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In April of 1997, Gian-Carlo Rota[1][1][1][1] wrote an essay to the Association of Alumni and Alumnae of MIT entitled 10 Lessons of an MIT Education. While his essay is intended to apply more broadly than mathematics, his perspective is that of a mathematician. It paints a picture of what it is like to study mathematics at MIT that has remained relevant even after 20 years. Here is Rota’s essay in its entirety:Lesson One: You can and will work at a desk for seven hours straight, routinely.For several years, I have been teaching 18.03, differential equations, the largest mathematics course at MIT, with more than 300 students. The lectures have been good training in dealing with mass behavior. Every sentence must be perfectly enunciated, preferably twice. Examples on the board must be relevant, if not downright fascinating. Every 15 minutes or so, the lecturer is expected to come up with an interesting aside, joke, historical anecdote, or unusual application of the concept at hand. When a lecturer fails to conform to these inexorable requirements, the students will signify their displeasure by picking up their books and leaving the classroom.Despite the lecturer's best efforts, however, it becomes more difficult to hold the attention of the students as the term wears on, and that they start falling asleep in class under those circumstances should be a source of satisfaction for a teacher, since it confirms that they have been doing their jobs. There students have been up half the night-maybe all night-finishing problem sets and preparing for their midterm exams.Four courses in science and engineering each term is a heavy workload for anyone; very few students fail to learn, first and foremost, the discipline of intensive and constant work.Lesson Two: You learn what you don't know you are learning.The second lesson is demonstrated, among other places, in 18.313, a course I teach in advanced probability theory. It is a difficult course, one that compresses the material typically taught in a year into one term, and it includes weekly problem sets that are hard, even by the standards of professional mathematicians. (How hard is that? Well, every few years a student taking the course discovers a new solution to a probability problem that merits publication as a research paper in a refereed journal.)Students join forces on the problem sets, and some students benefit more than others from these weekly collective efforts. The most brilliant students will invariably work out all the problems and let other students copy, and I pretend to be annoyed when I learn that this has happened. But I know that by making the effort to understand the solution of a truly difficult problem discovered by one of their peers, students learn more than they would by working out some less demanding exercise.Lesson Three: By and large, "knowing how" matters more than "knowing what."Half a century ago, the philosopher Gilbert Ryle discussed the difference between "knowing how" courses are those in mathematics, the exact sciences, engineering, playing a musical instrument, even sports. "Knowing what" courses are those in the social sciences, the creative arts, the humanities, and those aspects of a discipline that are described as having social value.At the beginning of each term, students meet with their advisors to decide on the courses each will study, and much of the discussion is likely to resolve around whether a student should lighten a heavy load by substituting one or two "knowing what" courses in place of some stiff "knowing how" courses.To be sure, the content of "knowing what" courses if often the most memorable. A serious study of the history of United States Constitution or King Lear may well leave a stronger imprint on a student's character than a course in thermodynamics. Nevertheless, at MIT, "knowing how" is held in higher esteem than "knowing what" by faculty and students alike. Why?It is my theory that "knowing how" is revered because it can be tested. One can test whether a student can apply quantum mechanics, communicate in French, or clone a gene. It is much more difficult to asses an interpretation of a poem, the negotiation of a complex technical compromise, or grasp of the social dynamics of a small, diverse working group. Where you can test, you can set a high standard of proficiency on which everyone is agreed; where you cannot test precisely, proficiency becomes something of a judgment call.At certain liberal arts colleges, sports appear to be more important than classroom subjects, and with good reason. A sport may be the only training in "knowing how"-in demonstrating certifiable proficiency-that a student undertakes at those colleges. At MIT, sports are a hobby (however passionately pursued) rather than a central focus because we offer a wide range of absorbing "knowing how" activities.Lesson Four: In science and engineering, you can fool very little of the time.Most of the sweeping generalizations one hears about MIT undergraduates are too outrageous to be taken seriously. The claim that MIT students are naive, however, has struck me as being true, at least in a statistical sense.Last year, for example, one of our mathematics majors, who had accepted a lucrative offer of employment from a Wall Street firm, telephoned to complain that the politics in his office was "like a soap opera." More than a few MIT graduates are shocked by their first contact with the professional world after graduation. There is a wide gap between the realities of business, medicine, law, or applied engineering, for example, and the universe of scientific objectivity and theoretical constructs that is MIT.An education in engineering and science is an education in intellectual honesty. Students cannot avoid learning to acknowledge whether or not they have really learned. Once they have taken their first quiz, all MIT undergraduates know dearly they will pay if they fool themselves into believing they know more than is the case.On campus, they have been accustomed to people being blunt to a fault about their own limitations-or skills-and those of others. Unfortunately, this intellectual honesty is sometimes interpreted as naïveté.Lesson Five: You don't have to be a genius to do creative work.The idea of genius elaborated during the Romantic Age (late 18th and 19th centuries) has done harm to education. It is demoralizing to give a young person role models of Beethoven, Einstein, and Feynman, presented as saintly figures who moved from insight to insight without a misstep. Scientific biographies often fail to give a realistic description of personality, and thereby create a false idea of scientific work.Young people will correct any fantasies they have about genius, however, after they come to MIT. As they start doing research with their professors, as many MIT undergraduates do, they learn another healthy lesson, namely, a professor may well behave like a fumbling idiot.The drive for excellence and achievement that one finds everywhere at MIT has the democratic effect of placing teachers and students on the same level, where competence is appreciated irrespective of its provenance, Students learn that some of the best ideas arise in groups of scientists and engineers working together, and the source of these ideas can seldom be pinned on specific individuals. The MIT model of scientific work is closer to the communion of artists that was found in the large shops of the Renaissance than to the image of the lonely Romantic genius.Lesson Six: You must measure up to a very high level of performance.I can imagine a prospective student or parent asking, "Why should I (or my child) take calculus at MIT rather than at Oshkosh College? Isn't the material practically identical, no matter where it is taught, while the cost varies a great deal?"One answer to this question would be following: One learns a lot more when taking calculus from someone who is doing research in mathematical analysis than from someone who has never published a word on the subject. But this is not the answer; some teachers who have never done any research are much better at conveying the ideas of calculus than the most brilliant mathematicians.What matters most is the ambiance in which the course is taught; a gifted student will thrive in the company of other gifted students. An MIT undergraduate will be challenged by the level of proficiency that is expected of everyone at MIT, students and faculty. The expectation of high standards is unconsciously absorbed and adopted by the students, and they carry it with them for life.Lesson seven: The world and your career are unpredictable, so you are better off learning subjects of permanent value.Some students arrive at MIT with a career plan, many don't, but it actually doesn't matter very much either way. Some of the foremost computer scientists of our day received their doctorates in mathematical logic, a branch of mathematics that was once considered farthest removed from applications but that turned out instead to be the key to the development of present-day software. A number of the leading figures in experimental molecular biology received their doctorates in physics. Dramatic career shifts that only a few years ago were the exception are becoming common.Our students will have a harder time finding rewarding jobs than I had when I graduated in the fifties. The skills the market demands, both in research and industry, are subject to capricious shifts. New professions will be created, and old professions will become obsolete with the span of a few years. Today's college students have good cause to be apprehensive about future.The curriculum that most undergraduates at MIT choose to follow focuses less on current occupational skills than on those fundamental areas of science and engineering that at least likely to be affected by technological changes.Lesson Eight: You are never going to catch up, and neither is anyone else.MIT students often complain of being overworked, and they are right. When I look at the schedules of courses my advisees propose at the beginning of each term, I wonder how they can contemplate that much work. My workload was nothing like that when I was an undergraduate.The platitudes about the disappearance of leisure are, unfortunately, true, and faculty members at MIT are as heavily burdened as students. There is some satisfaction, however, for a faculty member in encountering a recent graduate who marvels at the light work load they carry in medical school or law school relative to the grueling schedule they had to maintain during their four years at MIT.Lesson Nine: The future belongs to the computer-literate-squared.Much has been said about computer literacy, and I suspect you would prefer not to hear more on the subject. Instead, I would like to propose the concept computer-literacy-squared, in other words computer literacy to second degree.A large fraction of MIT undergraduates major in computer science or at least acquire extensive computer skills that are applicable in other fields. In their second year, they catch on to the fact that their required courses in computer science do not provide the whole story. Not because of deficiencies in the syllabus; quite the opposite. The undergraduate curriculum in computer science at MIT is probably the most progressive and advanced such curriculum anywhere. Rather, the students learn that side by side with required courses there is another, hidden curriculum consisting of new ideas just coming into use, new techniques and that spread like wildfire, opening up unsuspected applications that will eventually be adopted into the official curriculum.Keeping up with this hidden curriculum is what will enable a computer scientist to stay ahead in the field. Those who do not become computer scientists to the second degree risk turning into programmers who will only implement the ideas of others.Lesson Ten: Mathematics is still the queen of the sciences.Having tried in lessons one through nine to take an unbiased look at the big MIT picture, I'd like to conclude with a plug for my own field, mathematics.When an undergraduate asks me whether he or she should major in mathematics rather than in another field that I will simply call X, my answer is the following: "If you major in mathematics, you can switch to X anytime you want to, but not the other way around."Alumni who return to visit invariably complain of not having taken enough math courses while they were undergraduates. It is a fact, confirmed by the history of science since Galileo and Newton, that the more theoretical and removed from immediate applications a scientific topic appears to be, the more likely it is to eventually find the most striking practical applications. Consider number theory, which only 20 years ago was believed to be the most useless chapter of mathematics and is today the core of computer security. The efficient factorization of integers into prime numbers, a topic of seemingly breathtaking obscurity, is now cultivated with equal passion by software designers and code breakers.I am often asked why there are so few applied mathematicians in the department at MIT. The reason is that all of MIT is one huge applied mathematics department; you can find applied mathematicians in practically every department at MIT except mathematics.Footnotes[1] Gian-Carlo Rota - Wikipedia[1] Gian-Carlo Rota - Wikipedia[1] Gian-Carlo Rota - Wikipedia[1] Gian-Carlo Rota - Wikipedia

Not for reproduction.When my child was born gasping for air and drowning simultaneously, something was drastically wrong physically and she was dying. That much was clear to me as I hemorrhaged, was taken to the ICU, and then separated from my child for two weeks. They transfused me with 7 units of blood, and I remained nearly unconscious for ten days.While I was so indisposed, the surgeons 'fixed' her anatomically but damaged her vocal chords in the process; and by the time we both got home, she needed to be readmitted to be trached because she was aspirating with every swallow. Also, she couldn't make a sound, or eat, or swallow. She was losing weight. They put in a g-tube. She was fed via g-tube. Once she was trached and released from the hospital at five months of age, she needed to have a suction machine at the ready 24/7/365 and required around the clock vigilant watching by pediatric ICU nurses with certificates in pediatric advanced life support. She was at constant risk of aspiration and death. The nurses taught me everything they knew. I went to the UCLA School of Medicine Library and learned to do medical research.I realized she was a fighter, and smart. I watched her eyes tracking everyone. She was more aware visually than most babies, and I could tell she needed expressive language. By the time she was six months old she was waving hello and bye bye. Her movements were otherwise limited, because of the surgeries following (fundalplications x 2, replacement of gastrostomy site x 2, and pneumonias with collapsed lungs, seemingly constantly; thus, her development physically was delayed and being able to sit wobbly by herself at 8 months was a joy).I tell you all of this so you know that I was very tired. Exhausted in every way. My mother died suddenly and unexpectedly of lung cancer when my daughter was six weeks old. My mother had only been sick for a week in the hospital, with no symptoms but a cough before then. My sorrows knew no limits. I was severely anemic too.But ... when my daughter was five months old, I told the Regional Center social worker/pediatric public health nurse assigned to our happy home that I felt she should have speech therapy or at least sign language instruction. I am not kidding when I say 'happy home' because we had another child who was a healthy and joyful toddler who asked a million questions. My children were more than wanted and planned: I had six miscarriages prior to her birth.So, with the support of our Regional Center's representative, I applied for American Sign Language instruction to be provided to my daughter. I felt an expressive language would help my child say NO! when something was unwanted, and also to show where she was feeling pain. I felt it would be necessary for her mental health to be able to express herself when it seemed likely she would never be able to vocalize or make a sound.The Regional Center denied my application for Sign instruction. They said that Sign instruction is only provided for Regional Center clients over the age of 5 years old.I was depressed and distressed. What about the other kids in the State who were deaf? The answer I received was that they had to wait until they were 5 years old!What unspeakable horror, to deprive a human being of expressive language because of some arbitrary rule like chronological age??!! This rule meant (to my mind) that kids who were deaf would be further disabled and marginalized by the frustration of being unable to communicate to the fullest extent possible, precisely when communication is most important (in the formative years).That made me hopping mad, and that moment of anger was the turning point in my life because, although slow to anger, I do act when I feel it is necessary. It was the second time my anger led me to do something I wouldn't ordinarily have done; (for the first time anger changed my life, see this answer which describes my motivation and instant decision to become a lawyer: Why does my boyfriend always tell me "you're pretty when you're quiet" whenever I try to ask him a question?)When the Regional Center nurse/social worker saw me so blue, she said "Nan, you're a lawyer. What do lawyers do when their requests are denied?" She looked at me, waiting."Well... they appeal the denial," I said."So? Appeal if you want to."That's all it took. I sat down then and there and wrote an appeal based on age discrimination. I suggested language to be adopted: When a Regional Center client demonstrates a present ability to learn an expressive language, they are eligible to receive language instruction. And then I appeared in person, with my adorable daughter. She waved hello and bye bye to the assembled group.We won.Waving hello and goodbye was deemed 'demonstrating a present ability to learn expressive language.' Sign language instruction began immediately for her, and for all eligible kids in the State of California, I was told, who could wave hello and bye bye.An indefatigable disability rights advocate was born that day. I never considered doing any other work again, except for teaching advocacy to others once I discovered that I could have more impact and help more families by teaching advocacy to parents, teachers and students rather than handling cases one by one.Then I began advocating for policy changes. Now I am speaking up, speaking out, writing a book, and providing private counsel. Also, I listen to my daughter say 'Hi Mom!' and -- every time I hear her voice -- I want to cry with happiness. It has all been worth every second, her life is that precious to me. I feel similarly about her sibling. My memories of being a music lawyer seem to belong to someone else. All I ever wanted to be was a mom, it seems. And now, helping others facing new worlds which need conquering helps me to remember that there was one who galvanized me to act, and created this change -- the turning point in my life. She helped me just by asking the right supportive question at the right moment in time.I learned that's how we must advocate: one moment, one person, at a time.Her name? Lawren Miller Askew, RN, MSN, PHN. She is still the champion of families, working all the time to change worlds one family at a time by working as Health Coordinator of the Westside Children's Center, http://www.westsidechildrens.org/Overview.By a strange coincidence of fate, I began working as Staff Attorney for the Disability Rights Legal Center's Education Advocacy Program, http://disabilityrightslegalcenter.org/about/educationadvocacy.cfm. I was stationed at Westside Children's Center in what was then a satellite office. I had never before heard of the place. My first day on the job, I saw her name and telephone extension listed on the phone index of my predecessor. After a long hiatus -- I hadn't seen her in decades since she had left The Regional Center -- and I hadn't known her personally -- I called her extension. She and I reconnected and began working as colleagues. I heard the phone ring in her office; she was located literally down the hall from me.She never will understand how deeply indebted I feel I am to her for giving me the family of my dreams when she worked at the Regional Center. The only way I know to thank her is to pay it forward. I have been doing so with every moment, ever since, in gratitude.

Well, here are some list of organizations by the Department of empowerment of persons with disabilities (Divyangjan), Government of India has listed out the list of 2944 registered NGOs in their website from different regions.Contact the organisations near by your region, listed in the PDF for providing the necessary help to them.PDF : http://disabilityaffairs.gov.in/upload/uploadfiles/files/ngo_report.pdfSource : List of registered NGOHere are some more organisations, listed in the blogs :Services provided at these organizationsCounseling.Early intervention.Adaptive training.Living skills training.Vocational training.Economic rehabilitation.Social integration.———————————Make A Difference (MAD) is a youth driven, non-profit organisation working to ensure equitable outcomes for children in orphanages and street shelters. Registered as a non-profit in 2006, Make A Difference reaches out to over 3,460 children in 67 shelters across 23 cities in India, through a highly efficient 4,250 strong volunteer network. Volunteers commit a year and spend between 2 and 10 hours every week mentoring, teaching and interacting with children in order to ensure that they get the support and care they need during childhood.Address : BANGALORE OFFICE#16 C, 1st B Main, 14th C Cross, Sector 6, HSR Layout,Bangalore, India - [email protected] to Omega Learning Centre for children with learning disabilitiesAddressAlpha to Omega Learning Centre16, Valliammal Street,Chennai 600 010, India.Telephone: +91 44 6443090, +91 44 616257Fax: +91 44 6426539E–mail: [email protected] keller service society for the disabledThis is a non–profit, charitable, voluntary organization established in the year 1979. The organization implements service projects for the welfare of the disabled in Tamil Nadu, founded by Dr. G Thiruvasagam for the service of people in the field of welfare of the disabled in rural areas.AddressHelen Keller Service Society for the DisabledVizhiyagam, Viswanathapuram,Madurai 625 014, Tamil Nadu, India.Telephone: +91 452 641446, +91 452 640735Fax: +91 452 641490E–mail: [email protected] Training & Research Centre (R)This is a registered non–profit and non–government society, dedicated to the rehabilitation of children with learning disability and/or other health impairments. Under the able guidance of Dr. P Prakash, Chairman, Dept of Psychology, University of Mysore, Samveda made its beginning in early 1995.AddressSamveda Training & Research Centre(R)Regd. Office: http://P.B.No.258, http://D.No.607/1,6th Main, 6th cross, P.J.Extension,Davangere 577002, Karnataka, India.Fax: +91 8192 5351/55571E–mail: [email protected] Seva SangamSangam was established by Mr. S Ramakrishnan in 1981 being the year of the disabled. Mr. S Ramakrishnan became a paraplegic in 1975 at the age of 21, when he met with an accident while trying for naval recruitment service. After intensive self–rehabilitation, he wanted to serve society and spend his life motivated by some http://purpose.In the year 1992, a young professional accountant, Mr. S. Sankara Raman, who suffers from muscular dystrophy and is confined to wheelchair, left his lucrative practice at Chennai, and joined S Ramakrishnan with the dream to build a “Valley” for similar persons with disability. Their vision was to make Amar Seva Sangam a model centre catering to the needs of the disabled.AddressAmar Seva Sangam“Sulochana Gardens”, Post Box No. 001, Tenkasi Road,Ayikudi P. O Tirunelveli 627 852, Tamil Nadu, India.Telephone: +91 4633 67160, 67170, 67317Website: amarseva.orgChennaiTelephone: +91 44 8274035, 8240402E–Mail: [email protected] at Disha CenterDisha Centre for Special EducationThis provides an opportunity to children with physical, mental and multiple disabilities that DISHA has set up.AddressDisha Centre for Special EducationF–139 Shyam Nagar, Jaipur 302 019, IndiaAssisi School for the DeafThis school for the deaf is been managed by Assisi Sisters of Mary Immaculate. They undertake the following services: (1) Pre–school training – The school has a well equipped audiology room to provide speech stimulation and therapy. (2) Educational facilities – Currently there are 99 children in the school who also avail of the residential facilities offered. Other programs include, parental guidance and home training; audiology clinic; speech training program; early detection and guidance; vocational training in crafts such as tailoring, typing and computer applications.AddressPalachode PO, Malapuram Dist,Malapuram, Kerala, India.Telephone: +91 493 313219Contact Person: Sr. Celetty Francis, Headmistress.Association for the welfare of persons with Mental HandicapAddressTurner Morrison House, (Basement), 16 Bank Street,Fort, Mumbai, Maharashtra, India.Telephone: +91 22 2654816Contact Person: Pushpa Bhowmik.Association for the welfare of the HandicappedThis organization works for the advancement of the disabled. It also works in collaboration with Alzheimer’s Related Disorders Society and the Hemophilia Society.The disabilities served here are:Cerebral palsy/spastic.Hearing impaired.Mentally handicapped.Orthopedically impaired.Slow learner.Visually impaired.AddressM. Square Complex,Pavamani Road, PO Box No.59,Calicut, Kerala, India.Telephone: +91 495 720 601/720 434Fax: +91 495 720 028E–mail: [email protected] Person: V. Kunh Ahammed KuttyAkshay Pratishthan Rehabilitation CentreAkshay Pratishthan works at the district and state level with a multidisciplinary approach. It provides integrated education to the able and disabled from the nursery to class VIII students. It has a workshop for the assembling of mobility aids such as shoes, crutches, calipers and prosthesis.AddressD–3, Vasant Kunj, New Delhi, India.Telephone: +91 11 6896143Fax: +91 11 6896143Contact Person: Aruna DalmiaWebsite: http://www.elisda.com/soccult/org.htmlThakur Hari Prasad instituteseeks to enhance the quality of life for people with mentally–retarded disabilities. Also provides vocational training programs, therapeutic treatment, and family support.PathwayCentre for Rehabilitation & Education of the Mentally RetardedMission Statement: “Our goal is to offer comprehensive care to as many mentally handicapped individuals as our facilities can accommodate without regard to race, sex or religion. If we can in turn help those individuals develop the skills and self–esteem to become productive members of society, our Mission is accomplished”.Deaf ReachVoluntary organisation consisting of deaf and hearing people committed to working with the deaf community in India.Postal address30, 4th Floor, Abids Shopping Centre, Abids,Hyderabad 500 001, Andhra Pradesh, India.Telephone: +91 40 6665269E–mail:General Information: [email protected]: [email protected] Centre for the Rehabilitation of the Communication ImpairedVagdevi Centre was established in 1996 by Shantha Radhakrishna, a speech language pathologist and audiologist trained in India and USA. The purpose of this Centre is to promote integrated education for the communication impaired and to create an awareness about communication impairment via public education and multimedia.National Centre for Promotion of Employment for Disabled People (NCPEDP)Non–profit organisation working as an interface between government, industry, international agencies and the voluntary sector towards better employment opportunities for people with disability.AddressNational Centre for Promotion of Employment for people with disability25, Green Park Extension, Yusuf Sarai,New Delhi 110016, India.Telephone: +91 11 6854306, 6967910Fax: +91 11 6963030E–mail: [email protected] Society for Equal Opportunity for the Handicapped (NASEOH)NASEOH, India founded in 1968, works towards the betterment of all categories of people with disability. It provides people with disablities with equal opportunities for education, vocational training, work, and recreation.AddressNASEOHPostal Colony Road, Chembur,Mumbai 400 071, Maharashtra, India.E–mail: [email protected]: +91 22 5220224/522 5830Fax: +91 22 5220225Rehabilitation Council of IndiaResponsibilites include regulating and standardizing training policies and programmes in the field of rehabilitation of people with disabilities.AddressRehabilitation Council of India23–A, Shivaji Marg, Near Karampura Complex,New Delhi 110 015, India.Sanjeevani Seva SangamIn the year 1981, which was declared the ‘International Year of the Disabled’ a group of twelve enterprising women of Indore got together on 16th February 1981 and formed into a registered society ‘Sanjeevani Seva Sangam’ with the objectives of working for the welfare of the disabled in the fields of education, health, socio–economic upliftment by way of training and employment, and thus total rehabilitation.AddressSanjeevani Seva SangamBehind Satya Sai Vidya Vihar, Scheme No. 54Indore 452008, Madhya Pradesh, India.Telephone: +91 731 553823Kakkum KarangalA home for the mentally challenged.AddressSiva Sakthi Kaakkum KarangalNo 3, Ponniamman Kovil Street,Alapakkam, Chennai 608 801, Tamil Nadu, India.Telefax: +91 44 4769848E–mail: [email protected] CentreDay school for mentally disabled children. The Mission is to rehabilitate mentally disabled children by preparing them for greater self–sufficiency and independent living, and to make them productive members of the society.AddressThe Janey Centre for Special EducationNear Pishari Temple, Eroor,Kochi 682 306, Kerala, India.Telephone: +91 484 780772, 778906Fax: +91 484 425290E–mail: [email protected] school for the mentally impaired children. Jyoti aims at training the handicapped in self–reliance and self–dependence. The primary aim of the institution is to provide educational, prevocational and vocational training facilities to the mentally retarded as well as hearing impaired children.MGR Memorial Charitable TrustThis home recognised by the directorate of rehabilitation of the disabled of the Government of Tamil Nadu has specially trained staff to handle the classes upto the higher secondary level with facilities for Science groups. Apart from general education, the team of skilled and dedicated teachers guide the children to acquire language and speech skills as well as gymnastics, dance and yoga and help in nurturing their all round personality as to cope up with the challenging world.AddressMGR Higher Secondary School & Home for the Speech & Hearing ImpairedMGR Gardens, Chennai 600 089, India.Telephone: +91 44 2490629, 2490562Clarke School for the Deaf and Mentally RetardedOffers education with dance, yoga, and computer training. The Clarke School is one of the few successful schools in India imparting high standard of education to the Hearing Impaired and the Mentally Retarded.AddressThe DirectorThe Clarke School for the Deaf#3, 3rd Street, Dr. Radhakrishnan SalaiMylapore, Chennai 600 004, Tamil Nadu, India.Telephone: +91 44 8572422Fax: +91 44 8572422E–mail: [email protected] Institute To Habilitate Retarded Afflicted (Mithra), a non–profit voluntary and charitable organization catering to the rehabilitation of the mentally retarded and physically handicapped children.Indian AddressSr. Mary Theodore, O.A.M.,Hon. Secretary/Admn. Officer,MithraD 171, R. V. Nagar,Anna Nagar, Madras 600 102, South India.Telephone: +91 44 6449368Fax: +91 44 6449368E–mail : [email protected] AddressMrs. H. Mahanoy9, Soden Street, Greenslopes 4120,Queensland, Australia.Telephone: +91 73 3972199Fax: +91 73 38473116SilenceThey produce handcrafted items in India by physically handicapped individuals as part of a socio–economic rehabilitation project.AddressSilence398, Jodhpur Park,Calcutta 700 068, IndiaTelephone: +91 33 4730269Fax: +91 33 4131976E–mail: [email protected] HomesCheshire Homes is a residential facility for physically handicapped people. Services include: Residential Home for 45 physically handicapped women and girls ages from 4 to 84, Rehabilitation Centre (started in 1985) which aims to train physically handicapped men and women, The School for children of the Home, Shop for the sale of handicrafts.AddressThe General SecretaryCheshire Homes India Bangalore Unit,H.A.L. Road, Bangalore 560 017, India.Telephone: +91 80 5266970Share & Care Children’s Welfare SocietyShare and Care Children’s Welfare Society is a non–profit making, non–political, non–governmental organization working with poor, orphan and destitute children, the handicapped, the aged, women, bonded laborers and fishermen in both rural villages and urban slums in and around the South Indian City of Chennai (Madras).AddressShare and Care Children’s Welfare Society28, Arumugam Street,Perambur, Chennai 600 011, India.Phone: +91 44 5376338/+91 44 5379175Telefax: +91 44 5376338E–Mail: [email protected] you are from other countries, you can visit :10 Special Needs Organizations You Should Know About - Friendship Circle - Special Needs BlogTop Disabilities Nonprofits and CharitiesOrganizations both of and for persons with disabilitiesList of disability rights organizations - WikipediaDespite having everything with us, we complain on every tiny missing thing in our life. Just think about them !They are the real fighters !You know what, they are special children of almighty !Take a bow to every champ for their impeccable will to fight against the odds in the life & being inspiration to many !! _/\_ _/\_They are not disabled ! Never !!Disability is not in body, it's in mind !In fact, Disabled are the people with ego, hatred, anger, cruelty, bad attitude and anti social nature !Well, we don’t have organisations to help such people. You have to help yourself. If you are one of them, start working on it !Thanks for your time :)Source : Google, Wikipedia, disabilityaffairs.gov.in, MAD | Make A Difference blogs etc.Indian Organizations for Persons with DisabilityDisability is not an obstacle to success. These inspirational leaders prove thatP.S : Feel free to suggest any new names of any good organisations if you know any near by you which provide services for them. I will add it in the list here :)