Portfolio of School Community Collaboration.pdf

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UNIT-1
INTRODUCTION
COURSE OUTLINE

DEPARTMENT OF SPECIAL EDUCATION
Islamia University of Bahawalpur
BS (Hons) Program
IUB, winter Semester, 2021
Course Instructor: MAM HINA KAYNT
Course Title SCHOOL & COMMUNITY
COLLABORATION
Course Code BS-SPE-06532
Credit Hours 3
Semester 6th
EVENING
Course Outline:
Unit-1: Introduction
1.1 Definition and Concept of Community
1.2 Definition and Concept of
Rehabilitation
1.3 Theories of Community Based
Rehabilitation
1.4 Models of CBR
Unit-2: Mobilizing for Community Action
2.1 The Need of Community Involvement
2.2 Establishing a Core Group /
Rehabilitation Committee
2.3 Need Assessment
2.4 Screening of Disabilities
2.5 Epidemiological Survey
2.6 Mobilizing Resources
(Philanthropist, Professionals, NGO’s
Volunteers, Donors Agencies and
Local Sources
2.7 Community Empowerment
Unit-3: Teachers Families and Communities
3.1 Corporate Involvement

1.2 Legislative Initiatives
3.3.Linkages within the Community
3.4 The Role of Advocate
3.5 Community As Educational Resource
Recommended Books:
1 Gatwick, C. (2004) Home School and Community
Relation: a guide to working with families.
5th
ed. Thomson: Delmar Learning.
2 Dukes, C and Smith, M. (2007) Working with
Parents of Children with Special Education
Needs London: Paul Chapman.
3 Smith, D.D. (1998) Introduction to Special
Education. Boston: Ally and Bacon.
4 Gargoyle, R.M. (2006) Special Education in
Contemporary Society: An Introduction to
Exceptionality Austria Thomson
5 Farrell, M. (2008) Educating Special Children
New York: Rout ledge

UNIT-1:
Introduction
UNIT-1
INTRODUCTION

1.1: Definition and concept of
community

School-Community Collaboration Overview
School-community collaboration occurs when groups or agencies come together to establish an
educative community. The educative community is composed of a multitude of educating entities such
as school, home, places of worship, the media, museums, libraries, community agencies, and
businesses (Drew, 2004). Everyone in the community is accountable for the quality of education.
School-Community Collaboration Is Needed
Schools do not exist in isolation and they cannot go it alone. To keep students in school their social,
economic, and family needs, as well as their academic needs must be met. They need the support and
help of the whole community. The often heard statement, “It takes a village to raise a child,” is very
true. Volunteers and funding are two major ways that communities support their schools. Some of the
initiatives that involve partnering with the community are School-to-Work Programs, drug abuse
prevention programs, afterschool centers, and parental involvement programs. Coordinating
community collaborations to avoid duplication and keeping them focused on a common goal is a
challenge.
SCHOOL COMMUNITY
When used by educators, the term school community typically refers to the various individuals,
groups, businesses, and institutions that are invested in the welfare and vitality of a public school and
its community*i.e., the neighborhoods and municipalities served by the school.
In many contexts, the term encompasses the school administrators, teachers, and staff members who
work in a school; the students who attend the school and their parents and families; and local
residents and organizations that have a stake in the school‟s success, such as school-board members,
city officials, and elected representatives; businesses, organizations, and cultural institutions; and
related organizations and groups such as parent-teacher associations, “booster clubs,” charitable
foundations, and volunteer schoolimprovement committees (to name just a few). In other settings,
however, educators may use the term when referring, more specifically, to the sense of “community”
experienced by those working, teaching, and learning in a school*i.e., the administrators, faculty,
staff, and students. In this case, educators may also be actively working to improve the culture of a
school, strengthen relationships between teachers and students, and foster feelings of inclusion,
caring, shared purpose, and collective investment.
The term school community also implicitly recognizes the social and emotional attachments that
community members may have to a school, whether those attachments are familial (the parents and
relatives of students, for example), experiential (alumni and alumnae), professional (those who work
in and derive an income from the school), civic (those who are elected to oversee a school or who
volunteer time and services), or socioeconomic (interested taxpayers and the local businesses who
may employ graduates and therefore desire more educated, skilled, and qualified workers). Depending

on the specific context in which the term is used, school community may have more or less inclusive*
or more or less precise*connotations.
School community may also be used interchangeably with stakeholders, since a school community
necessarily comprises a wide variety of “stakeholders.”
Reform
The “school community” concept is closely related to the concepts of voice and shared leadership,
which generally seek to broaden the involvement of more individuals, and more diverse viewpoints, in
the governance and programming in a school or district. The idea of a school community may also
intersect with leadership teams and the development of mission and vision statements or school-
improvement plans*all of which may involve students, parents, and other individuals who are not
employed by a school. While the concept is related in some ways to professional learning
communities, the “school community” concept is distinct (although the term “learning community” may
refer to both school communities and professional learning communities).
The idea of a school community may also have an official, democratic connotation, given that the
majority of public schools and districts are overseen by elected school boards or other governing
bodies. School boards make and revise school policies, and they authorize certain governance
decisions and activities*responsibilities that often extend to the development and approval of school-
improvement proposals. In these cases, school-board members are elected to represent “the
community” in a direct, official capacity.
Generally speaking, the growing use of school community reflects the recognition that schools, as
public institutions supported by state and local tax revenues, are not only part of and responsible to
the communities they serve, but they are also obligated to involve the broader community in important
decisions related to the governance, operation, or improvement of the school. Increasingly, schools
are being more intentional and proactive about involving a greater diversity of community members,
particularly those from disadvantaged communities and backgrounds, or from groups that have
historically been underserved by schools or that have underperformed academically, including
Englishlanguage learners, students of color, immigrant students, and special-education students. In
some cases, federal or state programs and foundation grants may encourage or require the
involvement of multiple community groups in a school-improvement effort as a condition of funding.
Impact of School-Community Collaboration
Research on the impact of community collaboration is ongoing. Two major programs that have been
studied are full-service community-schools and the Annie E. Casey Foundation New Futures initiative.
Some of the positive results found at full-service communityschools are improved reading and math
performance, better attendance rates, a decrease in suspension rates and a decrease in the dropout
rate (Schargel & Smink, 2001, p. 201).

The New Futures initiative did show some interim steps that may lead to improved outcomes:
increased awareness about the problems of at-risk youth; initiating a dialogue among leaders and
community representatives; development of rich school-based information systems; and
demonstrated how to build strong relationship between public and private sectors by combining
leadership and money (Schargel & Smink, 2001, p. 202).
6 Benefits of a Connected School Community
Building a Connected School Community
A connected school community is a group of students, teachers, leaders, parents and the wider school
who learn from each other, together in a collaborative environment, inside and outside the classroom.
This environment connects people, schools and technologies to meet common learning goals. These
goals can be specific to particular class work or can guide a whole school or learning community. But,
what are the benefits of a connected school community? And why does your school need it?
Importance of a Connected School Community
Building a connected school community enhances learning outcomes and support, collaboration and
wellbeing for the entire school. Learning environments that are deeply united have an array of
benefits for students, teachers, parents and the wider school. Read on for six benefits of a connected
school community.
1. Connect people within the school community
When students, parents and teachers, as well as your broader school members feel
connected, there is a greater sense of belonging, school pride and motivation to teach and
learn.
2. Promote shared learning goals and collaboration
Sharing learning goals and providing opportunities to collaborate enhances accountability
across the whole school community.
3. Increase learning opportunities for students
By enhancing the collaborative digital learning environment at your school, students will be
able to gain more opportunities to access and interact with learning materials, collaborate and
receive feedback.
4. Support personalised student learning journeys
No student learns the same way or at the same pace. With a connected learning network, it will
become possible to increase engagement and create personalised learning journeys for each
and every student.
5. Create an inclusive learning community
A learning environment where all members are connected means the diverse knowledge and
skills of all community members will be valued and even those who may not be readily present
will also be included in a collaborative setting.
6. Encourage shared responsibility

All school community members have a role to play in learning, solving problems and
contributing to the learning goals of pupils. By being connected, there is shared responsibility
and an overall increase in the learning opportunities for K+12 students
. Examples: Connected School Community
Once you know the benefits of a connected school community, the next question becomes…
how does one create such a setting?
Online learning platforms and education software can be instrumental in creating an effective
school community that is united and shares the same vision. This is because these platforms
provide a space that allows the engagement of the wider school in the delivery of education
and thereby enhances the learning experience for everyone connected within the school.
Here are some examples of how you can create a connected community with online learning
platforms and education software.
Personalised learning spaces
When a student‟s unique learning needs and style are catered for, their chances of academic
success increases. Creating personalised learning spaces using online tools is a powerful way
to engage and connect with learners. For instance, with a Learning Management System, you
can customise activities that challenge more able students and support those who need extra
guidance, including those with learning difficulties and language barriers.
Network of support in one platform
To build a connected environment, timely and targeted communication to families and the
wider school about a student‟s learning goals is crucial. With an online learning platform,
relevant members of the school can access a student‟s profile and see information about
curriculum, learning materials, progress and assessment due dates. Interest groups can also
be created to support accessible and simple communication between members.
Nurture collaboration and reflective practice
For a school community to flourish and continually renew itself, teachers and leaders must
also be given opportunities to reflect on their practices, systems and school procedures. With
the school intranet, everyone can share information and resources and collaborate on
documents and tasks in real time. For example, social streams, wikis, blogs, forums and
groups enable staff to create online conversations and work collaboratively in a virtual space.
Community knowledge
Schools play an important role in supporting their members by providing a common meeting
place and being a source of community knowledge. Sharing learning and school expectations
with parents, teachers, students and the wider school provides a sense of togetherness and
enables them to contribute to the values and goals of the school. With education software, you
can tailor content visibility via a school portal for users and groups so they only see what‟s
relevant to them.
Continuous feedback and reporting
Track student progress and learning to provide feedback in real time, in writing or via online
audio files and live chat with continuous feedback and reporting tools. This empowers
students to take learning into their own hands, while enhancing engagement with parents,
families and the wider school.

School communities are a powerful way to build a sense of connectedness and belonging and
improve educational and teaching outcomes within a school.
When you have a strong school community that is united, you will be able to prepare your
students for the knowledge economy and provide learning opportunities that are social,
collaborative, personalized and participatory.

School-Community Collaboration
M.C.Q’S 1.1
1: School-Community Collaboration Occur when group or agencies come
together to establish an______
(a)Collaborative Community
(b)Educative Community
(c)Both a & b
(d)None of these
2:To keep student in school____ must be met.
(a)Social needs
(b)Economic needs
(c)Academic needs
(d)All of these
3:Volunteers and funding are ____ major ways.
(a)Three
(b)four
(c)Five
(d)Two

4:The term School Community also Emplicity Recognize the _____attachment.
(a)Social
(b)Emotional
(c)Both a & b
(d)None of these
5: School Community may also be interchangeably _____with
(a)Stake holder
(b)school community
(c)community
(d)all of these
6: Research on the impact of_____ is ongoing.
(a)school
(b)School community
(c)community Collaboration
(d)None of above
7:Two major programs that have been studied are_____.
(a)Full-service community-school
(b)Annie E.Casey Foundation

(c)Both a &b
(d)None of these
8:Some of the positive results found at______
(a)Full-service community-school
(b)Annie E. Casey Foundation
(c)Both a & b
9:Some of the positive results found at Full-services community-school are
improved___
(a)Reading and math performance
(b)better attendance rates
(c)Decrease suspension and dropout rates
(d)All of these
10:The new Future initiative did show some interm steps that may lead to
improved outcomes_____
(a)Increase awareness about problem
(b)Development of rich school-based among leader and community
(c)Build strong realtionship
(d)all of these
11:A connected school community is a group of___

(a)students
(b)Teachers
(c)leaders
(d)All of these
12:Building a connected school Community enhance____
(a)learning outcome
(b)support Collaboration
(c)Both a & B
13:when students, parents, and teachers as your broader school members feel
connected_____
(a)Greater sense of belonging
(b)lowest sense of belonging
(c)Build relationship
(d)All of these
14:sharing learning goals and providing opportunities to collaborate enhance____
(a)Accountability
(b)Stability
(c)Objectives
(d)None of above

15:No student learn the same way or at same pace. With a connected learning
network, it will possible to increase engagement___.
(a)connect people with in the school community
(b)support personalized students learning journey
(c)Create an inclusive learning community
(d)promote shared learning goal
16: A learning environment where all members are connected mean______
(a)the diverse knowledge and skills of all community member will be valued.
(b) the diverse knowledge and goals of all community member will be valued.
(c)both a & B
(d)None of these
17: All school community member have a role to play in ____
(a)learning
(b)solving problem
(c)Contributing to learning goal
(d)All of these

18: Creating personalized learning spaces using online tools is a powerful way
to____
(a)Engage and connect with learners
(b)build realtionship
(c)both a & b
(d)all of these
19:To build a connected environment, timely and _____to families and the wider
school about a student learning goal is curcial.
(a)Targeted communication
(b)Collaboration
(c)School Community
(d) None of these
20: Everyone in the community is accountable for the___
(a)Equality of learning
(b)Equality of Education
(c)Equality of community
(d)None of these

SHORT QUESTION
Q1: Define school community collaboration?
Q2: Why school-community collaboration is needed?
Q3: Define school-community?
Q4: Write any two benefits of school-community collaboration?
Q5: Enlist the name of school-community collaboration?
Q6: Write a brief note on impact of school-community collaboration?
Q7: What do you know about community knowledge?
Q8: Give the continuous feedback and reporting of school community?

1.2: Definition and concept of
Rehabilitation

Community Based Rehabilitation
What is rehabilitation?
Rehabilitation is care that can help you get back, keep, or improve abilities that
you need for daily life. These abilities may be physical, mental, and/or cognitive
(thinking and learning). You may have lost them because of a disease or injury, or
as a side effect from a medical treatment. Rehabilitation can improve your daily
life and functioning. As such there are a broad range of definitions for
rehabilitation used by different authorities:
“Refers to services, and programmes designed to assist individuals who have
experienced trauma or illness that results in an impairment that creates a loss of
function (physical, psychological, social or vocational).”
“Aims to restore, compensate, prevent or slow deterioration in functioning
(sensory, physical, intellectual, mental, cognitive, or social) to help individuals to
reach their optimal levels.”
“A process to restore mental and/or physical abilities lost to injury or disease in
order to function in a normal or near-normal way”
Who needs rehabilitation?
Rehabilitation is for people who have lost abilities that they need for daily life.
Some of the most common causes include:
 Injuries and trauma, including burns, fractures (broken bones), traumatic
brain injury, and spinal cord injuries
 Stroke
 Severe infections
 Major surgery
 Side effects from medical treatments, such as from cancer treatments
 Certain birth defects and genetic disorders
 Developmental disabilities
 Chronic pain, including back and neck pain
What are the goals of rehabilitation?
The overall goal of rehabilitation is to help you get your abilities back and regain
independence. But the specific goals are different for each person. They depend

on what caused the problem, whether the cause is ongoing or temporary, which
abilities you lost, and how severe the problem is. For example,:
 A person who has had a stroke may need rehabilitation to be able to dress
or bathe without help
 An active person who has had a heart attack may go through cardiac
rehabilitation to try to return to exercising
 Someone with a lung disease may get pulmonary rehabilitation to be able
to breathe better and improve their quality of life
Stages of Rehabilitation
The length of time needed to rehabilitate an injury depends on how severe the
injury is – a mild sprain or strain may only take a week while a complete ligament
tear can take months to fully recover. Compliance in rehabilitation is also a huge
factor. If you do not attend all of the prescribed treatment sessions or do not
complete the home exercise program you are given, you can greatly increase the
amount of time it takes to return to your sport.
Other factors that can influence recovery time include pain tolerance, amount of
swelling, and how in shape you were prior to your injury. In any event, the stages
involved in rehabilitating an injury remain the same. The goals for each stage are
as follows:
Phase 1 - Control Pain and Swelling
Phase 2 - Improve Range of Motion and/or Flexibility
Phase 3 - Improve Strength & Begin Proprioception/Balance Training
Phase 4 - Proprioception/Balance Training & Sport-Specific Training
Phase 5 - Gradual Return to Full Activity
Phase 1 of the rehabilitative process focuses on controlling pain and swelling (if
present). The general rule in this phase is Rest, Ice, Compression and Elevation
(RICE). Other modalities, such as electrical stimulation or ultrasound, may also be
used by licensed medical professionals (such as athletic trainers or physical

therapists) to assist with this process. If necessary, physicians may choose to
prescribe medication.
Phase 2 concentrates on increasing range of motion of a joint or flexibility of a
muscle. Athletes are given specific stretching exercises to do on their own or may
be manually stretched by an athletic trainer or physical therapist. In this phase,
stretches should ideally be held up to 30 seconds.
The goal of the 3rd phase of rehabilitation is to increase strength. Isometrics
(pushing against an immovable object) may be used first, followed by the use of
elastic bands of varying resistances, free weights, cuff weights, or weight
equipment.
Phase 4 focuses on proprioception, balance, and sport-specific training.
Proprioception is defined as the body's ability to know its position in space at all
times without looking. Simply put, it is balance. When an athlete sustains an
injury, the ability to balance is weakened. Improving one’s proprioception is a
great way to help prevent an injury from reoccurring.
This leads to Phase 5 of the rehabilitation process, which gradually returns the
athlete to full activity. Sport-specific training implements exercise, skills, or drills
that athletes perform during games or practices. At this point, the athletic trainer
or physical therapist carefully progresses the injured athlete from basic exercises
to those requiring higher skill level as they heal and have the muscle control to
tolerate them without risking further injury.

Community Based Rehabilitation (CBR)
Community Based Rehabilitation (CBR) was first started in 1970s with the aim of
providing low tech rehabilitation services for Persons with Disabilities in low
income countries and then in 1980s, it started focusing on people and community
development.[1] In 1989, World Health Organization (WHO) published the
manual training in the community for the persons with disabilities with the aim of
providing guidance and support for CBR programmes and stakeholders.
Community Based Rehabilitation (CBR) is a community development strategy that
aims at enhancing the lives of persons with disabilities (PWDs) within their
community. Community-based rehabilitation (CBR) was initiated by WHO
following the Declaration of Alma-Ata in 1978 in an effort to enhance the quality
of life for people with disabilities and their families; meet their basic needs; and
ensure their inclusion and participation. While initially a strategy to increase
access to rehabilitation services in resource-constrained settings, CBR is now a
multi-sectoral approach working to improve the equalization of opportunities and
social inclusion of people with disabilities while combating the perpetual cycle of
poverty and disability. CBR is implemented through the combined efforts of
people with disabilities, their families and communities, and relevant government
and non-government health, education, vocational, social and other
services(WHO).
It emphasizes utilization of locally available resources including beneficiaries, the
families of PWDs and the community. According to the UN Convention on the
Rights of Persons with Disabilities, comprehensive rehabilitation services focusing
on health, employment, education and social services are needed to enable
PWDs/CWDs attain and maintain maximum independence, full physical, mental,
social and vocational ability, and full inclusion and participation in all aspects of
life (UN, 2006).

The CBR Model
CBR has structured it’s activities and interventions using the Community Based
Rehabilitation organizational model produced by the World Health Organization.
It consists of five key components, each divided into five key elements. Each of
these elements will have a dedicated chapter in the guidelines. The elements are
sub-divided into content headings. Each element has between four to nine key
content headings.

UNIT-2:
Mobilizing for Community
involvement

2.1: The Need of Community Involvement
2.1: The Need of Community
Involvement

What is Community Involvement: Five Good Examples
A definition of the term might go something like this:
Community involvement is meaningful, consistent participation in activities that support
and improve upon social wellbeing. Community involvement examples include engaging
with, volunteering for or donating to local schools, neighborhood associations,
government, and/or nonprofit organizations.
 What are the Benefits of Community Involvement
Before deciding on how to get involved, it’s good to consider what types of benefits we
can expect to see. For individuals, the benefits of community involvement can include
improved mental health, reduced stress, and increased longevity. For communities,
citizen engagement can enhance decision-making and has been shown to improve
public health, education, safety, and environmental management.
 Five Good Examples of Community Involvement
There are infinite ways to get involved in your community.
1) Improve Public Health
Community involvement in public health is a growing area of interest for many. As pointed out
above, health care professionals that have a community-centered perspective are better able to
treat their patients. There are many advocates for health care professionals to effectively get
involved in the communities they serve.
However, the burden should not just rest on those in the healthcare field alone. Public health is a
community-wide responsibility and, since health care often starts with education, the field
presents ample opportunities for individuals or businesses to lend support. Partnering with local
health care professionals and policymakers to help improve local services or education programs
could have significant benefits for communities.

2) Support Public Education
Getting involved in local public education is a good way to have long-lasting impacts on your
community. As discussed above, evidence suggests that community involvement can improve
academic success among students.
3) Enhance Environmental Management
Environmental management is another area proven to be enhanced through community
involvement. Local governments and associations can be overwhelmed by the scale of
environmental issues and lending volunteer services will likely be welcomed by policymakers
and residents.
4) Reduce Homelessness & Poverty
Often when people hear the term community involvement, volunteering, or charity they associate
these efforts with eradicating poverty and homelessness. And, with good reason as it’s a worthy
cause and one where you can have visible impacts. However, caution is needed when
approaching the issue of poverty eradication.
5) Foster the Arts
The arts can often be an overlooked area for involvement, but providing creative spaces to the
community can also intersect with and improve other aspects of social wellbeing. Supporting the
arts can be an effective way of supporting education.
A multi-year study of a ―Learning Through Art‖ program by the Guggenheim
Museum found that students who participated in the program were ―more likely to plan, persist,
be deliberate and thoughtful, approach difficulties with focus, and have greater knowledge of art
materials.‖
“Community engagement enables better understanding of communities’ needs and
aspirations."
 How Your Community Benefits from Special Needs Programs
A major part of being there for your community is ensuring you’re inclusive with your
program offerings. Your community is made up of a beautiful patchwork of people from
a myriad of backgrounds. By including everyone in your community, especially
members with special needs, your organization shows it’s there for everyone regardless
of their abilities.

The benefits of including children with disabilities in your programs, or even adding
programs just for them, are numerous. You’re not just helping children with special
needs but their parents and even children who don’t have disabilities.
 Support Often Overlooked Members of Your Community
When school is in session, many students in your community who have special needs
are taken care of. That’s thanks to the Individuals with Disabilities Education Act (IDEA),
which provides free public education to students with disabilities. Schools are required
to find and evaluate students suspected of having disabilities at no cost to families, and
then provide them with special education and other related services to meet their unique
needs.
 Helps With Fitting in
Kids without disabilities already have a hard enough time fitting in among their peers,
especially as they grow into teenagers. Imagine how much harder it could be for a child
with a disability. They experience the same feelings of doubt, anxiety, humiliation and
loneliness as a result of being excluded from a group, which isn’t something any parent
would want for their children. By offering programs that are inclusive—or even tailored
to the needs of children with disabilities—your organization would benefit those children
immensely and aid in their ability to fit in and feel a sense of belonging.
 Embraces Diversity and Inclusion
Including children with disabilities in your programs will enrich the lives of not only those
children but children who don’t as well. Diversity is a key element in helping children
learn to understand that not everyone is the same and to respect others, even if they
are different. Children are able to learn compassion, awareness and respect by being
around other kids from many different walks of life.
Why is Community Service Important?
Engaging in community service provides students with the opportunity to become
active members of their community and has a lasting, positive impact on society at
large. Community service or volunteerism enables students to acquire life skills and
knowledge, as well as provide a service to those who need it most. These are some
of the common benefits of participating in a community service program:

1. Psychological benefits: Volunteering increases overall life satisfaction and helps
you feel good about yourself because you are helping others. It can also help to
decreases stress and ease depression.
2. Social benefits: Volunteering engages students with the community, creates
special bonds with the population being served, and increases social awareness
and responsibility.
3. Cognitive benefits: Volunteering helps students enhance their personal
knowledge, grow from new experiences, and develop better interpersonal
communication skills.
Community Needs Assessment
A community needs assessment identifies the strengths and resources available in
the community to meet the needs of children, youth, and families. The assessment
focuses on the capabilities of the community, including its citizens, agencies, and
organizations. It provides a framework for developing and identifying services and
solutions and building communities that support and nurture children and families.
A community assessment may be limited to a compilation of demographic data
from census records, results of surveys conducted by others, and informal
feedback from community partners. Or, assessments may be expanded to include
focus group discussions, town meetings, interviews with stakeholders, and
telephone or mailed surveys to partnership members and the community.
Community Needs Assessments seek to gather accurate information representative
of the needs of a community. Assessments are performed prior to taking action
and are used to determine current situations and identify issues for action,
establishing the essential foundation for vital planning. The process is an invaluable
tool for involving the public in solving problems and developing goals. A needs
assessment can be an excellent way for the public to become involved and
contribute to the outcome.
Definition
Community Needs Assessments seek to gather accurate information representative of the needs
of a community. Assessments are performed prior to taking action and are used to determine
current situations and identify issues for action. Needs assessments establish the essential
foundation for vital planning.

A Needs Assessment is an extension of the strategic planning process. Strategic planning does
the following:
 confirms,
 transforms or develops a new mission and vision;
 characterizes the nature of the business;
 furnishes a sense of direction for the organization;
 identifies the goals necessary to achieve the mission;
 develops specific plans to carry out each goal;
 and identifies the essential resources such as: people, property, time, money, and
technology to attain the goals.
After the goals and the required resources have been determined, the needs assessment process
becomes straightforward. A needs assessment will:
1. Identify the essential resources that are already available within the organization.
2. Identify the essential resources to be acquired.
3. Determine how to use, develop, or obtain those resources.
Importance
Needs assessment require an unhappiness with the current situation and a desire for change.
(Royce 2009) All communities are in a continual state of change. (Sleezer 2014) For instance,
there may be major shifts in the average age of the population, the ethnic composition, or
unemployment rate. Other contributing factors are the social, cultural, and economic changes
which alter the character or attitude of a community. Policies and programs that once may have
been suitable are later viewed as inappropriate or obsolete for the area. Needs assessments are
typically geared towards:
 Solving a problem;
 Avoiding a past or current problem;
 Creating or taking advantage of a future opportunity;
 Providing learning, development, or growth. (Sleezer 2014)

2.3: Community Need Assessment

Community Needs Assessment
A community needs assessment identifies the strengths and resources available in
the community to meet the needs of children, youth, and families. The assessment
focuses on the capabilities of the community, including its citizens, agencies, and
organizations. It provides a framework for developing and identifying services and
solutions and building communities that support and nurture children and families.
A community assessment may be limited to a compilation of demographic data
from census records, results of surveys conducted by others, and informal
feedback from community partners. Or, assessments may be expanded to include
focus group discussions, town meetings, interviews with stakeholders, and
telephone or mailed surveys to partnership members and the community.
Community Needs Assessments seek to gather accurate information representative
of the needs of a community. Assessments are performed prior to taking action
and are used to determine current situations and identify issues for action,
establishing the essential foundation for vital planning. The process is an invaluable
tool for involving the public in solving problems and developing goals. A needs
assessment can be an excellent way for the public to become involved and
contribute to the outcome.
Definition
Community Needs Assessments seek to gather accurate information representative of the needs
of a community. Assessments are performed prior to taking action and are used to determine
current situations and identify issues for action. Needs assessments establish the essential
foundation for vital planning.
A Needs Assessment is an extension of the strategic planning process. Strategic planning does
the following:
 confirms,
 transforms or develops a new mission and vision;
 characterizes the nature of the business;
 furnishes a sense of direction for the organization;
 identifies the goals necessary to achieve the mission;
 develops specific plans to carry out each goal;
 and identifies the essential resources such as: people, property, time, money, and
technology to attain the goals.
After the goals and the required resources have been determined, the needs assessment process
becomes straightforward. A needs assessment will:

4. Identify the essential resources that are already available within the organization.
5. Identify the essential resources to be acquired.
6. Determine how to use, develop, or obtain those resources.
Importance
Needs assessment require an unhappiness with the current situation and a desire for change.
(Royce 2009) All communities are in a continual state of change. (Sleezer 2014) For instance,
there may be major shifts in the average age of the population, the ethnic composition, or
unemployment rate. Other contributing factors are the social, cultural, and economic changes
which alter the character or attitude of a community. Policies and programs that once may have
been suitable are later viewed as inappropriate or obsolete for the area. Needs assessments are
typically geared towards:
 Solving a problem;
 Avoiding a past or current problem;
 Creating or taking advantage of a future opportunity;
 Providing learning, development, or growth. (Sleezer 2014)

tiuyijnQ
2.4: Screening of Disabilities

Concept of disability
Disability is defined as any restriction or lack of ability to perform any activity
in the manner or with the range considered normal for a human being.
Types of disabilities
1: Locomotors Disability
- PPI of Extremities
-PPI of the Spine
-PPI in person with Amputation
-PPI in person with Club Foot and other conditions
-Locomotor disability due to chronic neurological conditions
-Spinal cord injuries
-Acid attack victims
-Cerebral palsy
-Leprosy cured person with disabilities
-PPI in case of short stature/Dwarfism
-Muscular Dystrophy
ii: Visual Impairment
iii: Hearing Impairment
iv: Speech and language disability
v:Intellectual Disability
vi: Mental illness
vii: Disability caused due to Chronic Neurological
Conditions
viii: Disability caused due to blood disorder
ix: Multiple disabilities
x: Physical Handicapped

Disability Screening
Screening Includes methods, techniques, procedure and examination for early and
rapid detection of unrecognized diseases or detect in apparently healthy persons.
Uses of Screening
-Early Diagnosis: Done periodically
-Case Detection: prescriptive Screening
-Control of Diseases: Prospective Screening
-Research purpose: Provide information about incidence and Prevaience.
-Eucational Opportunities: Creating public awareness and educating health
professionals

Types of Screening
-Mass Screening: Screening of large number of people, group or
subgroup. -High risk / selective Screening: screening of
Specially and selectively adapted high-risk group.
-Multiphosic Screening: Two or more screening in combination is used
for a large number of people at one time.
-Multipurpose Screening: Objective is Diagnosis of two or more
diseases or defects in the population.
Screening Newborn
✓ Is there anyone in the family with deafness since
childhood?
✓ Did the mother take an abortifacient drug in large doses
during first three months of pregnancy?
✓ Birthweight below 1500 grams?
✓ Delayed cry after birth?
✓ Neonatal jaundice (first 10 days after birth)?
✓ Cleft in the lip or palate or a malformed pinna?
Hearing Impairment
Screening Children in the age group 6 months to 2
years
✓ Turn around towards the source of sound (Located at back
or one side of the body)
✓ Discharge from ear

Screening Children in the age group 6 months to
2 years
✓ He/she turn around when called from behind
✓ Uses gestures excessively
✓ Does not speak or has a defective speech
✓ Does not understand the spoken language
✓ Discharge from ear
Visual Impairments
✓ Does not follow an object moving before his/her eyes by 1
month’s age
✓ The child doesn’t reach for toys held in front of him by 3
months
✓ One eye moves differently from other
✓ Red eyes, yellow discharge or tears flow continuously
✓ Tendency to bring pictures or books very near to eyes
Checklist for identification of children
with special needs (School teachers and
parents should use this checklist)

 VISUAL
 Watering of eyes
 Recurrent redness
 Often irritating
 Stumbling over objects / Bum Frequent blinking
 p into people
Note: If any 4 responses are YES, child should be properly
examined by a qualified ophthalmologist.
 HEARING / SPEECH
 Malformation of ear
 Discharge from ear
 Irritation in ear
 Trying to listen from a closer distance
 Ask for instructions repeatedly
 Problems in paying attention in class
 Favor one ear for listening
 Speaks loudly or too softly
Note: If any 4 responses are YES, child should be properly
examined by a qualified ENT specialist, an audiologist and by a
speech therapist If child is below 4-5 years, consult psychologist
to address any associated psychological problems which may not
be overtly evident.

 PHYSICAL DISABILITIES
 Evident Deformity
 Difficulty in sitting, standing, walking
 Difficulty in lifting, holding, keeping things on
floor
 Difficulty in moving or using body parts
 Difficulty in holding pen
Note: If answers to any of the above statement is
positive, the child should be examined by a qualified
orthopedic surgeon and referred to a physiotherapist
and / or prosthetic / orthotic technician as needed.

The essential role of epidemiology is to improve the health of population
Meaning of epidemiology:
Epidemiology literally meaning “the study of what is upon the people” is derived from the
Greek word “epi” mean “upon, among” demo mean “people” and logo mean”Discourse” that is apply
only to human population.
Definition of Epidemiology:
Epidemiology is the scientific study of health-related events among people and
communities. With the information gathering we try to prevent and control health problem.
Aim of epidemiology:
 To describe and analyze disease occurrence and distribution.
 To identify etiological factors in the pathogenesis of diseases.
 To provide the data essential for the planning implementation of survices.
Goals:
 To eliminate and reduce the health problem.
 To promote the health and wellbeing of society.
For covid-19
We came to know that it spread by close contact. Its infectivity is so high so we started using mask
sanitizer and social distancing etc.
Epidemiological survey:
 Collection of data or information of a disease in a population.
 It is used to know the number of individuals, or number of disease people etc.
 In epidemiological survey it is used for the estimation of the prevalence of disease infection,
case in population.
Census Vs. survey
 If all the individual of a population are investigated then it is called census.
 If survey design in a way representing the population(sample) then estimate can be made
accurately by examining few individuals in a population.
Sample:
The subset of the population is called sampling.

Types of sampling:
Sample random sampling: the sample is selected randomly from the list of sample.
Systematic sampling: it involves selection of sampling units at equal intervals the first person
being selected randomly.
 cross-section survey: event occurring at a particular point in time.
 Longitudinal survey: events over a period of time. This can be recoded prospectively from
present into the future.
 Screening: aparticular type of diagnostic survey using a rapid test is screening.
Monitoring:
The continuous collection of information or observation on disease productivity and other
characteristics possibly related to them in a population.
Surveillance:
 Intensive from monitoring.
 Initially use for tracing and observation of people in contact with
infection.
 Now involve the collection and interpretation of data collection during
monitoring programmes.
 Detecting change in population health.
Elements of surveillance:
 Gathering recording and analysis data.
 Dissemination of information to interested parties.
 Action can be taken to control disease.
Goals:
 Rapid detection of disease outbreak
 Identification of disease problem.
 Assessment of health status of population.
 Definition of priorities of disease control and prevention.
 Identify of new disease.
 Evaluation of disease.

Resource Mobilization and Why is it so Important?
Written by: Judith B. Seltzer, MBA, MPH | Management Sciences for Health on October 20, 2014
The term “resource mobilization” is used routinely these days, but what does it really mean, and how
does it relate to an organization‟s sustainability?
What is resource mobilization?
Resource mobilization refers to all activities involved in securing new and additional resources for
your organization. It also involves making better use of, and maximizing, existing resources .Resource
mobilization is often referred to as „New Business Development‟. The figure below shows how New
Business Opportunities + which are intended to mobilize resources + form part of an organization‟s
overall functioning.
Figure 1: Resource Mobilization and its Role in an Organization‟s Functioning (MSH, 2010
Figure 1: Resource Mobilization and its Role in an Organization‟s Functioning (MSH, 201

Why is resource mobilization so important?
Resource mobilization is critical to any organization for the following reasons:
Ensures the continuation of your organization‟s service provision to clients
Supports organizational sustainability
Allows for improvement and scale-up of products and services the organization currently provides
Organizations, both in the public and private sector, must be in the business of generating new
business to stay in

❖ What is community empowerment? „
Community empowerment is the local government‟s core business‟ (cdz & changes, 2008). Community
empowerment enables people to play an active role in the decisions that affect their environment (cdx
& changes, 2008). According to Rappaport (1987), empowerment is meant to enhance the possibilities
for people to control their own lives. Cochran (1986) believes that people understand their own needs
far better than anyone else and as a result should have the power both to define and act upon them
(John at al, 1993). Community empowerment refers to the process of enabling communities to increase
control over their lives. "Communities" are groups of people that may or may not be spatially
connected, but who share common interests, concerns or identities. These communities could be local,
national or international, with specific or broad interests. 'Empowerment' refers to the process by
which people gain control over the factors and decisions that shape their lives. It is the process by
which they increase their assets and attributes and build capacities to gain access, partners, networks
and/or a voice, in order to gain control. "Enabling" implies that people cannot "be empowered" by
others; they can only empower themselves by acquiring more of power's different forms (Laverack,
2008). It assumes that people are their own assets, and the role of the external agent is to catalyse,
facilitate or "accompany" the community in acquiring power. Community empowerment, therefore, is
more than the involvement, participation or engagement of communities. It implies community
ownership and action that explicitly aims at social and political change. Community empowerment is a
process of re-negotiating power in order to gain more control. It recognizes that if some people are
going to be empowered, then others will be sharing their existing power and giving some of it up
(Baum, 2008). Power is a central concept in community empowerment and health promotion invariably
operates within the arena of a power struggle. Community empowerment necessarily addresses the
social, cultural, political and economic determinants that underpin health, and seeks to build
partnerships with other sectors in finding solutions. Globalization adds another dimension to the
process of community empowerment. In today‟s world, the local and global are inextricably linked.
Action on one cannot ignore the influence of or impact on the other. Community empowerment
recognizes and strategically acts upon this interlinkage and ensures that power is shared at both local
and global levels. Communication plays a vital role in ensuring community empowerment.
Participatory approaches in communication that encourage discussion and debate result in increased
knowledge and awareness, and a higher level of critical thinking. Critical thinking enables
communities to understand the interplay of forces operating on their lives, and helps them take their
own decisions. This track of the conference will focus on the conceptual and practical issues in
building empowered communities. Through examples and case studies it will analyse how successful
partnerships with communities can be forged even in the environment of vertical health programming.
It will examine how empowerment-oriented health promotion can be practiced both in local and global
settings.

Community empowerment in action:
Self-Employed Women‟s Association (SEWA): SEWA is a trade union of nearly a million self-employed
women in Gujarat, India. Like most selfemployed vegetable vendors, cart pullers, embroidery workers,
these women would live in poor conditions and practice their trade in vulnerable conditions.
Frequently harassed by local authorities, with no insurance or other social security and forced to take
loans at exploitative rates, these women got organized to increase control over their lives. Vegetable
sellers and growers linked together to start their own vegetable shop, cutting out the exploitative
middle man, to mutual gain. SEWA women started their own bank, and solved the problem of access to
credit, avoiding the huge interest rates demanded by private loan agents. Collectively organized
health insurance is used to pay for health costs, which earlier used to drive them further into poverty.
SEWA women also organize child-care, running centres for infants and young children, and campaign
with state and national level authorities for child care as an entitlement for all women workers.
❖ 4 ways to empower your community
The United Nations reports 470 million jobs are needed globally for new entrants to the labor market
between 2016 and 2030. Unemployment, underemployment, lack of economic opportunity, lack of
appropriate training, and the absence of social safety nets lie at the core of poverty. For the poor, labor
is often the only option to improve well-being. Creating productive employment opportunities is
essential for reducing poverty and achieving sustainable economic and social development, and for
providing income security and empowerment especially for women, people with disabilities, youth,
and the extremely poor. Rotary clubs all over the world work with communities to advance local
economies. Every community has different needs and different opportunities for service. High-impact
projects begin with a community assessment with active involvement and commitment from
community members. If your assessment reveals economic and community development needs, they
likely fall into one or more of the following categories:
• Youth unemployment
• Obstacles to entrepreneurship
• Barriers to agricultural opportunities and livelihood
• Lack of resources to address extreme poverty
Below are four ways you can take action to address these needs
. 1) Provide skills/ leadership training and jobnetwork to youth
Skills and leadership development is an important component of youth employment and poverty
reduction. Youth leadership development can contribute to lifting individuals out of poverty by

improving access to work, increasing productivity, and fostering sustainable economic growth. Skills
development can occur in formal, informal, and on-the-job settings. These trainings should help
individuals become fully and productively engaged in employment opportunities or job creation. The
trainings should reflect the changing demands and opportunities of the community‟s economy and
labor market.
2) Provide microloans and financial literacy training to women entrepreneurs
Through microloans, millions of struggling individuals with no credit history, collateral, or steady
income can get access to basic financial services. These small, low-interest loans provide seed money
to start, sustain, or expand an income-generating business venture. Microloan programs can be
beneficial, especially for women, in both rural and urban communities. Entrepreneurs in rural
communities may borrow money for cattle acquisition or fattening, dairy farming, agricultural
cultivation, bamboo making, weaving, setting up small retail shops in their homes, and so on.
Entrepreneurs in urban areas use microloans, for example, to become street vendors, rickshaw
drivers, or tailors.
3) Identify local barrier barriers to agricultural opportunities/livelihood
According to the United Nations, in 2013, an estimated 842 million people worldwide suffered from
chronic hunger and 98% of them lived in developing regions. Successful agricultural projects result
from thorough community assessments and lead to increased and more secure income from
agriculture. Identifying local barriers and assets, along with appropriate intervention plans, can help
communities sustain and accelerate agricultural growth. Community involvement is crucial for
sustainable change.
4) Adopt-a-village
Adopt-a-village projects address extreme poverty holistically in communities that lack the resources
to meet basic human needs. With active involvement from the community, these projects invest in the
leadership skills of community members in one location to implement a multifaceted but coordinated
strategy in that community. The ultimate project goal should be to increase self-sufficiency of
individuals and families and help them revitalize their community by alleviating extreme poverty. A
successful adopt-a-village initiative will result in a communitycreated plan to continue local
development and improve lives beyond the project.

❖ Benefits of empowering a community
When a community is empowered, people feel free to act within the society and at the same time
associate a sense of belonging to it. Through community participation and capacity-building, they
rediscover their own potential and gain confidence. They also feel worthy of the community, for the
help they are providing + to make a change. Community empowerment can initiate actions at individual
level, which can reach community or even national levels. For example, someone victim of an accident,
can gather a group of people + it can be close friends, family, or even strangers who have joined for a
good cause + and help to sensitise others on road safety measures (Dr. Glenn, 2009). Development of
small groups can initiate collective actions. It is also a means for practitioners to gain community
service skills, leadership skills for some, management skills, develop empathy, broaden networks,
form partnerships and bring about social cohesion (Dr Glenn, 2009). Community organisations offer
the means to resolve societal problems. They include young groups, faith groups, community councils
and associations. They have the power to mobilise resources. They development of community
organisations requires some form of leadership and those who serve the community have better
chances of developing community capacity + and can become future leaders (Dr Glenn, 2009).
Empowered individuals are able to influence the direction and implementation of a programme
through their participation. They progress from a personal action to the point that they are collectively
involved. This can lead to gaining the power to influence economic, political and social action. They can
therefore help others to empower themselves and gear them towards capacity building (Dr Glenn,
2009).
❖ The role of the Government and NGOs in community empowerment

The Government of Mauritius has the responsibility of catering for the people and has formulated laws

to protect them and safeguard their rights. The Government acts as an authority figure. The political

and administrative environment of a community directly affects the empowerment process (Phil,

2007) The environment includes a series of factors such as the laws, rules and regulations and

practices of the civil society. The environment also covers the policies and practices of relevant

NonGovernmental Organisations (Phil, 2007) In this regard, their task is to encourage community

activities that enable the community to develop itself + to be empowered. They should also help the

community to initiate actions towards self-reliance, community empowerment and eradication of

poverty (Phil, 2007). The Government should be able to modify Ministry regulations, modify legislative

policies, support legislative committees responsible for legislative reform, provide guidelines and

empower NGOs active in the related sectors, raise awareness through conferences, workshops,

competitions and so on and pass relevant information through public media + posters, radio, local TV,

newspapers, and advertisements (Phil, 2007). NGOs are increasingly involved in capacity

development. They lean towards developing skills and tools to strengthen the society. Government and

very often they lack resources and face many obstacles and unless they become partners with the

Government, capacity building initiatives will continue to fail (Inger, 2009). School-
MCQS/SHORT

Community Empowerment
M.C.Q’S UNIT # 2.7
1: Community empowerment is the ___
A: Engagement with community
B: Local government core business
C: decision with community
D: all of these
2: Community empowerment enable people to play an active role in the decision
that affect their___
A: Community
B: both a &b
C: none of these
3: empowerment is meant to __
A: Enhance the possibilities
B: enhance the interest
C: gain control over the factor
D: both a &c
4: Community empowerment is the process of
A: acquiring power
B: re-negotiating
C:none of these
5: skill and leadership development is an important component of___
A: youth employment

B: poverty reeducation
C: Both a & b
D: none of these
6: Microloan programme can be beneficial for
A: women
B: men
C: none of these
7: How much people worldwide suffered from chronic hunger
A: 842 million
B: 267 million
C: 334 million
D: none of these
8: Adopt a village project address extreme__
A; Interest
B; poverty
Both a &b
9: Community organization offer the means to resolve___
A: management
B; problems
C; Societal problems
D: All of these
10: The united nation report __jobs
A; 470 million
B; 345million
C; 245 million

D; none of these
SHORT QUESTION
Q1: What is community empowerment?
Q2: Write the aberration of SEWA?
Q3:Enlist the categories of your assessment that reveal economic and community development?
Q4: Write the local barriers to agriculture opportunities/livelihood?
Q5: Enlist the name of four ways to empower your community?
Q6: Write down the role of the government and NGOs in community empowerment?
Q7: Write benefits of empowering a community?

UNIT-3:
Teachers Families
& Communities

LEGISLATIVE INITIATIVES
Meaning
The term ―legislation is derived from the Latin word “Lagis” which mean “law”
and ―lation‖ means “making” it also refers to the law making or setting of law.
DEFINITION
According to Sir John Salmond
―Legislation has superiority over all the other sources of law.‖
Superiority means at time legislation perform two functions.
Due to this function legislation is also known as written law, statutory law, enacted
law and law of parliament.
According to Austin,
―There can be no law without a legislative act‖
KINDS OF LEGISLATION
1. Supreme Legislation: the supreme legislation is by the sovereign power
of the state. Therefore, any of other authority within the state can, in no way,
control or checks it. It is considered not only supreme but legally
omnipotent. There is no legal limitation on its power. Indian parliament is
also supreme though there are certain constitutional restrictions upon its
power. But no other legislative authority cannot repeated, annulled or
controlled by any other legislative authority
Narrow
Wider
Making of laws by Supreme Authority.
Making of laws by any authority.
i. Enacting of law making of law ii. Amendment of law Changes
Changes Changes

2. Subordinate Legislation
Subordinate legislation is legislation by any other authority other than the
supreme legislation of the state. It made under the power delegated by the
supreme authority, such legislation owes its existence, validity and
continuance to supreme authority.
Five different forms of subordinate legislation can be identified theses
are;
a. Colonial Legislation
The countries which are not independent, and under the control of
some other state and have no supreme power to make laws.
b. Executive Legislation
When legislation powers are delegated to the executive, it is called
executive legislation. Though the important function of the executive
is it is always entrusted with some subordinate legislation power also.
c. Judicial Legislation
Powers are given to the judicature to make rules for regulation of its
procedure. In India, the Supreme Court and high court both have the
power to make rules for their respective procedure and
administration.
d. Municipal Legislation
Municipal bodies are given power to make laws for their local
matters. This law is made to operate its respective locality. In India,
such municipal boards.
e. Autonomous Legislation
When the supreme authority confers power upon a group of
individual to legislate is called autonomic law. For example;
Universities.
HISTORY
UN estimates that there is more that 650 million people’s the world with
disabilities. The UN declared as 1981 as the international year of a disable person
to awaken awareness among the member counties regarding the rights of disabled
persons. The PCO (Pakistan Census Organization) in its 1998 national
population census has provided data about disability. According to the census data
the person with disabilities constituted 2.49 percent of overall population.
According to WHO policy on the Employment of person with disabilities ―HRD‖,

released on 28 May 2010. Disable person constitutes 10 percent of the world
population.
Magnitude of disability in Pakistan
Data reveals that 55.7 percent of disabled people are found in Punjab. Followed by
28.4 percent in Sindh.11.1% in NWFP.4.5% in Baluchistan, and 0.3 percent in
Islamabad. If a girl child is disabled she doubly disadvantaged as she will receive
less nutritious food, health care and attention with in the family and will often die
young. Among adults, the number of physically disable male higher than the
number of females, as the accident in household as well as in the workforce is
much higher for men.
POLICIES FOR SPECIAL PERSON IN PKISTAN
i. Disabled person ordinance, 1981
It was the first constitutional effort on the part of the state to start institutional care
of the special persons in Pakistan. Establishment of training and vocational centers
for equipping special person with necessary skill. Section 11 shall be punishable
with fine which may extend to one thousand rupees and in the case of
nonpayment of fine with an additional fine, which may be extending to 10 rupees
every day.
ii. National Policies for persons with disabilities, 2002
It was finalized after a lengthy consultative process involving all stakeholders and
relevant Federal Ministries including Health, Labour Manpower, Housing and
works, sciences and technology as well as relevant departments and prominent
NGOs. This is possible only show the active cooperative of federal, provincial,
local government. NGOS as well as involvement of families.
iii. NPA for person with disabilities, 2006
The NPA identifies 17 critical areas. It spells out short term steps to be by the end
of June 2009, and long term measures to be adopted by July 2025. The long
objective reflected in NPA focus on creation of barrier free physical environment
in all places.

iv. Special Citizens Act 2008
To provide the accessibility disabled citizens at every public place, with regard to
allocation of seats in public transport. Under the law, special persons should be
given priority while crossing the road and traffic Polices should be responsible.
v. Special Citizens Act 2009
Under this act, air, railway and other transport authorities are bound to charge
less/half rates from disabled persons.
vi. Duty Free Import of Car
Disabled persons are allowed waiver of import duty which is in excess of 10%on
CKD (completely knocked down) kits that are imported for assembling of car for
them. Some time ago, the duty free import of customized cars by disabled person
was allowed. To facilitate disabled persons to actively participate in economic
activities, the facility to import duty free customized cars, not above 1350cc of
engine capacity is being allowed.
vii. Inadequate Policy, Legislative and Enforcement Framework:
Ordinance 1981 does not contain an effective mechanism for the employment and
rehabilitation of PWDs. The Supreme Court took notice of a report that seats
reserved for the disable in50 Govt department were laying vacant. Aftab Amir, a
representative of National Center for Rehabilitation of Disabled Person(NCRDP)
confessed that disabled person Ordinance has not been implemented yet properly
thus forcing disabled person for begging.
viii. Education for All Handicapped Children Act
Passed by Congress in 1975, this was the first special education law directed at
students with physical and mental disabilities. The law stated that public schools
must provide children with special needs with the same opportunities for education
as other children. It also required any public school that received federal funds to
provide one free meal a day for these children.

The mission of this act was to:
◦ make special education services accessible to children who require
them;
◦ maintain fair and appropriate services for disabled students;
◦ institute systematic evaluation requirements for special education; and
◦ Endow federal resources to public schools for the education of disabled
students.
ix. Individuals with Disabilities Education Act
The Individuals with Disabilities Education Act, or IDEA, was created in 1990
and is a modification of the Education for All Handicapped Children Act. This
law ensures that special needs students receive appropriate free public
education in the least restrictive environment necessary to meet those students’
needs. It helps students receive the extra assistance they need but allows them
to participate in the same activities as children without special needs whenever
possible.
x. No Child Left Behind
In 2001, the Elementary and Secondary Education Act, commonly known as the
No Child Left behind Act, called for schools to be accountable for academic
performance of all students, whether or not they had disabilities. The act requires
schools in every state to develop routine assessments of students’ academic skills.
While it does not stipulate that these assessments meet a national standard, the law
does oblige each state to come up with its own criteria for evaluation. No Child
Left Behind provides incentives for schools to demonstrate progress in students
with special needs. It also allows for students to seek alternative options if schools
are not meeting their academic, social or emotional needs
xi. Individualized Education Programs
The IDEA maintains that parents and teachers of children who qualify for special
education must develop an Individualized Education Program, or IEP, that helps
establish specific education for a child’s explicit needs. This requires caregivers to

meet initially to determine a child’s eligibility for an IEP and to come together
annually to develop and assess the educational plan.
xii. Students with Disabilities and Postsecondary School
The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990
forbid discrimination in schools based on disability. This applies to colleges and
universities as well as elementary, middle and high schools. Many students with
special needs go on to study at the postsecondary level, but the laws are slightly
different for postsecondary schools. The law does not require postsecondary
schools to provide a free appropriate public education to students, but it does
oblige schools to offer suitable academic adjustments and accessible housing to
students with disabilities.
CONCLUSION
Making more new laws for special person in Pakistan that should help
that person’s to survive in community as other person without disability.

REFERENCES:
National policy for person with disabilities, 2002; Directorate General of special
Education, Government of Pakistan
Report on National Census of Pakistan, 1998; Population Census Organization,
Government of Pakistan
Disabled Persons(Employment and Rehabilitation) Ordinance,1981; Government
of Pakistan.
National Plan of Action for the Person with Disabilities,2006; Directorate General
of Special Education, Government of Pakistan.
Special Citizens Act,2008; Government of Pakistan
Special Citizens (Right to Concessions in Movement) Act,2009; Government of
Pakistan.
Trade Policy, 2009-10, Ministry for Commerce, Government of Pakistan.
SRO No.16(1)/2006-importII, dated 28th
September, 2009; Ministry of Commerce;
government of Pakistan.
NCRDP; Daily the Times, August01,2010.
Education for All Handicapped Children Act,94 CRC was enacted by the United
States congress on May25, 1975.
No Child Left behind Act of 2001, amended; public health and social welfare;
47U.S.C.

Legislative initiatives for (teacher, families & communities)
MCQ 3.2
1: Legislation is derived from the ---------- word
a) Latin
b) Greek
c) Both a & b
d) None of these
2: Legislation has ----------- over all the other source of law.
a) Authority
b) Superiority
c) Statutory
d) Both a & b
3: Superiority means at time legislation perform ------------ function
a) Three
b) Two
c) Four
d) Both a & b
4: --------------- legislation is by the sovereign power of the state.
a) Subordinate
b) Supreme
c) Executive
d) Colonial
5: When the supreme authority confers power upon a group of individual to
legislate is called -----------
a) Supreme
b) Municipal
c) Autonomic
d) None of these

6: The UN declared as ---------------- as the international year of a disabled person
to awaken awareness among the member counties regarding the right of disabled
person.
A) 1981
B) 1891
C) 1982
D) 1987
7: PCO stand for-----------
A) Pakistan center organization
B) Pakistan census organization
C) Person census organization
D) All of these
8: According to the census data the person with disability constituted ------------
percent of overall population.
a) 1.47
b) 2.42
c) 2.49
d) 1.49
9: WHO stand for ---------------.
a) World health organization
b) Woman helping other
c) White house office
d) We helping other
10: Under this act, air, railway and other transport authorities are bound to
charge less rate of disabled person.
a) Special citizen act 2008
b) Special citizen act 2009
c) Duty free import of car
d) Both a & b
11: The individuals with disabilities education act or idea was created in ………….?

A) 1990
b) 1991
c) 1992
d) 1993
12: in 2001 the elementary and secondary education act known as the ……………?
a) The child act
B) Education act
c) No child left behind act
d) Behind child education act
13: …………….. That helps establish specific education for a child’s explicit needs.
A) IEP
b) LRE
c) IDEA
d) IRS
14: The rehabilitation act of 1973 and the Americans with disability act of ………….
Forbid discriminations in schools based on disability.
A) 1990
b) 1991
c) 1992
d) 1993
15) IEP is short for _____.
a) Individualized educational program
b) Individual educational plan
c) Independent education program
d) Independent educational plan
16: When was the Education for All Handicapped Children Act passed in …….?

a) 1975
b) 1979
c) 1983
d) 1996
17: Endow__________ resources to public schools for the education of disabled
students?
a) Central
b) Federal
c) Both a & b
d) All of these
18: CKD stand for ---------
a) Completely knocked down
b) Chronic kidney disease
c) Both a & b
d) None of these
19: Disabled person are allowed waiver of import duty which is in excess of --------
-- on CKD
a) 20%
b) 10%
c) 8%
d) 30%
20: The NPA identifies --------------- critical areas.
a) 17
b) 18
c) 10
d) None of these

3.3: Linkages within the
Community

Linkages within the Community
Family-school-community partnerships are a shared responsibility and reciprocal process
whereby schools and other community agencies and organizations engage families in meaningful
and culturally appropriate ways, and families take initiative to actively support their children’s
development and learning. Schools and community organizations also make efforts to listen to
parents, support them, and ensure that they have the tools to be active partners in their children’s
school experience.
Community Linkages
Community linkages refer to the interplay between employers and health specialists within a
locality for the purpose of establishing the necessary resources for people to adopt healthier
lifestyles.
What Does Community Linkages Mean?
Community linkages, within the context of workplace safety, refers to organizations cooperating
with employers to assist employees with health-related matters affecting their personal and
professional lives. Companies have a distinct obligation to cultivate a healthful environment for
their employees through proper education, instillation, and motivation combined with
community outreach efforts.

School and Community Linkages
It is evident that schools and communities should work closely with each other to meet their
mutual goals. The community and the school are two important social institutions. Both
community and school have linkage as the school cannot be seen as an independent institution
that is isolated from the society in which it is located. Why are school and community linkages
important?
Linkages between these two institutions are a proven and effective way for schools to expand
what they can offer to children and provide more meaningful learning experiences making a real
difference in the lives of children, families, and communities. School and community
connections enable families to move from setting to setting with ease. School and community
linkages engage parents to improve children’s educational outcomes. Standard parent
involvement practices such as monitoring children’s homework, reading to them, and
volunteering in schools are linked to students’ positive academic and behavior.
There are a variety of activities in which schools can become involved to build/improve school-
community partnerships. Schools need the support of their local community to achieve their
goals. Effective school—community partnerships are built on open dialogue and
communication. Communication between the school and the community is critical to a
successful relationship, as in the case in any relationship. In today’s highly technological world,
communication should be relatively easy to facilitate but is sometimes neglected. The better the
relationship and engagement, the more positive the impact on students’ learning. What schools

or community can’t do alone, they can often do together. As what the proverbs goes, ―It takes a
village to raise a child.‖ Partnerships allow the whole village to help educate our children.
The importance of school, community partnerships
Community collaboration with schools complements and reinforces values, culture and the
learning opportunities that schools can provide for their students. Schools and community are
one unit and partnerships with all sectors of the community are essential to helping children
reach their maximum potential. Community collaboration with schools complements and
reinforces values, culture and the learning opportunities that schools can provide for their
students. In other words, all of us — teachers, staff parents, business, nonprofit, service clubs
and the like — working together, truly make a difference in the lives of our students.
Creating Local Linkages
Creating Local Linkages provides professional development opportunities to train public
librarians in facilitating digital local history projects in their community. Through this online
program, RRCHNM invites librarians to explore their collections with the eyes of an historian
and to expand their digital skills.
Creating Local Linkages offers several different professional development opportunities.
 A freely available online curriculum
o Taught as an 8-week certification course four times in 2019-2020
o Available for self-guided learning, so librarians can learn what they need at their
own pace
o Able to be reused and remixed by organizations and individuals
 In-person workshops to introduce local history and skills for doing digital local history
 A guide to support programming that engages patrons in creating digital local histories

Community-Engaged Teaching & Learning
Key Competencies
We define ―key competencies‖ in the Community-Engaged Learning and Teaching area as the
knowledge, skills, and critical commitments that must be mobilized by CEPs to effectively
facilitate curricular community-engaged learning experiences that are beneficial to students and
community.
To earn this core credential, an individual effectively demonstrates their knowledge, experience,
skills, and critical commitments in the following areas:
Area 1: Knowledge essentials
1. Ability to explain key definitions, historical and theoretical bases, components, and
potential outcomes or impacts of service-learning
2. Ability to articulate key components of a community-engaged learning course and key
elements of a service-learning syllabus
3. Knowledge of frameworks for understanding dynamics of power, privilege, identity, and
difference as they arise in community engagement experiences
Area 2: Partnership essentials
1. Ability to incorporate the principles of partnership (grounded in collaborative
relationships and shared activity characterized by reciprocity, mutual respect, shared
authority, and co-creation) into project design and demonstrate how such principles are
applied in the development of service-learning curriculum and pedagogy as well as
project implementation and evaluation.
2. Ability to demonstrate an asset-based approach to working with communities in a
service-learning partnership
3. Knowledge of the history, strengths, and assets of the community as well as the agendas,
desires, and goals of the community constituents with whom one partners
4. Ability to develop an MOU or other mutual agreement between the higher education
institution, the faculty member(s), students, and community partners that identifies and
articulates the purposes, mutual responsibilities, and intended outcomes of the service-
learning partnership

5. Ability to integrate community partners as co-educators of students, allowing their
expertise to inform course content, assignments, and other aspects of student’s
community-engaged learning experiences
6. Ability to introduce and frame community challenges and assets for students while
involving community representatives in the process
7. Ability to exercise on-going communication (before, during, and after the project) with
community partners and demonstrate accountability to their desire, priorities, and
outcomes
8. In cases of working with vulnerable populations, ability to articulate and implement an
effective transition plan that prepares them for students’ impending exit from the
community-engaged learning experience
9. Ability to identify and mobilize strategies and resources to sustain service-learning
partnerships over time.
Area 3: Course development and facilitation essentials
1. Ability to utilize participatory pedagogies that allow students to provide input about the
directions of the program and facilitate their learning from one another
2. Ability to develop and explicitly name competencies, learning objectives, and learning
outcomes/goals for students that are thoughtfully tied to community engagement
experiences
3. Ability to develop and apply strategies of reflection and critical thinking with students–
before, during, and after their community experiences–that support them in tapping their
community engagement experiences to generate and/or enhance academic and civic
learning
4. Ability to foster mutually-supportive relations among students engaged in the experience
5. Ability to effectively facilitate reflection and capacity-building for students surrounding
dynamics of power, privilege, identity, and difference as they arise in community
engagement experiences
6. Ability to support students to navigate conflicts or challenges that arise in the course of a
community engaged learning experience (e.g., with partners or peers; inside or outside
the classroom)
7. Ability to demonstrate effective strategies for developing and maintaining culturally-
sensitive approaches and practices throughout the development and implementation of a
community-engaged learning experience
8. Ability to provide students with:
0. A description of the nature of the service-learning project and the community-
identified desire or challenge the project meets
1. Clear expectations about the time and locations in which students are expected to
serve

2. Clarity about their roles and responsibilities in the service-learning project
3. A description of course assignments that clearly link the community- engaged
experience with the course content and learning goals
4. A description of how students will be expected to demonstrate the academic and
civic learning they developed through their community-engaged experiences
9. Ability to develop strategies and practices of public dissemination of project outcomes
that include students and community partners in the process.
Area 4: Assessment and evaluation
1. Ability to develop assessments and document evaluation findings in order to identify and
improve course effectiveness, student learning, and community-desired outcomes (Note:
broader assessments could also include those related to institutional change, community
development, partnership quality, etc.)
Area 5: Critical commitments
1. Willingness to reflect on and critique one’s own professional expertise, personal growth,
and skills for fostering change and transformation as an practitioner (in relation to
students, community, and one’s own institution)

ROLE OF ADVOCATES IN PAKISTAN Advocacy (Wakalat) is a very noble profession; and those who link
with this profession are also very noble persons (advocates). It helps victim against offender,
oppressed against oppressor, and weak against stronger, therefore due to its service, it also provide
equal and full opportunity to poor and rich to put his/her case before honourable judges without any
fear and undue influence. Hence, advocacy is essential part of administration of justice. Meaning of
Advocate (i) Advocate mid - 14C, " one whose profession is to plead cases in a Court of justice," a
technical term from Roman Law, from O, Fr. avocate, from L. advocatus "one called to aid," orig. pp. of
advocate "to call" ( as witness or advisor) from ad- " to" +vocare "to call,” [1] (ii) Advocate, in law, a
person who is professionally qualified to plead the cause of another in a Court of law. As a technical
term, advocate is used mainly in those legal systems that derived from the Roman law. [2] (iii) A person
who assists, defend, pleads or prosecutes of another. [3] The role of an advocate There are following
role of an advocate in the legal system: 1. The right to privacy and confidentiality; 2. The right to respect
and dignity; 3. The right to quality services; 4. The right to information to inform decision making; 5. The
right to choice and control; 6. The right to make and resolve complaints; 7. The right to non-
discriminatory service; and 8. The right to protection of legal and human rights, and freedom from
abuse and neglect. Duties and responsibilities 1. Lawyers shall at all times maintain the honour and
dignity of their profession as essential agents of the administration of justice. 2. The duties of lawyers
towards their clients shall include: (a) Advising clients as to their legal rights and obligations and as to
the working of the legal system insofar as it is relevant to the legal rights and obligations of the clients;
(b) Assisting clients in every appropriate way, and taking legal action to protect their interests; (c)
Assisting clients before Courts, tribunals or administrative authorities, where appropriate. 3. Lawyers,
in protecting the rights of their clients and in promoting the cause of justice, shall seek to uphold
human rights and fundamental freedoms recognized by national and international law and shall at all
times act freely and diligently in accordance with the law and recognized standards and ethics of the
legal profession. 4. Lawyers shall always loyally respect the interests of their clients. [4] Legal
Education Hamid Khan [8] wrote in his book about legal education on the following words: "The legal
education in Pakistan is an ignored area. Lately, it has fallen into the hands of profiteers who have
commercialised the legal education. The Universities have proved to be very weak and pliable,
particularly in the face of political pressures in regulating the legal education. No doubt, a few of the
private law colleges have done well in promotion of legal education, but it must be ensured that certain
minimum standards of legal education are observed. In this behalf, Bar will have to play its role more
effectively. It must raised its voice against rank of commercialisation of legal education and
pressurise the Universities to de-recognized those private law colleges which are perverting legal
education for personal gains. Another area of importance for Bar is the continuing legal education. It is
not enough just to obtain a law degree and a licence to practice law. It extremely important that the
lawyers keep themselves abreast of developments that are taking place all over the world in the field
of law", [9] However, quality of legal education must be improved and unquestioned. Specific Role of
The Role of Advocate

Advocates in Pakistan Advocates have specific role for restoration of the Higher Judiciary, Rule of Law,
Democracy, and clear-cut stand against Dictator. They had given scarifies of their life, liberty,
reputation, blood, breathing, family and complete loss of business. I think that there are no words to
define and narrate struggle and sacrifices of advocates for their sacred country of Pakistan. I think it is
very bright future of the advocates. They are well educated, intelligent, participation in politics, having
quality of leadership, and de-facto they are future leadership of Pakistan. I belief that all problem
faced by Pakistan, may be solved by them. Duties of an Advocate Duty towards public + An advocate is
a privileged member of the community and a gentleman beside being a citizen. He has greater
responsibility to protect the country and lead the community . A) Duty towards country - 1) An advocate
shall endeavor to make the laws suitable to the well being of the people . 2) An Advocate shall guard
the liberty and freedom of the people. 3) An Advocate should protect the fundamental and human
rights and respect the constitution of the nation. 4) An advocate should strive for social legislation's to
accelerate the advent of socialistic pattern of society in India by dedicating to the public service . 4)An
advocate shall uphold the integrity and Unity of the nation . 5) An advocate shall educate the people to
respect the law and respect for the courts and the judges . B) Duty towards community - 1)An advocate
shall establish Legal Aid Societies for the purpose of rendering legal assistance to really poor and
deserving persons free of any charge . 2) An advocate shall help the people local bodies such as
panchayats in villages to function on sound lines, so that the people may discharge their functions in
an enlightened and responsible manner. 3) An advocate shall provide Legal education to the illiterate
and working people by informing them for the rights and legal provisions in simple language . 4)An
advocate shall compose family differences and Settle petty Disputes and controversies by amicable
settlement. 5) An advocate shall educate the masses on the right lines to come out of many social ills
from which people are suffering. 6) An advocate shall work with social welfare committees to promote
social order in which justice ,political ,economic and social will be assured to one and . II) Duty towards
the court 1) An advocate should be straightforward and his arguments should be pointed, clear, precise
and concise. 2) An advocate should have sense of humor and pleasing manners in his arguments. 3) An
advocate must be tactful in presenting the matters. 4)An Advocate should not mislead the Court . 5) An
advocate shall not influence the decision of the court by any illegal or improper Means. A) Duty
towards the client1) An advocate shall fearlessly uphold the interests of his client by All fair and
honorable means without regard any unpleasant consequences to himself or any other . 2) An
advocate shall fairly and reasonably submit the case on behalf of his client. 3) An advocate shall pay
attention which he is capable of giving to the case he is dealing. 4) An advocate shall not act on the
instructions of any person either than his Client or authorised agent. 5)An advocate shall not ordinarily
withdraw from engagements ones accepted, without sufficient cause and unless reasonable and
sufficient notice is given to the client. 6) An advocate shall not do anything whereby be abuses or takes
advantage. of the confidence reposed in him by his client. 7) An advocate shall not accept a fee less
than the fee taxable under the rules when the client is able to pay the same . 8) An advocate shall not
adjust fee payable to him by his client against his own personal liability to the client which liability
does not arise in the course of his employment as an advocate. 9) An advocate should keep accounts of

the clients money entrusted to him. 10) An advocate shall not lend money to his client for the purpose
of any action or legal proceedings in which he is engaged by such client. 11) An advocate shall not
disclose Communications made to them in course of their professional engagement even after the
case is over. B) Duty towards opponent - 1) An advocate shall not communicate or negotiate upon the
subject matter of controversy with any party represented by an advocate except through that
advocate. 2) An advocate shall not mislead an opponent, or put him on the wrong scent regarding any
point in the case. 3) An Advocate shall do his best to carry out all legitimate promises made to the
opposite party even though not reduced to writing. III) Duty towards colleagues - 1) An advocate shall
not solicit work or advice directly or indirectly through Mass Communication. 2) An advocate shall not
pursue his profession in spirit of competition or rivalry, with his brethren. 3) An advocate should be
courteous to opposing Counsel and should accede io reasonable request regarding Court proceedings
. 4) An advocate shall not enter appearance in any case in which there is already a vakalatnama or
Memo of appearance filed by an advocate engaged for a party expect with his consent. 5) An advocate
does not envy another advocate who attains to position and rank and earns well. 6) An younger
advocate must be cordial and relationship and pay respect to senior advocates . 7) An advocates shall
be ready to give help and advice to brother members. 8) An advocate shall strive at all the levels aid
the legal profession in advancing the standard of members of profession Advocate should maintain
their high traditions of Fearless Independence, probity and integrity, and live up to their noble ideals,
and dedicated lives for the Vindication of truth, and Justice, and also for good of the common man.

MCQS:3.4 ( Role of advocate
1. ___ is very nobel profession;
a. Adocacy
b. B. Wakalat
c. Both a &b
d. None
2. One called to aidd:
a. To reach out
b. To run out
c. To help out
d. All of these
3. One whose profession is to plead casesin a court of justice is?
a. L. advocatus
b. O.FR.advate
c. None
d. Advocate mid-14C
4. Orig.pp.of advacte means;
a. To call witness
b. Botha &c
c. To call advisor
d. To call judge
5. A person who assist defends, plead or prosecutes of another is know as;
a. Advocate
b. Witness
c. Judge
d. Advisor
6. Who wrote in his bookabout legal education;
a. Gull sher khan
b. Hamid khan
c. Murad raees
d. Junaid safdar
7. How many points are duty towards optents?
a. 6
b. 7
c. 3
d. 5

SHORT QUESTIONS
Q1: Define advocacy and its meaning?
Q2: Write down any 4 roles of advocate in the legal system?
Q3: Write down the briefly note on duties of an Advocate?
Q4:Describe any 4 duties and responsibilities of Advocate?
Q5; Write down short summary on duty toward the Court?
Q6: Write down the role of Duty toward community?

3.5: Community as Education
Resource

Community Resources
Read about the types of community resources, how children are introduced to them and
find tips and teacher-made materials to cover the topic in primary school.
What are Community Resources?
The term 'community resources' covers a wide range of things that’s potentially helping
the community. This could be anything as long as it provides assistance or a service to
the members of the local area. To put it simply, community resources include people,
places, activities and things. They could be businesses, organizations, public service
institutions or individuals in the community.
Community resources can also be funded in a variety of ways. They can be run by
completely non-profit groups or by the government, businesses or just one person.
While traditionally these resources meant specific support groups, charitable
organisations or different outreach groups, nowadays, they refer to a wider set of things.
The list of types of community resources are also endless. There are of course more
established and more commonly known ones that anyone could name from the top of
their head. But as long as something is supporting a community, a smaller group of it or
even one single individual, that thing or person counts as part of community resources.
Twinkl has an amazing selection of engaging learning materials. Subscribe and
download today to get involved!
What are the types of community resources?
As mentioned before, it’s not easy to gather all types of community resources since they
form quite a wide group. However, it’s a good start to look at the differentiation of
people, places, and services. These can be seen as the main types of community
resources with many smaller groups and individuals within them.
Here are some examples of these to give you a general idea about community
resources.
People

 teacher;
 postal worker;
 firefighter;
 florist;
 doctor;
 priest;
 mechanic;
 vet;
 police officer;
 dentist.
Places
 place of worship;
 butcher shop;
 bakery;
 flower shop;
 grocery store;
 post office;
 GP;
 gym;
 playground;
 train station;
 zoo;
 museum;
 library;
 cinema;
 theatre;

 restaurant.
Services
 physical and mental health services;
 youth services;
 substance abuse services;
 religious services;
 financial services;
 entertainment services.
Have your children come up with examples from their everyday routines using this My
Community Worksheet. Or take things one step further and challenge your class to think
about their dream community with types of community resources. Download this
colourful Ideal Community Worksheet.
How to teach children about community resources?
When teaching young children about community, resources and helpers, it’s important
to build on their existing knowledge. They might get intimidated by the term ‘community
resource’, so why not approach the topic from another angle? Ask your class if they can
name any people, places or things from their local area that helps someone on a regular
basis. They can try to come up with a list of their ideas individually or in smaller groups

Portfolio of School Community Collaboration.pdf

Portfolio of School Community Collaboration.pdf

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