabled persons 10. Assistance for corrective surgery for polio and spinal cord injured persons 11. Government institute for the mentally challenged, Chennai 12. Free supply of Braille books 13. Assistive devices for disabled persons 14. Marriage assistance to normal persons marrying PWDs 15. Maintenance allowance to severely disabled persons 16. Free travel concession to the disabled persons in state owned transport corporation buses 17. Early intervention centre for infant and young children with hearing impairment 18. Government Rehabilitation Homes 1.7 Millennium Development Goals used in this Study Goals 1 to 5 are the focal point of this study and imperative to this study too. Goal 6 talks on HIV /AIDS and linking PWDs and HIV /AIDS are a potential research area but the researcher feels this should be taken up separately. Moreover MDG is not directly focusing the welfare of disabled, hence Goals 1 to 5 are chosen and the respective indicators are mentioned below. The research would include questions framed based on the indicators and targets of MDGs Goal 1: Eradicate extreme poverty and hunger Indicators a. Proportion of population below $1 (PPP) per day 17

b. Poverty headcount ratio (% of population below the national poverty line) c. Poverty gap ratio [incidence x depth of poverty] d. Share of poorest quintile in national consumption e. Prevalence of underweight children under five years of age f. Proportion of population below minimum level of dietary energy consumption Goal 2: Achieve universal primary education Indicators a. Net enrolment ratio in primary education b. Proportion of pupils starting grade 1 who reach grade 5 c. Primary completion rate d. Literacy rate of 1524 year-olds

Goal 3: Promote gender equality and empower women Indicators a. Ratios of girls to boys in primary, secondary and tertiary education b. Ratio of literate women to men 1524 years old c. Share of women in wage employment in the non-agricultural sector d. Proportion of seats held by women in national parliament Goal 4: Reduce child mortality rates Indicators a. Under-five mortality rate b. Infant mortality rate (IMR) c. Proportion of 1 year-old children immunized against measles Goal 5: Improve maternal health Indicators a. Maternal mortality ratio b. Proportion of births attended by skilled health personnel

18

CHAPTER II 2. REVIEW OF LITERATURE Phatak (1983) adjudged the characteristics of 79 orthopedically disabled boys using personality questionnaire of Kapoor & Melhotra and adjustment inventory of Sinha & Singh. They were found to be slightly reserved, emotionally stable, satisfactorily adjusted. Overall adjustment was good while social, educational adjustment was at an average level. Frank et al (1989) investigated quest for employment by physically disabled college students after their graduation. Results revealed that the physically disabled college graduates required a significantly longer period of time to find employment and the rate of unemployment among the disabled graduate was high. Storey & Kuntasan (1989) studied on the similarities and differences between the social interactions of person with disabilities and non-disabled. Results said that non-disabled people interacted more and spent more time in personal conversation than disabled people, whereas person with disabilities received more instructions than non-disabled persons. Mirsha (1990) conducted a study on a sample of 25 visually impaired, 15 Hearing impaired, 15 Locomotor Disabled and 45 normal subjects. It was found that visually impaired, Hearing impaired, Locomotor Disabled people were poor in self-concept than able bodied children. Hussain & Kumar (1991) to find out the difference, if any between the normal, physical disabled and problem children in terms of the creative potentials. The study found that disabled children have been to be highly creative as compared to the normal and problem groups. A study conducted by National Institute of orthopedically Handicapped (1993) on Self-reliance among the Locomotor Disabled Women in urban slums in Calcutta highlighted that majority of the Locomotor Disabled Women are dissatisfied with the attitudes of the society towards them, the main reason for dissatisfaction being the type of treatment and reaction from the non-disabled. Rajkumari (1996) in her M.Phil dissertation interviewed 100 adolescents with Orthopedically Disability and reported that incidence of Orthopedically Disability is more 19

prevalent in low and middle income groups. The other significant findings are that 81% frightened of public transport, 71% of major institutions are inaccessible, 56% missed too many days of classes due to health problems, 88% said it is unable to participate in educational program due to mobility, 53% of teachers dont showed concern to their problems, 100% of schools has no ramp facilities. Their creativity is average for 67% and high for 17% of respondents and 75% are worried about their future. Kumari (1998) studied on 100 normal and 100 disabled adolescent boys administrating Bells Adjustment Inventory. The results revealed that physically disabled adolescent boys have remarkably more adjustment problems than normal adolescents with regard to their health and home. Hendey (1999) studied to what extent had the young people achieved independent living. He has taken 42 young physically disabled adults and used qualitative methods. The results are none of the sample had achieved independent living in its fullest sense in terms of employment, independent housing, financial and personal control of assistance, life style, relationships, educational qualifications or transport. A minority had achieved some of these. The majority had low self-esteem and had received inadequate support from families and the education system and had poor employment prospects. Most were reliant on benefits which were insufficient to meet the extra costs associated with disability and few had received support from social services. Most appeared destined for a life on the margins of society. Erb and Harris-White (2002) in one village-level study in Tamil Nadu found that disability directly and indirectly affects one third of the rural population, and estimated the total costs of disability at approximately 5.5 per cent. Macha (2002) study on Gender, Disability and Access to Education in Tanzania reveal that 20.7% of the visually impaired women interviewed had no formal schooling. (The literacy level of women in Tanzania is 43%) Although 79.3% of the visually impaired women interviewed had attended school, only 19% had progressed to secondary and post secondary education. 60.3% had attended primary education, of these 25.7% did not even complete primary education. With the exception 5.2% visually impaired women who were civil servants, most had no access to Braille or audio materials after their departure from school. Moreover 74.1 % of had neither wage nor self-employment, of these 17.2% depended on their parents/guardians/siblings and 6.9% depended on other relatives and neighbors. 50% 20

earned their living mainly through street begging. Macha quotes sexual violence as one of the major obstacles inhibiting visually impaired women from accessing and acquiring education at various levels. Mohapatra and Mohanty (2004) elucidates that Disabled women are less likely to marry than disabled men and women who become disabled are often divorced or left by their husbands. Disabled women and girls are particularly vulnerable to abuse and exploitation. In one of their study in Orissa exposes that 100 percent of the disabled women surveyed were beaten at home, and 25 per cent of mentally challenged women had been raped and only 30.5 per cent of the disabled women were married. 6% of physically disabled women and 8% of mentally challenged women had been forcibly sterilized. UNNATI (2004) study in Gujarat states that approximately 80 per cent of employment in India- especially in rural areas is in the informal sector. Income-generation skill training for disabled people is still very limited. In the Gujarat study, only seven per cent of disabled people aged 18 to 45 had received any formal vocational training. Most had been trained by family or community members in limited skills such as basket making, weaving and embroidery or typing. However, these skills did not really help them to earn a living, and many ended up doing manual work for a pittance. Ravesloot, Seekins, & White (2005) Research with adults with mobility impairments indicates that health promotion interventions targeted at persons with a disability can increase quality of life and control health care costs. Thomas (2005), Disability Policy Officer in his report exposes that Attitudes towards disabled people are complex, and vary according to type of impairment and different social, community and family dynamics. People with mental health problems tend to suffer the most discrimination, and individuals with learning and intellectual difficulties are often seen as being mentally ill. Nevertheless, the dominant attitude towards disability is one of social welfare. Disabled people are seen as passive victims requiring charitable help. He also says that village health workers lack knowledge about disability particularly mental health and intellectual disabilities citing Government assessment of approximately 400 disabled people which found that 57 of them needed devices and requested Mobility India to provide them. When Mobility India reassessed the disabled people, it found that in fact, nearly 300 of the 400 disabled people needed aids. 21

Coppin et al (2006) suggest causal relationships between low SES and the development of disability in late adulthood. Drainoni et al (2006) in Research on disability and health care suggest that individuals with a disability experience increased barriers to obtaining health care as a result of accessibility concerns, such as transportation, problems with communication, and insurance. Soumerai et al., (2006) Research on medication adherence for disabled Medicare beneficiaries illustrates the effects of economic strain on the health of disabled persons. Of disabled beneficiaries, 29% skipped medication, reduced the dosage, or failed to fill prescriptions because of the medications cost. Steinmetz (2006) says disparities in education have been ongoing for generations. In a large study of individuals 65 years and older, 20.9% without a disability failed to complete high school, compared to 25.1 and 38.6% of individuals with a non-severe or severe disability, respectively, who failed to complete high school. Chan (2008) explores in an effort to investigate unemployment disparities, surveyed Human Resources and project managers about their perceptions of hiring persons with disabilities. Results indicated that these professionals held negative perceptions related to the productivity, social maturity, interpersonal skills, and psychological adjustment of persons with disabilities. Braithwaite & Mont (2009) in their research paper explains there is a strong connection between poverty and disability and suggest the need for a separate poverty line for families with disabled members. Diversity and Equal Opportunity Centres base line report (2009) cites a Indian express News published on December 22, 2008 that Public Interest Litigation (PIL) was filed in Delhi High Court by a visually impaired lawyer, S K Rungta in 2006, against the Governments poor record in implementing The Disability Act, 1995. Delhi High Court ruled that 3% of the total strength of employees in any Government establishment should be disabled persons. This is a landmark judgment, as it provides clear clarification to Section 33 of The Disability Act that reservation is against total jobs and not just identified jobs. Even then the action is slow in Government Sectors. 22

Godwin et al (2009) says Teachers of regular classes do not believe that the needs of students with severe disabilities can be met in the present settings while teachers appear accepting and positive of inclusionary programs, there remains some concern about implementing inclusive education in the mainstream classroom. Moreover the research points out that general education teachers who are trained to cater for students with disabilities in the mainstream classroom, appear to foster more positive attitude towards inclusive education. Kembhavi (2009) found out that one of the most significant barriers to inclusion and participation for the adults with disabilities (AWD) were the attitudes of others. This included teachers and members of the general public. Negative attitudes prevented AWD from inclusion and participation in school activities, recreational activities, and accessing public services. The AWD were aware of the barriers placed by these attitudes and worked hard to prove themselves and their capabilities. The other significant barrier to inclusion and participation was due to External Factors, including the physical environment and policies and legislation. Despite the existence in India of the PWD act and the ratification of the UNCRPD, the AWD were aware that a lack of implementation and monitoring made these policies ineffective in facilitating their participation and inclusion and also cited others work in her literature i.e. lack of access to health care, rehabilitation, education, skills training, and employment contributes to the vicious cycle of poverty and disability (ILO et al 2004) and The notion of poverty resulting in limited access to education and employment (World Bank, 2003; Dodd & Munck, 2002). Sheeba et al (2009) in one of her studies reveals 71% of respondent underwent social discrimination, 81% became school drop-outs because of disabled friendly environment, 45.8% are not treated equally, while 44.1% not have equal status, 64.4% avoid social activities in school due to their disability, 100% said that they never experienced user friendly environment in public places. 92.5% of children are not aware of Governments Social Security Schemes. This negligence of Government revealing Social Security Schemes to Children with Disabilities shows the social exclusion of them. She also points out that children hailing from economically well off families have better access to mobility facilities compared with children from low economic status.

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Watson (2009) in her study in Ireland found that equality of access to enrolment and to choice of placement does not exist for the majority. In order to attain enrolment in primary education, many families must source appropriate capitals, typically through their own efforts, and frequently at their own expense. Many families with children who have special education needs related to intellectual disability experience a very stressful progression to attaining acceptance for enrolment in National and Special education placements. The lack of structured provision of equitable systemic services for pupils with intellectual disability at the level of the school and more particularly at the level of the Department of Education and Science creates and/or maintains significant barriers to a transition to a rights-based model of mainstream primary education provision. Many schools have not yet developed enabling structures and many classroom and resource teachers develop ad hoc management strategies while others refuse to accommodate the pupils. World Bank study in India (2009) asserts the reduced PWDs employment rate between the early 1990s and early 2000s holds even when Mental Illness (MI) and Mental Retardation (MR) people are omitted from the 58th National Sample Survey round sample. Excluding MI and MR the employment rate of PWDs still stands at 39.6 in 2002, i.e., 3.1 percentage points lower than in 1991. Moreover the low absolute employment rate among persons with disabilities is broadly supported by results from the 2001 census. Other significant finding is that the employment rate of PWD men and women compared to nonPWD is low and lower again for those with more severe disabilities and having a disability reduces the probability of being employed by 31 percent for males in rural Uttar Pradesh, and 32 percent for males in rural Tamil Nadu. In contrast, it reduces the probability of being employed only 0.5 percent for rural females in Uttar Pradesh and by 11 percent for females in rural Tamil Nadu. Bhattacharya (2010) cites from UNESCO report that Persons with Disabilities are among the most disadvantaged within some of the poorest societies. 80% of PWD live in a developing country and are estimated to constitute 20% of the poorest poor. The consequences of disability often differ in a developing from a developed country and may be shaped by societal attitudes and practices, as well as economic factors. In some countries a disabled child may be considered as a punishment and hidden away or abandoned by the family. Societal structures ay offer little help. As well as lack of welfare benefits, facilities for

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education are often poor, particularly amongst girls, with attitudes, transport problems and poor facilities acting as further barriers. Sheila Christopher et al (2010) in a study on inclusive education said that children with and without intellectual disabilities were equally accepted by their peers. Specifically 95% of children without intellectual disabilities indicated that they liked to hang out with at least 1 child with an intellectual disability. Results also indicated that the majority of children without intellectual disabilities made at least 1 new friend with another child with intellectual disability. This study reveals that there is a greater potentiality for seriously considering inclusive education and mainstreaming children with disabilities by providing accessible environment. The Millennium Development Goals Report (2010) states the link between disability and marginalization in education. This effect of link is evident in countries at all levels of development. In Malawi and the United Republic of Tanzania, being disabled doubles the probability that a child will never attend school, and in Burkina Faso the risk rises to two and a half times. Even in some countries that are closer to achieving the goal of universal primary education, children with disabilities represent the majority of those who are excluded. In Bulgaria and Romania, net enrolment ratios for children aged 7 to 15 were over 90 per cent in 2002, but only 58 per cent for children with disabilities. Wada Na Todo Abhiyan (2010) a Civil Society Organization reports that the look at the annual report of the Ministry of Women and Child Development (2007-8) shows very little mention of the child with disabilities. The question of Do any of the schemes of the Ministry of Women and Child Empowerment include any measures for women with disabilities is unanswered. The report cites nearly INR 70 crore of the largest schemes Deendayal Disabled Rehabilitation Scheme of the Ministry of Social Justice and Empowerment went unutilized against the outlay of tenth plan. In the Eleventh Plan, the allocation for the scheme has gone up dramatically by nearly INR 200 crore, a very large increase for a scheme that obviously needs to be questioned for its concept and implementation and says The Government of India seems to be unsure of its position on disability. MDGS to be realized the respective Governments should be meticulous in chalking and implementing necessary measures. It is difficult for UNDP alone to execute

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single handedly the targets. Or UNDP should have any specific yard stick for the Governments which create the stumbling block in realizing the Cherished MDGs? Madhusudanan & Ashokkumar (2011) in one of the case studies of a locomotor disabled woman (a wheel chair user) revealed that the respondent suffers from three aspects viz the condition of road, transport facilities and accessibility. Moreover the public transport systems are inaccessible and she could not commute independently to Primary Health Centre. The study also quoted the non availability of wheel chair in Primary health centre and no ramp is available at the entrance of Primary Health Centre. The study concluded that the inequity in accessing health care services predominantly lies in person with disabilities exclusion in mobility and designs in infrastructure. UNICEF report (2011) asserts that adolescents with disabilities are likely to suffer forms of discrimination, exclusion and stigmatization similar to those endured by younger children. Disabled adolescents are often segregated from society and regarded as passive victims or objects of charity. They are also vulnerable to physical violence and abuse of all kinds. They are substantially less likely to be in school, and even if they are, they may suffer below-average transition rates. This lack of educational opportunities may contribute to longterm poverty.

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CHAPTER III RESEARCH METHODOLOGY 3. Statement of the Problem Nothing about us without us is the global slogan for disability. A few decades ago a person born with disability was considered as a sin and it was because of his karma. With the advent of extensive medical advancement the karma belief was overshadowed to some extent. Still then the person with disabilities at some parts of India are seen and treated as aliens and poor creatures. Discrimination has been a part and parcel of their life and the classical example is the harassment faced in Spice Jet flight by Ms.Anjlee Agarwal, suffering from Muscular Dystrophy, highlighted by The Hindu (February 24, 2012). Is our attitude a great barrier for PWDs holistic development or the system needs more strengthening by incorporating certain structural changes? The PWDs are implicitly mentioned in MDGs and there is a need for a holistic vision. This study focuses on the role and inter-linkages of Millennium Development Goals and Person with Disabilities. There are enormous potential in PWDs and if their rights are realized PWDs could be as productive as able bodied persons but it is not happening so in reality. Where does the problem lie? Whether expecting justice for PWDs is like expecting torrential rain from parched clouds? Do MDG really address the needs of PWDs or it needs to be viewed with speculation in addressing the needs of PWD? 3.1Title of the Study Millennium Development Goals (MDGs) and Person with Disabilities: Multiple Case Study approach with Reference to Coastal and Rural parts of Cuddalore Taluk 3.2 Objectives of the study 1. To find out the socio-economic status of Person with disabilities (PWDs) 2. To examine the educational qualification and the hindrances of PWDs faced during their schooling and/or graduation 3. To explore the health care services availed by PWDs and the difficulty if any in accessing it 4. To know the status of maternity care given to women with disabilities 3.3 Importance of the study The rights of PWDs are deliberated and discussed extensively worldwide and even UNDP has brought out an agenda MDG beyond 2015 and later. At this juncture it is

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imperative to analyze how inclusive are the Millennium Development Goals with respect to Person with Disabilities. 3.4 Need of the study Cuddalore Taluk lying in the coastal belt of Tamil Nadu state has always been a victim of the wrath of Natural disasters such as cyclone, flood and Tsunami and these disasters disrupts the normal living of people. PWDs suffer even most in these disaster situations. Even in normal living conditions PWDs experiences severe difficulties in completing their education and in accessibility etc. Hence the study was taken in the coastal and rural parts of Cuddalore Taluk linking how Millennium Development Goals and Person with Disabilities. 3.5 Scope of the study The present study could be taken up at a larger scale in Cuddalore district having this present study as a precursor. The findings and suggestions could help the future researchers to extend the study with other variables who are interested towards the welfare of disabled sector. This study could support the Central/state Government and Planning bodies or agencies or any other International organization for policy making as the study was taken up with respect to coastal and rural parts. 3.6 Operational Definition 1. Disability is defined as persons who are suffering from not less than 40% of any disability as certified by a competent Medical authority and the classification of disability are as per PWD act, 1995 and National Trust Act, 1999 2. Person with disability is defined as persons who are suffering from not less than 40% of any disability as certified by a competent Medical authority and identified by the Leonard Cheshire Disability (INGO), Cuddalore 3. Millennium Development Goals in this study means from Goal 1 to Goal 5 devised by United Nations in the Millennium Summit, 2000 4. Coastal and Rural parts in this study are defined as the areas which are identified and served by the Leonard Cheshire Disability (INGO), Cuddalore 5. Maternity care is defined as the care given to women during pre-natal, natal and postnatal period of child birth

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3.7 Research Methodology Research methodology is an important phase in a research study (Methodology is to be defined as the study of methods by which knowledge is gained). Research can be defined as a scientific and systematic search for pertinent information on a specific topic. In fact, research is an art of scientific investigation. It deals with the cognitive processes imposed in research by the problems arising from the nature of its matter. 3.7.1 Research Design The researcher utilized the Descriptive Case Study research design to study how the MDGs are supporting the PWDs. Yin (1994) defines the case study as an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident (Anastas, 1999) According to H. Odum, Case study method is a technique by which individual factor whether be it an institution or just an episode in the life of an individual or a group is analyzed in its relationship to any other in the group (Kothari, 2004) Case study research might, then, be of real value in throwing light on the specific issues arising in extreme circumstances, while also enabling us to make links between these and more conventional and routine social processes and outcomes (Smith, 2009) Multiple case study approach is employed in this study. The use of multiple cases in this study is justified as under. Yin (1994) points out that the use of more than one case is often seen as automatically lending credibility to case study findings. Additional participants are chosen for study because they are expected to yield similar data or different but predictable findings (Schwandt, 2001) Yin (2003) asserts selecting multiple cases represents replication logic. 3.7.2 Inclusive Criteria for this Study 1. MDG goals 1 to 5 are taken for this study to frame the objectives of this study. i. ii. iii. iv. v. Eradicate extreme poverty & hunger Achieve universal primary education Promote gender equality & empower women Reduce Child mortality rates Improve maternal health 29

2. The universe is the PWDs identified by LCPN, INGO in 30 Panchayats of Cuddalore Taluk 3. The age group of participants are from 0-49 which forms the sampling frame for this study 3.7.3 Exclusive Criteria for this Study 1. MDG goals 6 to 8 are excluded in this study 2. 21 Panchayats which are not identified by LCPN, INGO in Cuddalore Taluk 3.7.4 Universe Cuddalore Taluk comprises of 51 Panchayats and Leonard Cheshire Project Nagapattinam, INGO is working in 30 Panchayats of Cuddalore Taluk and their support was sought for this study. Hence the universe for this study is the 30 Panchayats that are covered by LCPN, INGO. The total respondents (sampling frame) are Persons with Disabilities from those 30 Panchayats only. 3.7.5 Sampling Though the universe is finite, as the researcher used Case study research design (Qualitative Research), Purposive sampling is used in this study. To construct a theory base respondents are selected from both the coastal and rural parts of Cuddalore Taluk. Purposive Sampling aptly suited the study and is justified based on the authored views. Purposive Sampling is based on the presumption that with good judgment one can select the sample units that are satisfactory in relation to ones requirements. A common strategy of this sampling technique is to select cases that are judged to be typical of the population, in which one is interested, assuming that errors of judgment in the selection will tend to counterbalance each other (Lal Das, 2008) A nonrandom sample selected on the basis of the specific characteristics of sample members that qualify them to be the most useful informants for a specific study (Anastas, 1999) Purposive sampling in a nut shell, 1. Sample is chosen for particular purpose 2. Sample gives insights into a particular issue related to the study area 3. Number determined by the research topic, availability (Alston & Bowels, 2003)

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3.7.6 Selection of Panchayats Out of the 30 Panchayats, the researcher chosen the following 4 Panchayats purposively based on the Geographical accessibility and also based on the time available for data collection, LC Project agencys field coordinator availability in the field. 3.7.6 (a) Rural Panchayat 1. Uchimedu 2. Nanamedu 3. Gundu Uppalavadi 3.7.6 (b) Coastal Panchayat 1. Devanampattinam 3.7.7 Selection of Respondents for In-depth Interview Serial Number 1 Nature of Panchayat Coastal Name of the Panchayat Devanampattinam Nanamedu 2 Rural Uchimedu Gundu Uppalavadi Interviewed Participants 9 5 2 5

3.7.8 Tools for Data Collection With the help of the research guide, the researcher prepared a semi-structured interview schedule based on the objectives of the study. The reason to choose semi-structured interview schedule is justified as under and authored opinions are presented. Ideal research instruments for exploratory and descriptive designs in which the researcher is finding out about a topic and/or has little prior knowledge of what the participants think about it (Alston & Bowels, 2003) Typically, semi-structured interview schedules contain many open-ended questions, with lots of suggestions for prompts and probes. (Alston & Bowels, 2003) 3.7.9 Techniques for Data Collection In-depth Interview technique is employed by Researcher in this study. In-depth interview is to explore in depth a respondents point of view, experiences, feelings, and perspectives.

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In-depth interviewing encourages people to reconstruct their experience actively within the context of their lives. (Seidman, 2006) In-depth interviews are a particularly good choice for getting qualitative data in cases where it would be logistically difficult to get the people you want to hear from into one room at the same time, or when the topic is highly sensitive 3.8 Difficulties Faced by the Researcher The rural road connectivity was poor and the researcher experienced the pathetic condition of roads that connected the villages that were visited. Moreover the study was confined to a qualitative research though it was earlier designed to be a quantitative one; this is because of the Thane cyclone that hit the Cuddalore district at the end of December 2011. This hampered the researchers second phase of data collection. During an interview one of the respondents step-uncle who was already boozed entered the house and shouted at the researcher you people are crap and said you come and get all the details but you dont provide any succor to my daughter. Later the researcher told he is not a Governmental official but only a student who approached her for an interview for his study purpose. Then he left the house grunting the researcher. 3.9 Limitations of the Study As this study is of Qualitative in nature this could not be generalized elsewhere but it could serve as a basis for constructing theory and enhancing the study at a later stage. The researcher could not find any literature or previous M.Phil/ PhD study linking directly Millennium Development Goal and Person with Disabilities. Hence the existing gaps in literature could not be retrieved. With the above limitations the researcher has some findings on the basis of the obtained field data. 3.10 Chapterization CHAPTER I gives a glimpse of what is disability, its types, definition, what is Millennium Development Goals (MDGs), its action plan. Chapter I also elaborate the MDGs used in this study. CHAPTER II includes the Review of Literature. It forms the basis of the present study, explores different research studies pertaining to this study, analyses the gaps if any and also provides theoretical framework to the research. CHAPTER III consists of need and scope of the study, Research Methodology, the universe and sampling techniques tools and technique for data collection and analysis. The difficulties and limitations faced during research study are also listed in this chapter. 32

CHAPTER IV the collected data were analyzed for general and specific findings. CHAPTER V gives an overview on the findings of this particular research and lists out suggestions how MDGs could be taken ahead for the welfare of PWDs. 3.8 Case Discussions The following in-depth interviews are conducted in the Gundu Uppalavadi Panchayat Respondent: A The Respondent A, an unmarried male, aged 29 resides in a rural village namely Gundu Uppalavadi which is four kilometers away from Cuddalore district Head quarters. He belongs to marginalized community (Schedule Caste) and follows Hinduism. He lost his parents when he was 6 years old and was taken care by his elder sister (aged 40) and his sisters husband (uncle) whose age is 50. Elder sister is enrolled in Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA). His uncle is a Temple priest and he is not enrolled in MGNREGA. The Respondent As education qualification is 5 th discontinued and he is locomotor disabled (75 % disabled). The Researcher enquired how he became disabled, he replied that he was born normal but crippled by polio and the polio immunization injection was replaced by some other injection when it was administrated to him. He doesnt own a house and resides with his sister in a thatched roof and they dont posses any cultivable/non-cultivable agricultural land. He has no mobile phone and no separate bank account. As he is crippled he generally doesnt take part in social activities. He possesses National Disability Identity Card but has not applied for any travel concessions in bus/ train. The Researcher asked why he hasnt applied; he said he is not travelling anywhere so he hasnt applied. On the benefits he receives through the Tamil Nadu Government Schemes, he has not applied for social assistance. Till second standard, he studied in a Government School in Gundu Uppalavadi which is half a kilometer from his uncles home. Later he studied in a Special School in Cuddalore from 3 rd to 5th standard. Till 5th standard, his uncle uses to drop and pick him back from the school. When inquired why he discontinued at 5 th standard, he replied that his teachers didnt support him in education and moreover he felt that the school infrastructure and toilets in schools were not accessible to him. The drinking water tap is also not accessible to him to fetch water to quench his thirst. This made him disinterested in education and to leave the

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institution. During his studies, he hasnt taken part in any kind of sports or recreation in schools owing to his locomotor disability. The Respondent A was not enrolled in MGNREGA and he is currently unemployed and earlier engaged in garland making for functions like marriage, temple celebrations etc. When asked how he is managing for his sustenance, he replied that he has submitted a quotation to Leonard Cheshire Project, Cuddalore (an INGO working for the welfare of person with disabilities) for starting his self-employment venture. There is a Primary Health Care (PHC) centre in Gundu Uppalavadi but it is opened only on Wednesdays and there are no adequate facilities. It doesnt have a maternity ward; no pre-natal and ante-natal care is given to women except immunizing children during polio eradication camps organized by Government. Hence for any kind of treatment he is forced to go to Government General Hospital which is 6 kilo meters away from his home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital private run mini buses are available but it is difficult for him to access the bus services hence he travels by auto. The deplorable state is there is no special queue for person with disabilities in the hospital. Besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. The commutation is quite difficult for him and his friends will assist him during his visits to Hospital. Respondent: B The Respondent B is studying 4 th standard in Government School in Gundu Uppalavadi and her age is eight. She is disabled by birth, affected by Cerebral Palsy and her percentage of disability is 65%. She belongs to marginalized community (Schedule Caste) and follows Hinduism as her parents follow Hinduism. The Respondent Bs father (aged 32) works as a mason, an unorganized sector of work and earns INR 2000/- per month and he stopped going to school as he failed in standard eight. Her mother (aged 27) studied eighth standard and is a home maker. She is enrolled in MGNREGA but she was given Rs 90/- as daily wages against Rs 120/- as daily wages. Respondent B has a brother studying 1 st standard and a sister whose age is three and half years. Both of her siblings are able bodied. The Respondent B resides in own house, which is concrete in nature and his father do not have any cultivable/non-cultivable agricultural land and there is no bank account in her name.

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The Respondent B stammers while she talks and researcher asked her mother how and when she was identified that she has disability. The mother replied that respondent B didnt cry for about one and a half hours after the birth and she was kept in an incubator for 15 days and monitored closely by a team of doctors. They have diagnosed that respondent B has cerebral palsy at the age of three when she started to walk only at the age of three. Respondent Bs mother lamented their marriage is not within consanguine relationship but her daughter was born disabled. The Respondent B is a south paw as her right hand is not functioning properly and she walks with an awkward gait. As her percentage of disability is moderate she takes part in social activities and said she plays hide and seek with her friends. Respondent B possesses National Disability Identity Card. She receives education scholarship of Rs 500 per month under the Government Scheme for Children with Disabilities (CWDs) and she came to know about the benefits through Leonard Cheshire Project, Cuddalore. LCPN has supported her with splint for her support while walking but now it has to be repaired. The researcher questioned respondent Bs mother why they havent applied for prosthetics through District Disability Rehabilitation Office (DDRO), Cuddalore, she replied that they have submitted application five times for HA KAFO but they were kept waited for so long period. The mother is the sole care taker of Respondent B and she carried and dropped her till second standard in school and later she went to the school by foot. The Respondent Bs mother asserted the road is poor even in summer season and it is hectic during the rainy season to commute to school. She said her friends had ridiculed earlier because of her disability but now they are not ridiculing. Despite the roads poor condition she could walk, hence her education is not denied because of disability, parents and teachers are immensely supporting her in her studies. The school infrastructure and toilets in schools are not accessible to her. The drinking water tap is also not accessible to her to fetch water to quench his thirst, so she takes water bottle from home. There is a Primary Health Care (PHC) centre in Gundu Uppalavadi but it is opened only on Wednesdays and there are no adequate facilities. PHC doesnt have a maternity ward; no pre-natal and ante-natal care is given to women except for immunization that is done to children during polio eradication camps organized by Government. Hence for any kind of treatment she is forced to go to Government General Hospital which is 6 kilo meters away 35

from her home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital private run mini buses, Government buses and autos are available. As she is young her mother takes her to hospital. The pity thing is that there is no special queue for person with disabilities in the hospital besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. The researcher questioned respondent B mother whether the family insisted on family planning after her 1 st child was born with disability. She replied No, my family didnt insist me though she thought of going for tubectomy so as to take care of 1st child, her husband said no to tubectomy. After the in-depth interview the researcher asked whether the family is willing to share any information. The mother said all the family members cried when they watched a song sequence from a Tamil movie Kanchana where the PWDs dance. The researcher could infer the agony the family carries. Respondent: C The Respondent C is diagnosed with 80% Mental Retardation (MR). Her age is nineteen and resides in Gundu Uppalavadi. She belongs to marginalized community (Schedule Caste) and follows Hinduism. The Respondent Cs father (aged 45), completed 8 th standard worked as mason in an unorganized sector. Currently he is not employed as he is epileptic. Respondent Cs mother, aged 35, works as an attender for the past one year in an Government Aided School and earns a paltry INR 600/- per month. Respondent Cs brother is the sole bread winner of the family. Failing in tenth standard he didnt continue his education further owing to the familys situation. Respondent Cs younger sister also failed in tenth standard and works in a company to support the family. Respondent C parents marriage is within consanguine relationship. The Respondent Cs father owns a house which is concrete in nature but has no agricultural land and no mobile phone. Though possessing National Disability Identity Card she didnt receive any social assistance from Government. Enquired why, her mother said though applied 3 times earlier they received no reply. She didnt walk till the age of five and at that time only she was diagnosed as a mentally retarded child. Mother is the sole care taker of the respondent C. When asked whether she takes part in social activities her mother said she is not let out of the home as she 36

was afraid and moreover she is a female. Her mother besides serving as an attender she also cooks and cleans in a special school inside the premises of the Government Aided School. Hence for the past five months respondent C is also taken to that special school but she was not enrolled in formal school because of her disability. Respondent C is epileptic and she is taking treatment for that too. There is a Primary Health Care (PHC) centre in Gundu Uppalavadi but it is opened only on Wednesdays and there are no adequate facilities. PHC doesnt have a maternity ward; no pre-natal and ante-natal care is given to women except to immunize children during polio eradication camps organized by Government. Hence for any kind of treatment she is forced to go to Government General Hospital which is 6 kilo meters away from her home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital private run mini buses, Government buses and autos are available. As she is young her mother takes her to hospital. The pity thing is that there is no special queue for person with disabilities in the hospital. The researcher questioned respondent B mother whether the family insisted on family planning after her 1 st child was born with disability. She replied No, family didnt insisted though she thought of going for tubectomy so as to take care of 1 st child, her husband said no to tubectomy. Respondent: D The Respondent D, an unmarried male, aged 29 resides in a rural village Gundu Uppalavadi which is 4 kilometers from Cuddalore district Head quarters though his birth place is Annavalli. He belongs to marginalized community (Schedule Caste) and follows Hinduism. Respondent D lost his parents at very young age and was taken care by Respondent As elder sister (aged 40) and his sisters husband (uncle) whose age is 50. He is residing with his friend (Respondent: A). The Respondent Ds education qualification is 5 th discontinued and he is locomotor disabled (Percentage of disability is 100%).The Researcher enquired how he became disabled, Respondent D replied that he was born normal but crippled by polio and the polio immunization injection was not administrated to him at the right time. He doesnt own a house and dont posses any cultivable/non-cultivable agricultural land. He has a mobile phone and but has no separate bank account. As he is crippled he generally doesnt take part in social activities. Respondent D possesses National Disability Identity Card but he has not applied for any travel concessions in bus/ train. The Researcher asked why he hasnt applied; he said that he is not travelling anywhere so he 37

hasnt applied. On the benefits he receives through the Tamil Nadu Government Schemes, he has not applied for social assistance and said the officials are asking money to sign in the forms. Till 5th standard, he studied in a Government School in Annavalli, a rural village. His father is also visually impaired and it was very difficult for him to commute to the school and usually friends carried him to school. When inquired why he discontinued at 5th standard, he replied that his teachers doesnt support him in education and moreover the school infrastructure and toilets in schools were not accessible to him. The drinking water tap was also not accessible to him to fetch water to quench his thirst. This made him disinterested in education and left the institution. During his studies, he hadnt taken part in any kind of sports or recreation in schools owing to his locomotor disability. The Respondent D was not enrolled in MGNREGA and he is currently unemployed and earlier engaged in garland making for functions like marriage, temple celebrations etc. When asked how he is managing for his sustenance, respondent A replied that he has submitted a quotation to Leonard Cheshire Project, Cuddalore (an INGO working for the welfare of person with disabilities) for starting his self-employment venture. On the healthcare services he receives, though there is a Primary Health Care (PHC) centre in Gundu Uppalavadi but it is opened only on Wednesdays and there are no adequate facilities. It doesnt have a maternity ward; no pre-natal and ante-natal care is given to women except to immunize children during polio eradication camps organized by Government. Hence for any kind of treatment he is forced to go to Government General Hospital which is 6 kilo meters away from his home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital private run mini buses are available but it is difficult for him to access the bus services hence he travels through auto. There is no special queue for person with disabilities in the hospital. Besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. The commutation is quite difficult for him and his friends will assist him during his visits to Hospital.

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Respondent: E The Respondent E, aged 27 was born as a normal child and immediately after her birth she was not given polio immunization. At the age of three she got severe fever and became a victim to polio. Later it was learnt that in the hospital mistakenly another injection was administered during treatment given for the fever. Presently she lives with her father and mother in a rural village Gundu Uppalavadi which is 4 kilometer away from Cuddalore district Head quarters. She belongs to marginalized community (Schedule Caste) and follows Hinduism. Her husband abandoned her when their second child was three months old. Till date he had not returned to see her. When enquired the reason for abandonment she said there was no concrete reason to do so, but she lamented it was her fate to be an abandoned women coupled with her locomotor disability (Percentage of disability 65%). She is not taking part in any social activities as people discriminate her as she was abandoned by her husband. Her father (aged 55) and mother (aged 50) is coolies. All the three are registered in MGNREGA. They belong to Low Income Group (LIG). The respondent E is blessed with a girl (aged 5) and a baby boy who is ten months old. She doesnt own a house, mobile phone, personal bank account and agricultural land but she has National Disability Identity Card. Though having National Disability Identity Card she is not getting any social assistance. The researcher enquired why it so? She said even applied she has been kept in waiting list by DDRO, Cuddalore. She has even approached district Collector and submitted her grievance but no action is taken yet. The respondent E is a failed candidate in 6th standard and later she stopped going school. Her mother said their economic condition forced her to move out of the school after failing in 6th standard. Moreover her friends had not treated her with dignity in schooling days. The school infrastructure and toilets in schools were not accessible to her. The drinking water tap is also not accessible to fetch water to quench her thirst. During her studies, she hadnt taken part in any kind of sports or recreation in schools owing to her locomotor disability. On the healthcare services she receives, though there is a Primary Health Care (PHC) centre in Gundu Uppalavadi but it is opened only on Wednesdays and there are no adequate facilities. It doesnt have a maternity ward; no pre-natal and ante-natal care is given to women except for immunization that is done to children during polio eradication camps organized by Government. Hence for any kind of treatment she is forced to go Government General Hospital which is 6 kilo meters away from her home, moreover the condition of road 39

is poor. On the transportation facilities to Government General Hospital private run mini buses are available but it is difficult for her to access the bus services hence she travels by auto. The pathetic state is that there is no special queue for person with disabilities in the hospital. Besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. The commutation is quite difficult for her and her parents will assist her during the visits to Hospital. The Researcher to know the status of maternity care given to her posted few questions during the interview. She delivered both her babies in Government General Hospital, Cuddalore and it was normal delivery on both the occasions. Pre-natal and ante-natal care was given to her in hospital. Immunization to children is done and her mother insisted on family planning after her second delivery as she was disabled. Currently she is taking medicines for epilepsy. The following in-depth interviews are conducted in the Uttchimedu Panchayat Respondent: F The Respondent F (aged 31), a married male, resides in a rural village Uttchimedu which is 8 kilometers away from Cuddalore district Head quarters. He belongs to marginalized community (Schedule Caste) and follows Hinduism. The Respondent F passed 8th standard and he is locomotor disabled (percentage of disability is 60%). The Researcher enquired how he became disabled; the Respondent F replied that he was born normal but crippled by polio due to brain fever. He is survived with his wife (aged 26) and she is a home maker. They are blessed with three children. First child is eight years old and studying 3 rd standard. Second child is four years old and the third one is two and half years old. He owns a house and but dont possess any cultivable/non-cultivable agricultural land. He has a mobile phone and has a separate operative bank account. He is crippled and due to coyness he generally doesnt take part in any social activities. Respondent F possesses National Disability Identity Card but he has not applied for any travel concessions in bus/ train. The Researcher asked why he didnt applied; he said that he is not travelling anywhere so he hasnt applied. On the benefits he receives through the Tamil Nadu Government Schemes, so far he has not applied for any social assistance. The school infrastructure and toilets in schools were not accessible to him. The drinking water tap was also not accessible to him to fetch water. During his studies, he hadnt 40

taken part in any kind of sports or recreation in schools owing to his locomotor disability. Moreover his classmates ridiculed him during the studies due to his disability, but his parents and teachers supported him in his education. He completed his education up to 5th standard in Government School, Uttchimedu which is walk able distance from his home. He completed upto 8th standard in Training School in Manjakuppam, six kilo meters away from his home. The mode of transport to school was Government Bus. The researcher asked how his peers are treating him in work place, the respondent F said he is self-employed and took the researcher to his tailoring shop too. He said there is three more tailoring shop in Uttchimedu Panchayat run by other people and this is one among them. The researcher observed the respondent F tattooed his mother name in his left hand. The respondent F said he did not learnt to drive cycle as he had fallen once. On the healthcare services he receives, there is no Primary Health Care (PHC) centre in Uttchimedu. He is forced to go to Government General Hospital which is 10 kilo meters away from his home. Moreover the condition of the road is poor. On the transportation facilities to Government General Hospital, Government buses are available but the frequency is less and also it is difficult for him to access the bus services hence he travels by auto to hospital. The awful state is that there is no special queue for person with disabilities in the hospital besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. He asserted, even requested he is not allowed to bypass the queue. Respondent: G The Respondent G (aged 25) an unmarried female, resides in Uttchimedu, a rural village which is 8 kilometers away from Cuddalore district Head quarters. She belongs to marginalized community (Schedule Caste) and follows Hinduism. The Respondent G failed in 12th standard and she hadnt pursued her education further. She is locomotor disabled (percentage of disability is 60%). The Researcher enquired how she became disabled; she replied that she was born normal but crippled by polio as immunization was not administered at the right time. Her father (aged 45) and mother (aged 40) works in agricultural sector but they dont posses any cultivable/non-cultivable agricultural land and both are uneducated. Her sister (aged 23) is working in a nearby company. Her family belongs to low income group.

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The Respondent G has a mobile phone and financial support was rendered by her mother and she has no separate bank account. She attends the temple festivals and other marriages taking place within the panchayat. Respondent G possesses National Disability Identity Card but she has not applied for any travel concessions in bus/ train. The Researcher asked why he didnt applied, respondent G said she is not travelling anywhere so she hasnt applied. On the benefits she receives through the Tamil Nadu Government Schemes, she said that she had applied for PHP. As she is only 25 years of age the officials are not approving. Moreover they say the percentage of disability should be more than 70% for receiving PHP. She completed up to 5th standard in Government School, Uttchimedu which is walk able distance from her home and completed 8th standard in Government School, Venugopalapuram and studied 11th & 12th standard in Training School in Manjakuppam, six kilo meters away from her home. The mode of transport to school was Government Bus. The school infrastructure and toilets in schools were not accessible to him. The drinking water tap was also not accessible to him to fetch water. During the studies, she hadnt taken part in any kind of sports or recreation in schools owing to her locomotor disability. Moreover her classmates ridiculed during the studies due to her disability but her parents and teachers supported in her education. There is no Primary Health Care (PHC) centre in Uttchimedu. Hence for any kind of treatment she is forced to go to Government General Hospital which is 10 kilo meters away from her home, moreover the condition of the road is poor. On the transportation facilities to Government General Hospital, Government buses are available but the frequency is less and also it is difficult for her to commute the bus services hence she travels by auto to hospital. The dreadful state is that there is no special queue for person with disabilities in the hospital besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. She asserted, even requested she is not allowed to bypass the long queue.

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The following in-depth interviews are conducted in the Nanamedu Panchayat Respondent: H The respondent H is eight years old and she is studying in third standard in a Government Elementary School in Nanamedu. Nanamedu is a rural area which is 9 kilometers away from Cuddalore district Head quarters. She belongs to Most Backward Class (MBC) and follows Hinduism. She is affected by Cerebral Palsy (percentage of disability is 75%). Her father (aged 40) completed 6th standard runs a small hotel along with his father (i.e. respondent Hs paternal grandfather) in Nanamedu. The turnover per month is around Rs 1000/- in that hotel. Respondent Hs paternal grandmother assists them in hotel business and Respondent Hs mother (aged 35) completed 9th standard works in agricultural sector and owns an acre of cultivable agricultural land. Respondents father owns a house. She is more attached to her paternal aunt and paternal grandparents. Leonard Cheshire Project, Cuddalore (an INGO working for the welfare of person with disabilities) supported her to fetch National Disability Identity Card and she is receiving PHP as social assistance from Government of Tamil Nadu. The respondent Hs left hand and left leg is not receptive to her brains command owing to cerebral palsy. Hence she uses her right hand and seldom uses the left hand and also has an awkward gait. LCPN has provided prosthetics such as KAFO, splint and also giving therapy. The respondent Hs grandmother said during the interview that she is not supportive for therapy but she was persuaded. He asked what her favorite subject is. She replied Tamil, she also told the entire teachers name and her best friends name in her class. Her grandmother told that respondent H is unable to pick any things by left hand. Then researcher placed his water bottle on the table and asked her to pick it up by left hand. When she tried each of her fingers took much time to catch hold of the water bottle. She had difficulty in picking it and dropped the bottle. Then the researcher told her grandmother to insist her to eat in left hand though some taboo is attached to it and also said to give the respondent H wheat cereals in a vessel so that she could pick it up by her left hand.

The respondent Hs grandmother carried her to school till second standard but now she walks alone to school and it is walk able distance from her home but the condition of road is poor. She was not class leader in her class. The school has a ramp and toilets in schools are 43

accessible to her. The drinking water tap was not accessible to fetch water. Hence she carries water bottle to the school. When inquired she said that she plays hide and seek game with her friends in school and also in village. Earlier classmates ridiculed her due to her awkward gait but now they are very cordial with her. Her grandparents, parents and teachers keenly support her in her education. She is more attached to her paternal aunt as she was married and left the village there is a bit slack in her overall performance. There is no Primary Health Care (PHC) centre in Nanamedu. She has to travel 11 kilo meters to reach Government General Hospital, moreover the condition of the road is poor. On the transportation facilities to Government General Hospital, Government buses are available but the frequency is less and also it is difficult for her to commute the bus services hence she travels by auto to hospital. There is no special queue for person with disabilities in the hospital. Besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. She reiterated that even requested she is not allowed to bypass the long queue. Respondent: I The Respondent Is (aged 20) ambition is to pursue Master of Business Administration (MBA). Currently he is pursuing B.Com final year from a Christian Minority Institution in Manjakuppam. His native village is Nanamedu which is 9 kilometers away from Cuddalore district Head quarters. He belongs to Most Backward Class (MBC) and has faith in Christianity though he is a Hindu. Asked why, he said that he studied in a Christian Minority Institution. His father (aged 50) and mother (aged 48) is engaged in agricultural activities and they own an acre of cultivable land and own a house. His father earns Rs 2000/per month and his mother is enrolled under MGNREGA. His elder brother completed engineering course works in a private firm and his younger brother having completed 12th standard was not pursuing his further education. The respondent I is victimized by Polio as he was not administered polio immunization drops after his birth. The percentage of disability is 70%. He has a separate operative bank account as he receives scholarship but he doesnt own a mobile phone. The Researcher posed how he came to know about the benefits, the respondent I said he takes class for visually impaired student in the institution where he studies and a teacher told him about the scholarship scheme and he possesses National Disability Identity Card. During the 44

interview he said he is not getting any concession in bus though producing the required document. The respondent I reiterated that a Non Governmental Organization (NGO) in Pondicherry supported his education financially till 6 th standard. He didnt felt that his disability denied his education because of the support rendered. They also gave crutches for his right leg, with crutches he feels good. He completed his 5 th standard in Jayalakshmi Naidu Committee Boy School and his father used to drop him. Later he travelled in bus till 8th standard and from 9th standard onward he went to school by bicycle. The school is eight kilometers away from his home. The researcher asked how he feels when he cycled. He said with the support of crutches he could cycle but falls down if the road is poor. He said his parents and teachers supported him immensely but the school infrastructure and toilets in schools were not accessible to him. Moreover his friends imitate his awkward gait but he doesnt care at all. He took part in slow cycle race and plays cricket with his village friends. Generally he spends daily two hours in central library. There is no Primary Health Care (PHC) centre in Nanamedu. Hence for any kind of treatment he is forced to go to Government General Hospital which is 11 kilo meters away from his home, moreover the condition of the road is poor. On the transportation facilities to Government General Hospital, Government buses are available but the frequency is less and also it is difficult for him to commute hence he travels by auto to hospital. There is no special queue for person with disabilities in the hospital. Besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. He asserted that even requested he is not allowed to bypass the long queue. Respondent: J The respondent J was born with beautiful eyes and she was the second female child in the family. When she was three months old an unforgettable incident took place. Unfortunately a lighted lamp fell on the babys cloth and her scalp was completely burnt. This rendered her visually impaired the rest of her life. Now she is 23 years old and home is the only world for her. She resides in Nanamedu a rural village which is 9 kilometers away from Cuddalore district Head quarters. She belongs to Most Backward Class (MBC) and she is a Hindu.

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Her father (aged 44), a farmer earns Rs 2500/- per month and he is also enrolled in MGNREGA. Her mother (aged 40) is employed through MGNREGA. She has three sisters. Elder one is serving in police department; younger one is doing her Bachelor degree in English and the youngest sister is studying 11th standard. The respondent Js father owns a house but doesnt have any cultivable/non-cultivable land. She has no mobile phone and she does not take part in any social gatherings neither within nor outside the village. She receives social assistance from Government of Tamil Nadu. The respondent Js education was also short lived. At the age of five she was enrolled in a special school for visually impaired in Cuddalore which is 12 kilo meters away from Nanamedu. She stayed at hostel in the school, after a year or so because of her homesickness she came back to home. Then on her mother was her sole care taker. The researcher interacted with the respondent but she was very shy and didnt spoke much. Sarva Siksha Abhyan (SSA) School in Nanamedu Braille is not taught. The researcher asked her father why any kind of training for self-employment was not given to her, he said she has to be supported for her activities of daily living so he hadnt sent her out for any kind of training. There is no Primary Health Care (PHC) centre in Nanamedu. Hence for any kind of treatment she is forced to go to Government General Hospital which is 11 kilo meters away from her home, moreover the condition of the road is poor. On the transportation facilities to Government General Hospital, Government buses are available but the frequency is less and also it is difficult for her to commute, hence she is taken by his father to the hospital. There is no special queue for person with disabilities in the hospital. Besides that the hospitals built environment is not accessible for visually impaired persons. The commutation is quite difficult for her and her parents will assist her during the visits to Hospital. Respondent: K The Respondent K (aged 10) is affected with Cerebral Palsy and Mental Retardation (percentage of disability is 100%) and he is disabled by birth. His native village is Nanamedu which is 9 kilometers away from Cuddalore district Head quarters. His caste is Most Backward Class (MBC) and belongs to Hinduism. His father (aged 42) and mother (aged 35) is engaged in agricultural activities and they own an acre of cultivable land and also own a 46

house. His father earns INR 3000/- per month and his mother is enrolled under MGNREGA. His elder brother (aged 12) is studying 7th standard. The respondent K is taken to SSA School for giving therapies. The fact is that LCPN field staff had insisted respondent Ks father to enroll the respondent in SSA Special School. The respondent Ks father holds an operative bank account and owns a TVS 50 vehicle. The respondent K receives maintenance grant as social assistance and he possesses National Disability Identity Card. His mother takes care of him and as he is completely bedridden, either of his parents would only carry him while dropping him in the school. So as to take care of him the family doesnt attend any social activities. The respondent K was denied education owing to his disability but his parents and teachers support him in Special school. Even then the special school infrastructure is not accessible to the respondent. For any kind of treatment he is forced to go Government General Hospital which is 11 kilo meters away from his home, as there is no Primary Health Care (PHC) centre in Nanamedu. Moreover the condition of the road is poor. On the transportation facilities to Government General Hospital, Government buses are available but the frequency is less and also it is difficult for him to commute hence he is carried by his father to the hospital. The respondent Ks father has forced the respondents mother to consume tablets to abort the child but that has not happened. Only when he was 7 months old a late development was observed in him. Moreover the respondent paternal grandmother insisted the respondents mother for family planning after the respondent Ks birth. The researcher enquired how they can understand that he was hungry. His father said that the respondent shows stomach and mouth if he needs food and water respectively. The respondents elder brother is highly supportive to him. Even in the hospital there is no special queue for person with disabilities. Besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. The commutation is quite difficult for him and his parents will assist him during the visits to Hospital. Respondent: L The respondent L, aged 37 has a burning brazier to support the under-privileged sections of the society and the researcher could sense his desire to extend his helping hand through his social service activities. He is locomotor disabled (percentage of disability is 47

100%) and he is not disabled by birth at the age of 5 years he was victimized by polio following a severe fever. He resides in Nanamedu which is 9 kilometers from Cuddalore district Head quarters. His caste is Most Backward Class (MBC) and belongs to Hinduism. He is survived with his mother, wife (aged 25) and a son (aged 5) who is studying in first standard. The respondent L owns a house, has mobile phone and a separate bank account. He has a custom made three wheeler TVS 50 vehicle for his commutation. He does take part in social activities and he is an active member of Annai Theresa Social Service Forum, Cuddalore. He has National Disability Identity Card but he has not applied for any travel concessions in bus/ train and social assistance as he is expecting Government postings. He reiterated that his elder brother has been a pillar for his development. His brother has supported him immensely and he used to drop and pick him up from school. His education was not denied because of his disability and joined the school in his eighth year of age. Though the infrastructure was not accessible that has not deterred his education, moreover his teachers had supported him keenly. In the school he literally crawled within the school premises. He has completed B.Com from Periyar Arts College, Cuddalore and later studied PGDCA and passed Typewriting Higher course. The respondent L said he was not worried about the comments passed by his colleagues and he said he took up a self- employment in Subha CD shop as soon as he quit The Hindu job. He is currently employed in passport office as temporary employee and earns based on the passport application he processes, prior to that he was employed in The Hindu newspaper in designing section and earned Rs 7000/- p.m. His wife earns Rs 4000/- p.m. He said there is no Primary Health Care (PHC) centre in Nanamedu and for any kind of treatment he is forced to go Government General Hospital which is 11 kilo meters away from his home; moreover the condition of road is poor. On the transportation facilities he goes either by his vehicle or his brother takes him to Government General Hospital. But he said he do not visit General Hospital as there is no proper care is given. He said that once he was given only a stool instead of bed when he was admitted. His ambition is to start a NGO for supporting and upholding the causes of PWDs he said his allowance application was cancelled by Village Administrative Officer stating the reason that he was employed, he requested that PWDs should be entitled to exercise their rights and they dont want sympathy from others. 48

The following in-depth interviews are conducted in the Devanampattinam Panchayat, Coastal area Respondent: M The respondent M (aged 46) female, resides in Devanampattinam, a coastal village which is 10 kilometers from Cuddalore district Head quarters. She belongs to Most Backward Class (MBC) follows Hinduism. Her husband age is 48 and he is a fisherman and earns Rs 1500/- p.m. Both the respondent and her husband are uneducated. She is locomotor disabled (Percentage of disability is 70%). The Researcher enquired how she became disabled; she replied that she was born disabled and her left hand is dysfunctional. She doesnt possess any cultivable/non-cultivable agricultural land and also do not have mobile phone. She was given house under the Tamil Nadu Government Tsunami Housing Scheme. Her daughter was married and she is staying with her husband. The respondent M attends the temple festivals and other marriages taking place within the panchayat. Respondent M possesses National Disability Identity Card but she lamented that even application was submitted no social assistance was granted to her and she is unemployed too. She was a member of a Self Help Group (SHG) but bank loan was not granted to her by the bank manager. Her parents were not economically well off and hence she was not sent to school and the researcher could not explore in the domains of education. There is no Primary Health Care (PHC) centre in Devanampattinam and she is forced to go Government General Hospital which is 10 kilo meters away from her home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital, Government buses and share autos are available. She said that she does not visit hospitals but get medicines from nearby pharmacy when she or her husband is ill as it is cheaper compared to visiting a doctor. She recollected that before two years her husband was operated for removing stones from his kidney and though Kalaigar Medical Scheme helped them, they have borrowed Rs 10000/- p.m and still they are paying the interest. The dreadful state is that there is no special queue for person with disabilities in the hospital besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. She asserted, even requested she is not allowed to bypass the long queue. On her maternity care that she received, she said her first delivery took place in the year 1985 and she delivered a baby boy in a hospital but he died. She delivered her second daughter in home. She said that she has not gone to hospitals for regular check-ups during 49

pregnancy and scanning facilities were not available in those days. Her family members insisted her to undergo family planning as she delivered a baby girl and she underwent family planning primarily because of the pressure rendered by her mother-in-law. Respondent: N The respondent N (aged 21) an unmarried female, resides in Devanampattinam, a coastal village which is 10 kilometers from Cuddalore district Head quarters. She belongs to Most Backward Class (MBC) and follows Hinduism. She is the first child in the family but born disabled and she is mentally retarded (percentage of disability is 100%). Her fathers age is 45 and he is a fisherman and earns Rs 2500/- p.m but he spends most of his earnings in consuming liquor. Her mothers age is 35 and she sells fishes. One of her brother died in the disaster Tsunami and other younger brother (aged 10) is presently studying in 4 th standard. Both her father and mother are uneducated. The respondent Ns family doesnt possess any cultivable/non-cultivable agricultural land and also do not have mobile phone. They were given house under the Tamil Nadu Government Tsunami Housing Scheme. The respondent N started to walk only at her eighth year of age. She possesses National Disability Identity Card and receives monthly maintenance grant (MG). LCPN was instrumental in getting the MG for her. As the respondent N is intellectually disabled she was neither allowed to attend any social activities nor let out of the home fearing some undesirable events may take place as she is a female. Her mother said she would accept whatever eatables offered by strangers. Hence she was confined to home. She was denied education because of her disability. She studied only 2nd standard and later the fears of parents made her to quit the education. LCPN has identified her as a client and taught Activities of Daily Living (ADL) to her, now-a-days she brushes herself. She said good morning to the researcher when he greeted her during the interview. There is no Primary Health Care (PHC) centre in Devanampattinam and she is forced to go Government General Hospital which is 10 kilo meters away from her home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital, Government buses and share autos are available. Generally she is taken to hospitals by either of her parents. Moreover there is no special queue for person with disabilities in the hospital besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. The respondents mother asserted that even requested she is not allowed to bypass the long queue. 50

The respondent Ns mother was victimized by jaundice in her 7 th month of her family way and she was born intellectually disabled. On her maternity care that she received, she said she received ante-natal care after her all deliveries. She said that she has not gone to hospitals for regular check-ups during pregnancy and scanning facilities were not available in those days. Her family members have not insisted her to undergo family planning. Respondent: O The respondent O, aged 21 is studying in 11th standard from Municipal Higher Secondary School, Cuddalore. His native is Devanampattinam, a coastal village which is 10 kilometers from Cuddalore district Head quarters and stays in Winch Avenue. His caste is MBC and he follows Hinduism. His father aged 56 studied 5th standard and owns a small grocery shop. His mother aged 42 is a home maker and studied 6th standard. The respondent has one younger brother and he is studying 9th standard. The respondent O is mentally retarded (Percentage of disability is 60%) and he is disabled by birth. He possesses National Disability Identity Card and receives Rs 1000/- as monthly maintenance grant and LCPN gave awareness on the social assistance to him. His parents have opened an account to save the MG. They dont own any agricultural land. Actually the respondent and his parents are staying in his maternal grandfather home. His maternal grandfather was the sole reason for what he is now. He started to walk only at the age of two. He was taken to a hospital in Pondicherry for physiotherapy for nearly 2 years. Till his 7th year he was carried by his mother whenever he was taken out for treatment. In 1st and 2nd standard the classes were in upstairs and his mother would take him to class. Till 2nd standard he studied in an English medium but the school management asked him to take away as he is intellectually disabled. Later he was enrolled in a school in Devanampattinam and his mother would be in the school from morning to evening. His grandfather gave little exercises for sitting posture and walking etc. The respondent started to ride cycle when he was in his 5 th standard. From 9th standard onwards he is going in cycle to school which is 9 kilo meters away from his home. His uncle is a school teacher and he teaches him the subjects. In school he was not treated with dignity by his friends, he was ill treated and also humiliated. His family members are supporting him to great extent in all walks of his life. As he is only mild mentally retarded he asserted that the toilets and drinking water are accessible to him. He does take part in sports and plays with his friends in

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Devanampattinam but his mother told even the small kids use him only to pick the ball and treat him like a ball boy. There is no Primary Health Care (PHC) centre in Devanampattinam and she go to Government General Hospital which is 10 kilo meters away from her home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital, Government buses and share autos are available. Respondent: P The respondent P (aged 27), an unmarried female, resides in Devanampattinam, a coastal village which is 10 kilometers from Cuddalore district Head quarters with her mother (aged 60) and brother (aged 24). She belongs to Most Backward Class (MBC) follows Hinduism. Her father died after being paralyzed. She is affected with Cerebral Palsy and Mental Retardation (Percentage of disability is 100%). The Researcher enquired how she became disabled; her mother replied that she was born normal but she was diagnosed with a tumor in brain when she was eight months old that left her disabled the rest of her life. She didnt walk till her eighth year of age. She doesnt possess any cultivable/non-cultivable agricultural land and also do not have mobile phone. She was given house under the Tamil Nadu Government Tsunami Housing Scheme. The source of income to the family is that the respondents mother prepares idly batter and sells it, her brother is a painter. The respondent P is so feared that she had not come out of the room when the researcher went for an interview. She doesnt attend any social functions in and around Devanampattinam. Respondent M possesses National Disability Identity Card and receives Maintenance Grant. As the respondent Ps father was paralyzed the family had spent all the money for his recovery and the respondent could not be given due care. She is not supportive for any therapies too. As they were not economically well off she was not even sent to a special school and the researcher could not explore in the domains of her education. There is no Primary Health Care (PHC) centre in Devanampattinam and she go to Government General Hospital which is 10 kilo meters away from her home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital, Government buses and share autos are available. Her mother reiterated that in hospitals they dont even give a place to sit. The dreadful state is that there is no special queue for person with disabilities in the hospital besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. She asserted, even requested she is not allowed to bypass the long queue. 52

Respondent: Q The respondent Q (aged 19), an unmarried female, resides in Devanampattinam, a coastal village which is 10 kilometers from Cuddalore district Head quarters with her father (aged 40) and mother (aged 37). She belongs to Most Backward Class (MBC) and follows Hinduism. She is affected with Mental Retardation (Percentage of disability is 60%). The Researcher enquired how she became disabled; her mother replied that she was disabled by birth. She doesnt possess any cultivable/non-cultivable agricultural land and also do not have mobile phone. She was given house under the Tamil Nadu Government Tsunami Housing Scheme and her parents have an operative bank account. As the respondent Q is intellectually disabled she was neither allowed to attend any social activities nor let out of the home fearing some undesirable events may take place as she is a female. Her mother said she would accept whatever eatables offered by strangers. Hence she was confined to home after she attained puberty. She was denied education because of her disability. She studied 1st standard in a school which is nearby and later she completed her 5 th standard from Government Elementary School, Devanampattinam. Her parents were not aware of special education. The school infrastructure and toilets in schools were not accessible to her. The drinking water tap was also not accessible to him to fetch water to quench her thirst. During the studies, she hadnt taken part in any kind of sports or recreation in schools owing to her intellectual disability. Moreover her classmates ridiculed during the studies due to her disability. The school transport had told that they wont come to pick a single child studying from that locality. Even more pathetic thing is that she was even given transfer certificate and literally thrown out of the school environment. The researcher asked how the respondent manages her daily affairs. Her mother said if she is asked to brush or bath she does. Her mother pointed the discrimination in hospitals to disabled people. She pointed out that there is no special queue for person with disabilities in the hospital besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. She asserted, even requested she is not allowed to bypass the long queue. There is no Primary Health Care (PHC) centre in Devanampattinam and she goes to Government General Hospital which is 10 kilo meters away from her home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital, Government buses and share autos are available. Her mother reiterated that in hospitals they dont even give a place to sit. 53

Respondent: R The respondent R, male, aged 25 is speech and hearing impaired (percentage of disability is 100%) and he is disabled by birth. The researcher spoke with him in sign language during the interview which he learnt in one of the workshops on Disability Management. The respondent R resides in Devanampattinam, a coastal village which is 10 kilometers from Cuddalore district Head quarters with his mother (aged 45). He belongs to Most Backward Class (MBC). Though he is a Hindu he prays Jesus. He owns a house, mobile phone and an operative bank account. The reason to open the bank account is to receive unemployment allowance but he is not receiving it. He is survived with his mother (aged 45) and the pity is that his father has eloped with other women and had not returned yet. The respondent has completed 10th standard in a Special School as there are no higher standards in that special school he could not continue his education further. He received good support both from his parents and teachers during his education. As he is hearing impaired he did not had any qualms in accessing water and using toilets in the school. He takes part in social gatherings especially he plays cricket with his friends. He said he drives only cycle. His peers treated him with scant respect in his employment. He was employed in an industry in Pondicherry for five years and he was thrown out of the industry without any reason. He was also discriminated on the grounds of disability i.e. he was not given bonus during Diwali and Pongal festivals in his industry. Presently he is unemployed for the past one year and the researcher asked why he is not going for any job, he replied they are paying less. There is no Primary Health Care (PHC) centre in Devanampattinam and he goes to Government General Hospital which is 10 kilo meters away from his home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital, Government buses and share autos are available. Her mother reiterated that in hospitals he writes and say what his ailment is but people dont understand what he says in sign language. The dreadful state is that there is no special queue for person with disabilities in the hospital besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability.

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Respondent: S The respondent S (aged 38); female belonging to Islam religion resides in Devanampattinam, a coastal village which is 10 kilometers away from Cuddalore district Head quarters with her husband (aged 40) and they are blessed with three children. All the three children are studying. She is locomotor disabled (Percentage of disability is 80%) and she became disabled by birth. She doesnt possess any cultivable/non-cultivable agricultural land and but have mobile phone (her husband has supported). She was given house under the Tamil Nadu Government Tsunami Housing Scheme and she has an operative bank account. She is the group leader for a disabled SHG. She attends only the group meetings and other than that she does not take part in social gatherings. She has National Disability Identity Card and gets concession in bus and she came to know about the benefits only through LCPN. The respondent S has studied upto 10th standard and because of her parents paltry income she was asked to stop going school after 10th standard. The school infrastructure and toilets in schools were not accessible to her. The drinking water tap was also not accessible to him to fetch water. During the studies, she had taken part in sports competition and won awards in schools. She reiterated that she was treated with dignity in school and the school is hundred meters away from her home yet she faced difficulty in commuting. There is no Primary Health Care (PHC) centre in Devanampattinam and she goes to Government General Hospital which is 10 kilo meters away from her home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital, Government buses and share autos are available. She said that in hospitals they dont even give a place to sit. The dreadful state is that there is no special queue for person with disabilities in the hospital besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. She asserted, even requested she is not allowed to bypass the long queue. To know the maternity care that she received, the researcher posed few questions. She said first two children were born out of caesarian but the last child was a normal delivery. She was given proper pre-natal and post-natal care by her mother. She used to travel fifteen kilometers either in bus or in auto to hospital. She admitted that all deliveries were risky. Her mother had insisted on family planning as she is disabled but her husband had not insisted.

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Respondent: T The respondent T (aged 21); female resides in Devanampattinam, a coastal village which is 10 kilometers away from Cuddalore district Head quarters with her mother (aged 38) She is locomotor disabled because of polio (Percentage of disability is 65%) and she became disabled after a severe brain fever. Her father has eloped with other women and had not returned home so far. The respondents mother was worried much and expressed her anguish during the interview. The respondent doesnt possess any cultivable/non-cultivable agricultural land and but have mobile phone (her mother has supported). She was given house under the Tamil Nadu Government Tsunami Housing Scheme. She has an operative bank account but she is not aware of what is the minimum balance to be maintained. As she is shy she does not take part in any social gatherings. She has National Disability Identity Card and doesnt get concession in bus. The respondent T passed 10th standard in private mode. She failed in 10th but LCPN intervened and asked her to study in private mode. She also completed cell phone training and registered in employment exchange. Though the school infrastructure was not accessible she completed her 10th standard. During the studies, she had not taken part in sports competition. She reiterated that she was treated with dignity in school and the mode of travel to school is by Government bus. There is no Primary Health Care (PHC) centre in Devanampattinam and she goes to Government General Hospital which is 10 kilo meters away from her home, moreover the condition of road is poor. On the transportation facilities to Government General Hospital, Government buses and share autos are available. She said that in hospitals they dont even give a place to sit. The dreadful state is that there is no special queue for person with disabilities in the hospital. Besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. She asserted, even requested she is not allowed to bypass the long queue but at times she is allowed on sympathetic grounds.

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Respondent: U The respondent U (aged 28); female resides in Devanampattinam, a coastal village which is 10 kilometers away from Cuddalore district Head quarters with her mother (aged 46), and two brothers aged 27 and 26 respectively. Her father died 20 years ago. She is locomotor disabled as she was not administered polio vaccine after her birth (percentage of disability is 65%) and she became disabled after a severe brain fever and she was kept in ICU for three months. The respondents doesnt possess any cultivable/non-cultivable agricultural land and but have mobile phone (her mother has supported). She was given house under the Tamil Nadu Government Tsunami Housing Scheme. She has an operative bank account for applying loan. As she is severely disabled she does not take part in any social gatherings. She has National Disability Identity Card and she came to know about the benefits only through LCPN. Though she has applied for social assistance on 27/12/11 she had not got any reply so far from DDRO office. Presently she is managing a small petty shop given during Tsunami rehabilitation and she reached the shop with a tri-cycle given by LCPN. The petty shop is 50 meters away from her home. She has a black dog named Ceaser and she plays only with it. The respondent U passed 5th standard and she stayed in hostel during her studies. Later she came to home and didnt pursue her education as the school infrastructure was not accessible to her. But her parents and teachers were highly supportive till her 5 th standard. During the studies, she had not taken part in sports competition. She reiterated that she was not treated with dignity in school. There is no Primary Health Care (PHC) centre in Devanampattinam and she goes to Government General Hospital which is 10 kilo meters away from her home if and only she has serious ailments. Generally she buys medicines from pharmacy. She said more money has to be invested for Auto. Moreover the condition of road is poor. On the transportation facilities to Government General Hospital, Government buses and share autos are available. She said that in hospitals they dont even give a place to sit. The dreadful state is that there is no special queue for person with disabilities in the hospital and she said no dignity is given to them. Besides that the hospitals built environment is not accessible for persons with moderate to severe locomotor disability. She asserted, even requested she is not allowed to bypass the long queue.

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CHAPTER IV 4. FINDINGS OF THE STUDY 1. All the interviewed respondents fell under below poverty line category. 2. In Nanamedu (rural) and Devanampattinam (coastal panchayat) the respondents belong to Most Backward Class (MBC) while the respondents from Utchimedu and Gundu Uppalavadi (both rural area) belongs to Schedule Caste (marginalized community) 3. The respondents from Devanampattinam do not have any cultivable/non-cultivable land but few respondents parents own land hailing from rural panchayat 4. Most of the respondents were unemployed and they have to be dependent on their family members for sustenance. 5. LCPN (INGO) is providing good support to the respondents those were interviewed. 6. The parents of the respondents hailing from rural areas are enrolled in MGNREGA but the parents are unaware of the wages entitled. 7. None of the PWDs who attained the age of 18 were enrolled in MGNREGA 8. The respondents care takers work in unorganized sector and they dont have any Employment State Insurance or Provident Fund social security measure. 9. In two respondents cases their parents marriage is a consanguine marriage. Hence they felt that their child is disabled because of their consanguine marriage. 10. Except the two respondents all other respondents had not completed 10th standard. 11. The in-depth interview with the respondents revealed some kind of stigma attached to them due to the discrimination they face in their routine life. 12. There is no special queue for PWDs in hospitals and this shows the discrimination in hospitals. 13. The women with disabilities are all compelled to undergo family planning after their 1st delivery. 14. No accessible Infrastructure is available in schools i.e. persons with moderate to severe locomotor disability have to bear the brunt. 15. The parents are not aware of what is meant by special education. 16. Most of the respondents had not received any kind of support from the teachers during their studies and it made them to leave the school. 58

17. The parents of few respondents had supported them to continue their education. 18. During their schooling all the respondents had been ridiculed because of their disability. 19. PWDs who were employed are not treated with dignity in their work place. 20. Most of the respondents do not attend or take part in any social gatherings because of their apprehension and also because of the negligence from fellow human beings. 21. The respondents primarily suffer from three aspects in availing health care services a. The condition of Road b. Transportation facilities c. Accessibility 22. There are no Primary Health Care centers in all the panchayats where data was collected. 23. Due to inaccessible roads the PWDs go for self-medication by getting medicines from pharmacies nearby whenever they fell ill. 24. In the rural parts of area where data collected the frequency of buses is very less 25. Even if buses are available the design of buses makes the respondents with moderate to severe locomotor disabled difficult to commute independently 26. The respondent could not use the available systems in a dignified manner 27. The intellectually disabled (MR) female respondents are confined to their home only. 28. The parents of Intellectually disabled children are worried much compared to children with locomotor disabilities 29. The parents with female children with disabilities is worried much compared to male children with disabilities 30. In the entire families mother is the sole care taker of CWDs and PWDs. 31. In person with locomotor disability the polio immunization/vaccination was not administered and this is because of lack of medical facilities at the time of their birth. 32. Few respondents have submitted their application for social assistance more than one time but no action has been taken yet. Few of them lamented that the Government officials demand money to process their applications. 33. The women with disabilities are given poor maternal care compared to the ablebodied women who have given birth to disabled children. 59

34. No vehicle license is granted to speech and hearing impaired persons. 35. Most of the respondents succor is the Tamil Nadu State Government Social assistance scheme. 36. At the outset their rights are denied outrageously

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CHAPTER V 5. SUGGESTIONS & CONCLUSION 5.1 Suggestions a. Area specific conceptualization of MDGs b. Strengthening research linking MDGs and PWDs c. Separate poverty line is the need of the hour with respect to families with PWDs d. Special amendments in MDGs for the welfare of PWDs. e. Inclusive Health policies emphasizing accessible infrastructure f. Ensuring disabled friendly transport policies g. Converting existing infrastructure accessible to PWDs h. Making disabled friendly designs mandatory i. Ensuring all built environment are disable friendly j. Monitoring and review of existing special schools k. Construction of accessible toilets in all schools l. Improvement of infrastructure in existing schools especially in rural and coastal areas. m. Strong Political will for the welfare of PWDs n. The advocacy for the rights of disabled should be strengthened o. Strengthening of Disable People Organization p. Amending 3% reservation in MGNREGA for PWDs q. Ensuring special queue for PWDs r. PWDs employed in MGNREGA receive lesser money than what is prescribed by the Tamil Nadu State Government. This affects their socio economic status. s. Ensuring the 3% reservation as mentioned in employment of PWDs t. Sign language should be included in school curriculum or School syllabus should include a paper on Disability management u. Ways and means for disabled people Economic Empowerment should be given first priority by encouraging them for self-employment ventures v. Supporting the autonomy of disabled people by organizing and strengthening their movement. (Dominelli, 2009) w. Roths (1987) model of Psychosocial Model of Disability i.e. looking at the entire environment of the person, including social attitudes, attitudes of other individuals 61

and the society that the nondisabled Persons have created (Schram & Mandell, 2000) should be mulled over x. The change of attitude is the need of hour in the minds of general public for at least ensuring the rights of PWDs 5.2 Conclusion The study on MDGs & PWDs carried out in rural and costal parts of Cuddalore Taluk reveals that the basic rights are denied because of their disability. The respondents educational desire was unfulfilled owing to the absence of accessible environment during their studies. Discrimination follows like demons and the misconception of others makes them unproductive. The inequitable health distribution is crystal clear moreover the rood condition is also poor. This study highlights the irony of the acts and conventions aforementioned. There are enormous potential in PWDs and if their rights are realized PWDs could be as productive as able bodied persons but it is not happening so in reality. Where does the problem lie? Whether expecting justice for PWDs is like expecting torrential rain from parched clouds or will there be a light at the end of the tunnel? Sensitizing the issues could bring a hassle free environment for PWDs. The researcher unreservedly and undoubtedly feels the discussions would be taken up in right sense by the stakeholders for the welfare of persons with disabilities.

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BIBLIOGRAPHY 1. Alston, Margaret & Bowels, Wendy. 2003. Research for Social Workers: An Introduction to methods (2 nd Edition) New Delhi: Rawat Publications 2. Anastas, Jeane (1999), Research Design for Social Worker & Human Services (2nd Edition) New York : Columbia University Press 3. Bhattacharya, Sanjay & Messenger, Sharon & Overy, Caroline. 2010. Social Determinants of Health: Assessing Theory, Policy & Practice. New Delhi: Orient Blackswan 4. Braithwaite, Jeanine & Mont, Daniel. 2009. Disability and poverty: A survey of World Bank Poverty Assessments and implications, Volume 3, 219-232. Retrieved on September 18, 2011 from Sciencedirect database. 5. Christopher, Sheila & David, Elizabeth & Srimathi, K. 2010. An Alliance with a Mainstream School- A Step forward in Inclusion of Disabled in A.Relton Inclusive Development- A Social Science Perspective. pp 298-306. Tiruchirapalli: Rockcity Publications 6. De Vaus, David. 2001. Research Designs in Social Research. London. Sage 7. Disability Knowledge and Research. 2005. Mainstreaming Disability in Development: India country report. India. Thomas, Philippa. 8. Dominelli, Lena. 2009. Introducing Social Work. UK: Polity Press 9. Erb S, Harriss-White B. 2002. Outcast from Social Welfare: Disability in Rural India. London: Sage 10. Grounding the Disabled. (February 24, 2012). The Hindu, p. 10 11. Hendey, Nicola. 1999. Young adults and disability: Transition to independent living? PhD thesis. University of Nottingham. UK 12. Kembhavi, Gayatri. 2009. Perceptions of Participation and Inclusion among Adolescents with Disabilities: Experiences from South India. PhD Thesis. Centre for International Health and Development. University College London.UK 13. Kothari. C.R. 2004. Research Methodology: Methods & Techniques (2nd revised edition). New Delhi: New Age International Publishers 14. Lal Das, D.K. 2008. Designs of Social Research, New Delhi: Rawat Publications 15. Macha, Elly. 2002. Gender, Disability and Access to Education in Tanzania. PhD Thesis. Department of Sociology and Social Policy, Center for Disability Studies. The University of Leeds. UK 63

16. Madhusudanan.S & Ashokkumar.S .2012. Role of Millennium Development Goals in Disability & Health in Cuddalore Taluk- A Case Study Approach. In F.X. Lovelina Little Flower. Health & Development (Aging, Disability & Gender Issues). pp 58-63. New Delhi. Authorspress 17. National Centre for Promotion of Employment for Disabled People (NCPEDP). 2009. Employment of Disabled People in India: Base Line Report. New Delhi. NCPEDP 18. Prem Singh, Godwin & et al. 2009. The RTE for all: Teachers Perspective on Inclusive Education. In J. Godwin Prem Singh. MDG: A Social Science Perspective. pp 71-78. New Delhi: Allied Publishers Pvt. Ltd 19. Rajkumari, Sumati. 1996. Problems in Relation to Selected Personality Dimensions of Adolescents with Orthopedically Disability. Unpublished M.Phil Dissertation, Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore 20. Schram, Barbara & Mandell, Betty Reid. 2000. An Introduction to Human Services: Policy & Practice (4th edition). Boston: Allyn & Bacon 21. Seidman, Irving. 2006. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences (3 rd Edition), New York: Teachers College Press. 22. Sheeba et al. 2009. An Extent of Social Exclusion perceived by Children with Disabilities. In J. Godwin Prem Singh. MDG: A Social Science Perspective. pp 494500. New Delhi: Allied Publishers Pvt. Ltd 23. Smith, Roger. 2009. Doing Social Work Research. England. Open University Press 24. United Nations. 2010. The Millennium Development Goals Report 2010. New York. United Nations 25. United Nations Childrens Fund. 2011. The state of the Worlds children 2011: Adolescence an Age of Opportunity. New York. UNICEF 26. UNNATI. 2004. Paths to Inclusion: Perceptions and possibilities. Unpublished draft. Gujarat: UNNATI 27. Wada Na Todo Abhiyan. 2010. How Inclusive is the Eleventh Five Year Plan: Peoples Mid Term Appraisal. New Delhi. Wada Na Todo Abhiyan 28. Watson, Sheelah F. 2009. Access to Mainstream Primary Education Environments: The Case for Pupils with an Intellectual and/or a Pervasive Developmental Disability. PhD thesis. Department of Geography. National university of Ireland, Maynooth 64

29. World Bank. 2009. People with Disabilities in India: From Commitments to Outcomes. Washington DC. World Bank 30. World Health Organization. 2011. World Report on Disability 2011. Geneva: WHO 31. Retrieved on June 23, 2011 from www.undp.org 32. Retrieved on August 12, 2011 from

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ANNEXURE SEMI-STRUCTURED INTERVIEW SCHEDULE A Study on the Millennium Development Goals and Person with Disabilities: Multiple Case Study Approach with Special Reference to Coastal and Rural Parts of Cuddalore Taluk Objective 1: To find the socio-economic status of Person with disabilities (PWDs) 1. Sex a. Male b. Female c. Transgender 2. Religion a. Hinduism b. Christianity c. Islam d. Others 3. Caste a. OC b. BC c. MBC d. SC e. ST 4. Native Village ___________________ 5. Total Members in Family___________ 6. Age Respondents Fathers Mothers Others Others 7. Do you own a House? a. Yes b. No 8. Do you own Agricultural Land? a. Yes b. No b. If yes, what is the extent of area? __________ 9. Do you own a Mobile Phone? a. Yes b. No b. If yes, what is the price of it? ______________ (Rs) c. Who supported you to get it? _________________________ 10. Do you own a Bank account a. Yes b. No b. If yes, what is the purpose of opening bank account? _________ 11. Do you take part in social activities? a. Yes b. No c. Cant say b. If yes, in which do you take part? _________________ a. Temple festivals b. Marriage c. Cinema d. Get-together e. Shopping Education Occupation Nature of Work Income (p.m)

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12. Do you have National Disability Identity Card? a. Yes b. No 13. Type of Disability _________________ 14. Percentage of Disability ______________ % 15. Are you disabled by Birth? a. Yes b. No c. Cant say 16. If no, how did you become disabled? _______________ 17. Do you get travel concession in bus/ train? a. Yes b. No 18. What are the benefits you receive? _____________ 19. How do you come to know about the benefits? _______________ 20. Do the benefits support you? a. Yes b. No b. If Yes, How? ___________________ c. If No, Why? ____________________ 21. Do your peers treat you with dignity in School/College? a. Yes b. No c. Cant say 22. Do your peers treat you with dignity in work place? a. Yes b. No c. Cant say Objective 2: To examine the educational qualification and the hindrances of PWDs faced during their schooling and graduation 23. Are you denied education because of disability? a. Yes b. No c. Cant say b. If Yes, in what way? ______ 24. Do your parents support you in Education? a. Yes b. No c. Cant say b. If yes, in what way? ________________________________ c. If No, why? _______________________________________ 25. Do your teachers support you in schools? a. Yes b. No c. Cant say b. If yes, in what way? ________________________________ c. If No, why? _______________________________________ 26. Was your school infrastructure accessible during your studies? a. Yes b. No b. If no, what difficulties did you face during your education? _________ 27. Is toilet in your school accessible to you? a. Yes b. No 28. Is drinking water accessible to you? a. Yes b. No 29. Do you take part in any sports activities? a. Yes b. No b. If no, what are the reasons? _________________________________ 67

30. What is the distance of bus stop from your home? _______________ (kms) 31. What is the distance of school from your home? _______________ (kms) 32. Mode of transport to school? a. Government Bus b. Private Bus c. Auto d. Parents will drop you e. Others b. If bus, what is the frequency of buses? _________ 33. What is the condition of the road that lead you to school a. Very poor b. Poor c. Good d. Very Good E. Excellent Objective 3: To explore the health care services availed by PWDs and the difficulty if any in accessing it 34. Place of the nearest Primary Health Centre __________________ 35. Distance of PHC from your home? ________________ (kms) 36. Are the roads accessible to you? a. Yes b. No 37. Are proper public transport facilities available to reach PHC? a. Yes b. No b. If yes, what is the frequency of transport service? ______________ c. If no, how do you reach PHC? _________________ 38. Do your family members accompany you to PHC? a. Yes b. No 39. Is your PHC disable friendly? a. Yes b. No b. If yes, what are the accessible features? _________________ c. If no, what are the difficulties you face? ______________ 40. Do doctors regular to PHC? a. Yes b. No b. If no, why__________________ 41. What is the condition of the road that leads you to PHC? a. Very poor b. Poor c. Good d. Very Good E. Excellent Objective 4: To know the status of maternity care given to women with disabilities 42. Do your PHC have maternity ward? a. Yes b. No c. dont know 43. Do deliveries take place in PHC? a. Yes b. No c. dont know b. If no, why? _______________ 44. Are you going for regular check-up to PHC? a. Yes b. No b. If no, why? _________________ 45. Is scan taken in maternity ward? a. Yes b. No c. dont know

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46. Are pre-natal care given in PHC? a. Yes b. No c. dont know b. If no, why? _____________ 47. Are antenatal care given in PHC? a. Yes b. No c. dont know b. If no, Why? ______________________ 48. Is immunization to children done in PHC? a. Yes b. No c. dont know b. If no, why______________ 49. Do you go to General Hospital for treatment? a. Yes b. No c. cant say b. If yes, why? ___________________ c. If no, why? ____________________ 50. Which hospital you Prefer for taking treatment? a. Government b. Private 51. Do your family members insisted on Family planning after your delivery? a. Yes b. No b. If yes, why? _______________________

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