rakumschool

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Do Online donation for blind school in Bangalore, remember the name Sri Rakum School. “Share a ray of Hope” to these children through your smallest contribution via https://rakum.org/, you could now get tax exemption for your donations.

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NGO for blind in Bangalore

A few individuals, organisations, NGOs, and voluntary groups are leading the way in enabling and empowering visually challenged individuals. Sri Rakum is one of the best NGO for blind in Bangalore with its mission to strike hunger from the underprivileged, visually impaired children. 

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Principles for teaching students with visual impairments/blindness at Rakum Blind children school in Bangalore

1. Make no assumptions. Most children learn incidentally, without specific instruction, because they watched somebody else do something, or because they associate what they had seen with what they heard. For the child with visual impairment or blindness, learning cannot be left to an option.

2. Understand the learning from parts to whole. While most people learn by looking at the whole picture before examining the parts, children with blindness and visual impairment learn the other way around. They are forced to rely on many discrete pieces of information and are limited by what can be touched, felt, or seen at any point in time. Instruction needs to be systematic, clear-cut, and concrete; if it is not, children who are blind and visually impaired will not be prepared for a higher level of learning.

3. Use concrete objects. With normal vision, it is easier to see one object (a stuffed cat, for example) stands for another object (a living, breathing animal). But from that point of view of the child with blindness or visual impairment, the two items share very few characteristics. The confusion that results when symbols are introduced too quickly is not worth the re-learning that has to occur later. Of course, it is not always possible to use real objects rather than representation of objects. But it is important to understand that the process cannot be taken for granted.

4. Adopt the child's point of view. Teachers are primarily trained to use visual methods of instruction and often do not realize the importance of using a multi-sensory approach with children who are blind or visually impaired. It requires a different way of thinking about a lesson -- you have to take it from the child's point of view -- but relating the lesson to the child's own experience can make the difference between route memory and true understanding.

5. Address children by name. While other children can use eye contact to get information of people surrounding them, children with blindness or visual impairment cannot. Use your voice to provide clues, set limits, and establish expectations.

6. Allow time. It often takes longer for children with blindness or visual impairment to do even everyday tasks. It is important that they be given the time to accomplish things on their own.

7. Use the body as a reference point. Instead of pointing to a location, or guiding that child to it, you can say, "The coffee mugs are on the shelf to your right, about shoulder level."

8. Capitalize on past experiences. If possible, try to remind the child with blindness or visual impairment about a previous action. For example, "The ashcan is over the door you came in, to your left."

9. Make doers, not done-to-ers. With all the information that they have to process, it is often tempting (and sometimes quicker) to assist the child with blindness or visual impairment by doing things for him or her. This can sometimes lead to dependency and in turn a low self-concept.

At Rakum Blind School, the NGO for blind in Bangalore, we follow the principles of teaching techniques listed above. One could do online donation for blind school in Bangalore, to support the Visually Impaired students’ education & learning.

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An orphanage in Devanahalli provides basic facilities for the children. Click  here to know more http://rakum.org/

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Orphanage in Indiranagar 

Orphanage must provide standard boarding and lodging facilities to the inmates  in the pattern of cadet colleges and the administration must strive hard for its  ever-faster improvement. The services of a warden and a deputy warden, cooks  and a servant must be permanently available to the students. An  orphanage in Indiranagar offers good facilities. Click here to know more  http://rakum.org/

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Ensuring Care and Wellbeing of Orphaned Children

When it comes to the care and well-being of orphaned children, attachment is an important construct to consider.  Not only may it help influence how an orphan child will integrate, or fail to,  within the setting of a group foster care home, attachment patterns may also  have a bearing in the nature of relationships they will have as an adult, after  leaving the care of the home. Attachment is doubly important in the context of  orphan children due to their histories of often having experienced loss or  abandonment or witnessed significant trauma, including loss of loved ones.  These factors have been described as leading to orphans having attachment  challenges, with many being unnaturally avoidant or overly trusting. And yet,  attachment theory as we know it is deeply rooted in a Euro-American understanding of child development. An orphanage in Indiranagar  offers extra care for children to make them feel at home.

Specifically, attachment in the Western context is idealized and romanticized,  built upon a pair-bond between one primary caregiver and one child. Due to difficult past  histories and the realities of living in an institution, orphan children are  considered to be a vulnerable population. Decades of research have suggested  that orphan children, due to their circumstances, are more likely to demonstrate anxious or avoidant attachment. These attachment patterns, in turn, play a  significant role in their development and in the formation of interpersonal  relationships and are traditionally thought to stay semi-constant throughout an individual’s lifetime. Attachment theory concentrates on  an infant’s bond with their caregiver when the infant is experiencing a negative  state such as when they are hurt, separated from their caregiver, or perceiving  a threat, as a template for future relationships.

This template is used to understand future relationships, and while attachment  style can change throughout time, it is traditionally thought to be developed and  refined in early infancy and childhood. This relationship has been thought to take on two different types: secure and insecure. Insecure attachment can be broken down into three subgroups: anxious, avoidant, and disorganized-disoriented. If attachment patterns are influenced by early childhood, it is easy  to see how orphans are more likely to demonstrate anxious or avoidant  attachment concerning any relationship they form thereafter being abandoned  or given up in early childhood or infancy. An orphanage in Devanahalli  encourages every child.

A residential care model is different from both a traditional orphanage system  and a foster care system in that each home is typically smaller than the  traditional orphanage (average number of children per home: twelve) with one  to two caregivers at any given time, and a ‘mentor mother’ system. The  mentor mother system was developed so that children in the program could  meet and bond with highly respected and well-off women in their local communities. These women play the role of a mentor  and push the children towards success. In Indian culture, for example, it is  commonplace for children to be attached to multiple non-parental figures in a way that children in Western or European cultures may  not. An NGO for blind in Banglore ensures the children grow up in a caring  environment.

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Use positional and directional concepts like above/under, on top, behind/in  front of, left/right etc. A charitable trust in Bangalore teaches students  using visual concepts. Click here to know more https://rakum.org/

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The Importance of Professional Teaching for Visually Impaired Children

Many child care professionals still believe that orphanages are bad for children. Supposedly, young children fail to develop as they should, socially and  psychologically. The prospective harm is even more certain if children are  admitted as infants and remain for several years. Supposedly, this bad  reputation is based on careful research, not Oliver Twist stories of gross  maltreatment. Early in the 20th century, leaders in child care expressed the  view that family care is preferable to orphanage care of needy children. This  view seemed based on personal preference rather than a careful comparison  of their relative merits. The available reports were mostly anecdotal or isolated  case studies. A blind school in Bangalore employs qualified teachers. 

By 1930, trained social workers helped place children in orphanages or foster  care but they seldom evaluated general outcomes. Psychologists had already  standardized ways to measure individual intelligence or social maturity but  these tools were seldom used outside of schools and clinics. Some clinical  psychologists and psychiatrists evaluated selected orphanage children on  an individual basis. But this did not constitute evaluations of orphanage  programs as such. One important exception is the large scale survey  conducted about 1929. Clinical psychologists were used to comparing  individual intelligence for several thousand orphaned children and home-raised children and they got comparable results. However, the former showed  greater gains in body weight than the home-raised children. No study of this magnitude has been conducted since that  time. A blind orphanage in Bangalore arranges periodic checkups for children. 

Psychological theories about child development and ways to handle children  had only a slight, indirect bearing on orphanage practice. For example, so-called Behaviorists during the 1920s studied the emotional development of  children. Their limited findings encouraged regular, somewhat rigid, eating  and sleeping schedules. No systematic studies on the validity of these  teachings were conducted in the orphanage setting. Freudian theories had  some impact on child-rearing methods after the 1930s when child-centered theories became popular. Psychiatrists with Freudian views  recommended self-demand schedules, plus liberal weaning and toilet training methods. The aim  was to prevent frustration, which might cause neurotic habits. Again, these  suggestions were derived mostly from case studies of adult neurotics rather  than the systematic study of orphanage youth.

A bleak view of orphanage care developed within professional child care ranks.  It was based more on selected clinical studies than on systematic evaluations  or comparisons. In brief, it claimed: -- Any amount of orphanage experience is harmful. The damage is greatest  during the first years of life and increases dramatically with the length of stay  in an institution. Besides being irreversible, the resulting damage affects a  wide range of psychological and social traits.

Since the concept of "maternal deprivation" is central to arguments against  orphanage care, it deserves careful study. Its theoretical importance stems,  of course, from basic assumptions about the needs of developing children.  All of us agree that growing children need strong, interactive relationships with  responsible adults. Besides giving emotional and physical security, such ties  help the child grow and learn to cope with an ever-changing world. In most societies, the child's parents are considered the  optimal social arrangement for child care and mothers are expected to play  the central role. A charitable trust in Bangalore receives huge donations from  doners. 

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Schools for Blind in Bangalore

Blindness creates a cycle of illiteracy, poverty and social exclusion for blind children, making them one of the most vulnerable groups in the world. A small number of them receive any kind of education. Many schools for blind in Bangalore creates learning opportunities for blind children. 

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The Development Process of Learning Abilities in Blind Children

Institutional care is often examined through the problematic psychosocial functioning of children. The age distribution of orphans was fairly consistent across countries, with approximately 12% of orphans being 0–5 years old, 33% being 6–11 years old and 55% being 12–17 years old. It has been found that developmental processes inside the institution, when enhanced with a length of time, can make for blocked cognitive activity and limiting patterns of cultural expression. Children raised in institutions can demonstrate that they will be less sensitive to their own children's needs later. Where outside organizations can develop partnerships with community groups, helping them to respond to the impact of Orphan. If you Google search blind Ashram near me, you will get incredible results. 

 Poor caregiving, lack of stimulation and the absence of a consistent caregiver have been implicated in the negative outcomes among institutionalized children, orphanage placement puts young children at increased risk of serious infectious illness and delayed language development. In early childhood in the long term, institutionalization increases the likelihood that impoverished children will grow into psychiatrically impaired and economically unproductive adults. Mental health problems continued to increase within the orphanage sample, even among internationally adopted children; those who had previously lived in orphanages were more likely to have developmental and mental health problems, at least in the short and medium-term than those previously in foster care.

  About 5 percent of children and adolescents in the general population suffer from depression at any given point in time. Children under stress, who experience loss, or who have learning attention, conduct or anxiety disorders are at a higher risk for depression. Many studies suggest that orphans were more likely to be anxious, depressed and to display anger and showed significantly higher feelings of hopelessness and suicidal ideation, research indicates that depression onset is occurring earlier in life today than in past decades. The early-onset depression often persists, recurs and continues into adulthood and indicates that depression in youth may also predict more severe illness in adult life; also anxiety symptoms and disorders are ranging from a simple adjustment disorder to more difficult and debilitating disorders such as panic disorder and post-traumatic stress disorder.

    According to the most recent data, the lifetime prevalence for anxiety disorders as a whole in adults is about 25%. Depression in young people commonly co-occurs with other mental disorders, anxiety, disruptive behavior, or substance abuse disorders and physical illnesses, such as diabetes. There is a high rate of mental health problems, predominantly those of an emotional nature. This appears consistent with findings from studies with other groups of neglected, traumatized and institutionalized children, although the mechanisms may well differ. Therefore, it becomes very important to provide proper care for such children. The values of a society can be put to test by observing how it treats the vulnerable. Since children without parents are the most vulnerable, protecting those children becomes the core responsibility of society. In recent times, the donation for blind school in Bangalore is increasing due to awareness. 

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Schools for Blind in Bangalore

The subject of blindness and education has included evolving approaches and public perceptions of how best to address the special needs of blind students. These institutions provided simple vocations and adaptive training as well as grounding in academic subjects offered in alternate formats. Many schools for blind in Bangalore  Include alternative teaching methods. 

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There are children who live in the street who haven’t enrolled in an orphanage.  An orphanage in Devanahalli shelters neglected children. For more details  visit http://rakumblindschool.org/

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The Role of Teachers in Personality Development of Children in Orphanages

 Many child care professionals still believe that orphanages are bad for children. Supposedly, young children fail to develop as they should, socially and  psychologically. The prospective harm is even more certain if children are  admitted as infants and remain for several years. Supposedly, this bad  reputation is based on careful research, not Oliver Twist stories of gross  maltreatment. Early in the 20th century, leaders in child care expressed the  view that family care is preferable to orphanage care of needy children. This  view seemed based on personal preference rather than a careful comparison  of their relative merits. The available reports were mostly anecdotal or isolated  case studies. Many people offer Blind School Donation in Bangalore.

By 1930, trained social workers helped place children in orphanages or foster  care but they seldom evaluated general outcomes. Psychologists had already  standardized ways to measure individual intelligence or social maturity but  these tools were seldom used outside of schools and clinics. Some clinical  psychologists and psychiatrists evaluated selected orphanage children on an  individual basis. But this did not constitute evaluations of orphanage programs  as such. One important exception is the large scale survey conducted about  1929. Clinical psychologists were used to comparing individual intelligence for  several thousand orphaned children and home-raised children and they got comparable results. However, the former showed  greater gains in body weight than the home-raised children. No study of this magnitude has been conducted since that  time. There has been an increase in online donation for blind in Bangalore.  

Psychological theories about child development and ways to handle children  had only a slight, indirect bearing on orphanage practice. For example, so-called Behaviorists during the 1920s studied the emotional development of  children. Their limited findings encouraged regular, somewhat rigid, eating and  sleeping schedules. No systematic studies on the validity of these teachings  were conducted in the orphanage setting. Freudian theories had some impact  on child-rearing methods after the 1930s when child-centered theories became popular. Psychiatrists with Freudian views  recommended self-demand schedules, plus liberal weaning and toilet training methods. The aim  was to prevent frustration, which might cause neurotic habits. Again, these  suggestions were derived mostly from case studies of adult neurotics rather  than the systematic study of orphanage youth.

A bleak view of orphanage care developed within professional child care ranks.  It was based more on selected clinical studies than on systematic evaluations  or comparisons. In brief, it claimed: -- Any amount of orphanage experience is harmful. The damage is greatest  during the first years of life and increases dramatically with the length of stay  in an institution. Besides being irreversible, the resulting damage affects a  wide range of psychological and social traits.

Since the concept of "maternal deprivation" is central to arguments against  orphanage care, it deserves careful study. Its theoretical importance stems, of  course, from basic assumptions about the needs of developing children. All of  us agree that growing children need strong, interactive relationships with  responsible adults. Besides giving emotional and physical security, such ties  help the child grow and learn to cope with an ever-changing world. In most societies, the child's parents are considered the  optimal social arrangement for child care and mothers are expected to play the  central role. A blind children school in Bangalore conducts personality  development sessions for children.

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Blind school donation in Bangalore

In this modern times, it is important to train visually impaired students to operate various machines. This initiative will also enable the children to seek employment opportunities in the future. A huge sum of blind school donation in Bangalore is allocated for this purpose.

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Charitable Trust in Bangalore

In order to ensure an engaging classroom session while teaching visually impaired children, encourage them to clap in order to ask questions. In a traditional classroom, a student raises their hand in order to ask questions during a lesson. A charitable trust in Bangalore helps in replacing visual cues with audio cues. 

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The Role of Nonprofit Organizations in Teaching Vision Impaired Children

The nonprofit sector is the sum of private, voluntary, and nonprofit organizations and associations. It describes a set of organizations and activities next to the  institutional complexes of government, state, or public sector on the one hand,  and the for-profit or business sector on the other. Sometimes referred to as the “third  sector,” with government and its agencies of public administration is the first,  and the world of business or commerce being the second, it is a sector that  has gained more prominence in recent years—in the fields of welfare provision, education, community development, international relations, the environment, or arts and culture. An academy for blind in  Bangalore has become a premium non-profit organization in the country.  

One of the increasingly important tasks for social work administrators is to  develop the innovative capacities of their organizations. The findings from  this cross-cultural study indicate that leadership and organizational culture should be  considered when seeking to transform non-adaptive organizations into more innovative ones. The complex relationships  between innovativeness, leadership and organizational culture suggest that  for organizations to become more innovative, their administrators have to  modify the cultures of their organization to instill the values that foster  innovation.

Children and adolescents have always been an important focus of study for  mental health researchers. Studies have highlighted emotional problems  such as depression, anxiety, and difficulties in social interaction as well as  behavioral problems such as hyperactivity and conduct problems in them.  Among the children too, some groups are more at risk of developing these  psychological problems than the others. Children and adolescents who are  orphans, runaways, or abandoned by families and bring reared in institutional  homes form one such vulnerable group.

Although we speak of the nonprofit “sector,” which suggests clearly defined  borders with the public sector and the for-profit sector, such sector distinctions are in reality quite blurred and fluid.  Organizations “migrate” from one sector to another, e.g. hospitals change  from public to nonprofit, or from nonprofit to for-profit status; others contain both profit and nonprofit centers within them,  e.g. corporate responsibility programs, or businesses run by nonprofit  organizations; and others yet are quasi-governmental institutions located somewhere between the private and the  public realm.

The nonprofit sector is fairly young, the desired cultural changes might  be more difficult to achieve due to the old managerial thinking described  above, which still prevails in most social-service institutions. In this case, a good starting point for culture change  efforts would be to implement structural changes first. The organizations  should seek to become more decentralized and flexible, stay thin and  have as few managerial layers as possible. Another way of moving  organizational structure towards increased innovation is to push authority  down, to provide employees with more freedom to do things on their own,  break the habit of control from above and lower the barriers to internal  collaboration.

When teaching children with vision impairment is concerned, The impact of the  impairment on learning will vary significantly according to the nature and  extent of vision loss: some students will have been born without vision, others  will have lost it gradually; some will have no vision at all, others will have some  vision, be light-sensitive, or have limited peripheral vision. If you Google   blind asaram near me, you will find schools that need your assistance. 

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Academy for blind in Bangalore - Sri Rakum

Make your part of contribution by donating for blind students. Contact  Sri Rakum school for the blind, one of the best academy for blind in  Bangalore. They acts as a helping hand and provides quality education  to many visually impaired children. To know more about them,  visit http://rakumblindschool.org.