Audio books for the Visually Impaired children

The primary obstacle faced by visually impaired students in the educational setting is the overwhelming volume of visual materials to which they are consistently exposed, including textbooks, class outlines, schedules, chalkboards, writing, models, images, and other graphic materials. The challenges for visually impaired students in Odisha, who are already grappling with multiple learning difficulties, were exacerbated during the Covid pandemic. Visually challenged students often experience a sense of inferiority compared to their able-bodied peers, who have effortless access to various tools and platforms for studying. The lack of suitable digital products in the local language and the absence of devices to access them remain significant hurdles for visually impaired students. Urgent attention, foresight, and compassion are essential to address this situation; otherwise, numerous children facing multiple challenges may face an uncertain future filled with hopelessness.

VIEWS would like to collaborate with MIT SOLVE on a project to create audiobooks of school and college textbooks aligned with the Odisha government's curriculum. In its previous collaboration with DKBW, VIEWS had notably distributed a set of DAISY (Digital Accessible Information System) books to many visually impaired schools, receiving encouraging feedback for their ease of use. The goal now is to extend the project to cover the entire state, ensuring that all visually impaired schools receive the audiobooks and listening devices. 

The project has garnered various awards and certificates of appreciation, including the E NGO Challenge Award 2023, Nexuas of Good Annual Award 2023, and the Spirit of Humanity in the education sector.

With MIT SOLVE's support, VIEWS, in collaboration with the Odisha Association for the Blind (a state-level blind association), will be aiding a Special Model School for the visually impaired.  The support from VIEWS and MIT SOLVE would propel the model school's progress, leading to an increase in the number of students and improved academic performance. The holistic development of students is evident through life skills and digital literacy training. However, the school faces financial hardships due to the absence of grants from the state and central government.

In this context, Team VIEWS earnestly requests MIT SOLVE to extend financial support to the existing Blind Model School, digital literacy, livelihoods skills and audiobooks for the well-being of economically disadvantaged visually impaired students in Odisha. The project's overarching goal is to empower visually impaired students through Inclusive Education, Livelihood Skill Training, and Livelihood Skills Training in Odisha. In Odisha, fostering the empowerment of visually impaired individuals is crucial for promoting inclusivity and equal opportunities. Implementing inclusive education and skills-building programs is a fundamental step towards ensuring a brighter future for this community

The project objectives are as follows:

• Promote inclusive education among visually impaired or low vision children in the state of Odisha.
• Provide digital literacy and life skills education to visually impaired youth.
• Enhance  livelihood skills training and microenterprise support for visually impaired women.
• Provide vital information through the helpline regarding accessing education, livelihoods, rights, and other entitlements for visually impaired individuals.

Th expected results of the project include:

• Recording 30 audiobooks for higher education for visually impaired students.
• Establishing 20 audiobook libraries in Colleges and uncovered special schools across Odisha.
• Training 30 visually impaired women on livelihood skills and supporting entrepreneurship development.
• Providing special education to 30 visually impaired students through the Model School.
• Training 25 visually impaired youth on digital literacy.
• Continuing the state-level helpline (established in partnership with DKBW) to provide timely information to visually impaired individuals, assisting them in obtaining disability certificates and pensions per government norms.
• Facilitating the registration of 500 visually impaired individuals for disability certificates, disability pensions, and other government schemes.
• Providing visually impaired individuals platforms to voice their rights during the celebration of World Disability Day and International White Cane Day.
• Establishing networks with government departments and local NGOs to empower visually impaired communities in Odisha.

The target population would be visually impaired children (both boys and girls) in the age group of 10 to 18 in all districts of Odisha. 

Visually impaired individuals in the state of Odisha face significant challenges when accessing public places, transportation, and information due to a lack of essential accessibility features. These include tactile paths, audible signals at crosswalks, and Braille signage. Limited access to inclusive education poses a considerable hurdle for visually impaired students in Odisha. Academic success relies on the availability of Braille textbooks, accessible learning materials, and trained educators. Reports indicate that visually impaired individuals encounter barriers in finding suitable employment opportunities. The lack of employer awareness about the capabilities of visually impaired individuals and the absence of adaptive technologies in workplaces contribute to this challenge. Social stigma, including prejudice and misconceptions, further hampers the social integration and well-being of visually impaired individuals in various places in Odisha, leading to isolation and limited participation in community activities.

According to the Odisha Disabilities Survey Report, over 78% of visually challenged students lack awareness of their rights, available government schemes, Sexual Reproductive Health & Rights, Menstrual Hygiene, and various other entitlements, making them highly vulnerable. Adolescent girls and young women with visual impairments face disproportionate challenges in learning, contributing to their under-representation in science, mathematics, and other disciplines by the time they reach college.

The Rights of Persons with Disabilities Act, 2016 emphasizes that the appropriate government must ensure that PWDs enjoy equality, a life with dignity, and respect for their integrity, just like any other citizen. Unfortunately, many visually impaired women and girls are unaware of their rights under this act. The latest census data reports 521,000 blind people residing in Odisha, while Census 2011 notes a total PWD population in the state at 1,244,402, with 674,775 males and 569,627 females. PWDs face extensive and diverse forms of marginalization, rendering them more vulnerable and economically disadvantaged compared to individuals without disabilities.

Women with disabilities encounter specific disadvantages in education, work, employment, family, reproductive rights, health, violence, and abuse. In Odisha, disabled girls born into lower-income families are denied educational opportunities from the start. Many are assigned responsibilities for kitchen and sibling care from an early age. Cases of sexual abuse and rape against disabled women often go unreported, leaving victims without legal rights. They are denied entitlement in family property and lack awareness of how to claim their rights, leaving them vulnerable throughout their lifetime. The issue extends beyond schools, as those who make it to higher institutions continue to face a shortage of textbooks.

The visually impaired facing problems to access to healthcare services, including facilities that are equipped with the necessary infrastructure and trained personnel to serve individuals with visual impairments, may be limited in the state of Odisha. VIEWS has been actively collaborating with different agencies and organizations working for the disabled, particularly visually challenged adolescents.

VIEWS has been associated with Odisha Association for Blind from the past 5 years through its previous project being supported by DKBW and implemented by VIEWS. We have a very close relationship with this institute and echo their concerns and challenges. OAB supports visually impaired children through inclusive education and nutritious food. We have had in detail discussion with the experts in OAB on the kind of support required by the visually impaired children and how we can do the best for them. They have proposed solutions which have formed part of the deliverables of the project. Since, these children are the most vulnerable, it is very crucial to address their needs and highlight their problems along with providing them the necessary support and handholding

SCHOOLS FOR CHILDREN WITH DISABILITY

VIEWS in collaboration with the Odisha Association for the Blind has been running a model school for the visually impaired students in Bhubaneswar. This school has classes from 1 to 8 and is managed by trained teachers who, besides regular subjects, are also educating the students on music, mobility, digital literacy and personal health & hygiene for the overall wellbeing of children with visual impairment. 

INCLUSIVE EDUCATION FOR VISUALLY IMPAIRED

Children with visual impairments face disproportionate challenges in learning and by the time they reach college, they are significantly under-represented in science, mathematics, and other disciplines. In the schools for the visually challenged in Odisha, students continue their struggle to learn not only without sight but also without textbooks. VIEWS has been developing audiobooks from Class 6 to Post Graduation for the students as per the state curriculum. Our team has been establishing audio libraries at schools, providing training to teachers, parents, and students on the use of audiobooks, uploading audiobooks in the national library Sugam Pustakalya and addressing the needs of the visually impaired students through a dedicated helpline. VIEWS is a member of the DAISY Forum of India (DFI) and gets technical support from EyeWay for help desk services.

1. The reason why we want to connect with SOLVE is to gain more technical expertise in designing feasible solutions for the vulnerable and needy people

2. We want to learn how to upscale any initiative towards sustainability so that in the long run, the projects are able to survive even post exit of donors

3. VIEWS want to raise resources/funds for the education and well-being of the visually impaired children as they have no other support source. Also, Odisha Association for Blind has been running their institute with no support from Govt. or Private support.  

Audio books represent a significant innovation for the visually impaired, offering numerous benefits and expanding access to literature, information, and education in ways that were not as easily accessible before their widespread adoption. Here are several ways in which audio books have served our project participants as an innovative solution:

1. Accessibility
Audio books have been easily accessible to the visually impaired, allowing them to enjoy literature and access information without the need for Braille or large print books, which can be more expensive and less widely available. 

2. Convenience
Audio books can be easily downloaded and played on a variety of devices, including smartphones, tablets, computers, and specialized audio players. This convenience allows children to listen to books anywhere and anytime, fitting into a range of lifestyles and preferences.

3. Enhanced Learning Experience
For some, particularly those who have lost their sight later in life and may not be proficient in Braille, audio books offer an alternative way to learn and absorb information. Listening to content enhances comprehension and retention for certain types of learners.

4. Emotional and Vocal Expression
Audio books are created by volunteers who narrate the books and bring stories to life through their vocal expressions, tone, and emotion. This  enhances the listening experience, making stories more engaging and enjoyable, especially for those who rely on auditory input for understanding and appreciation of literature.

5. Wide Range of Content
The popularity and demand for audio books from visually impaired people have led to a vast array of content being available in audio format, from fiction and non-fiction to educational materials and professional development resources. This wide range ensures that people with visual impairments have access to the same breadth of information and entertainment as sighted individuals.

6. Social Inclusion
Audio books have helped ensure that visually impaired children/individuals have access to the same cultural and social discussions as their sighted peers, fostering a sense of inclusion and community. Being able to discuss the latest books or educational content can contribute to social inclusion and equality.

7. Independence
By providing an accessible way to consume literature and information, audio books have fostered a sense of independence among the visually impaired. They can select, download, and enjoy books on their own, without needing assistance from others.

8. Multi-tasking
Audio books have allowed for multitasking, enabling listeners to enjoy books while engaging in other activities, such as walking, exercising, or performing household tasks. This can be especially beneficial for individuals whose options for engaging in such activities might be limited.

Activities
1. Listening to Audio Books: Engaging with stories, educational content, and other materials through audio.

2. Participating in Reading Programs: Joining library or school-sponsored audio book clubs or reading initiatives designed for visually impaired or blind children.
3. Using Technology: Learning to operate audio book players, apps, or specialized devices designed for the visually impaired.
4. Interactive Learning: Engaging in activities that complement the content of audio books, such as discussions, projects, or experiential learning based on book themes.

Outputs
1. Increased Number of Books Accessed: A measurable increase in the volume of literature and educational material consumed.

2. Skill Development: Improved literacy skills, including listening comprehension, vocabulary expansion, and a deeper understanding of language and storytelling.
3. Technological Proficiency: Enhanced ability to navigate audio book platforms and devices, contributing to digital literacy.
4. Social Interaction: Participation in discussions and activities around books, leading to improved communication skills and social engagement.

Outcomes
1. Educational Advancement: Improved academic performance and motivation for learning, as audio books make information more accessible and engaging.

2. Emotional and Social Development: Enhanced empathy, emotional intelligence, and social skills through exposure to diverse narratives and characters.
3. Increased Independence and Self-Esteem: The ability to access books independently fosters a sense of autonomy and confidence in their abilities.
4. Literacy and Lifelong Learning: A foundation for ongoing personal and educational development, setting the stage for lifelong learning and a love of literature.
5. Cultural and Social Inclusion: Feeling part of a larger community by accessing the same literature and content as their sighted peers, promoting inclusivity and reducing feelings of isolation.

1. Literacy and Language Development
Indicator: Improvement in comprehension scores and language use as measured by standardized tests or assessments tailored to visually impaired children.
Indicator: Increase in vocabulary size, as evidenced by the ability to understand and use a broader range of words in appropriate contexts.
2. Educational Achievement
Indicator: Academic performance in literacy-related subjects, comparing grades or scores before and after regular engagement with audio books.
Indicator: Completion rate of assignments and projects that involve or are inspired by content from audio books.
3. Listening Skills
Indicator: Enhanced ability to follow complex narratives and information presented audibly, assessed through listening comprehension exercises.
Indicator: Improved attention span and focus during auditory tasks, as observed by educators or caregivers.
4. Emotional and Social Development
Indicator: Increased participation in discussions about books or related topics, indicating engagement and social interaction.
Indicator: Reports from parents or educators on children’s empathy and understanding of diverse perspectives, influenced by exposure to varied narratives and characters.
5. Motivation and Attitude Toward Learning
Indicator: Change in the frequency of voluntary engagement with audio books or educational content, reflecting intrinsic motivation to learn.
Indicator: Positive changes in attitudes towards reading and learning, as reported in surveys or interviews with the children and their caregivers.
6. Independence and Self-confidence
Indicator: Degree of autonomy in selecting and listening to audio books, indicating confidence and independence in learning.
Indicator: Feedback from children and caregivers on perceived competence and self-reliance in accessing and enjoying literature.
7. Cultural and Social Inclusion
Indicator: Number of shared cultural references or topics of conversation with peers, reflecting inclusion in broader social and cultural dialogues.
Indicator: Participation in book clubs, school activities, or community events centered around literature or audio book discussions.
8. Digital Literacy
Indicator: Proficiency in using audio book platforms, apps, and devices, demonstrating digital literacy and technological skills.
Indicator: Ability to troubleshoot common issues or navigate new features in audio book technology, as observed by educators or reported by parents.

The core essence of our initiative is usage of audio technology in describing school and college curriculum books for the visually impaired children and youth. Although Braille is an option but it is not easily available and also expensive. Since we are working with very poor and marginalized children whose parents are also from economically weaker section of society; they cannot afford expensive options. For such cadres of people, this is the best option for gaining education. Although, this methodology may not exactly be a unique technology but it is something different and has proved to be very beneficial for the visually impaired children who want to get themselves educated.  

According to the Odisha Disabilities Survey Report, over 78% of visually challenged students lack awareness of their rights, available government schemes, Sexual Reproductive Health & Rights, Menstrual Hygiene, and various other entitlements, making them highly vulnerable. Adolescent girls and young women with visual impairments face disproportionate challenges in learning, contributing to their under-representation in science, mathematics, and other disciplines by the time they reach college. Apart from the education content, the above mentioned topics will also be covered through audio books.

The latest census data reports 521,000 blind people residing in Odisha, while Census 2011 notes a total PWD population in the state at 1,244,402, with 674,775 males and 569,627 females. PWDs face extensive and diverse forms of marginalization, rendering them more vulnerable and economically disadvantaged compared to individuals without disabilities. Women with disabilities encounter specific disadvantages in education, work, employment, family, reproductive rights, health, violence, and abuse. In Odisha, disabled girls born into lower-income families are denied educational opportunities from the start. Many are assigned responsibilities for kitchen and sibling care from an early age. Cases of sexual abuse and rape against disabled women often go unreported, leaving victims without legal rights. They are denied entitlement in family property and lack awareness of how to claim their rights, leaving them vulnerable throughout their lifetime. The issue extends beyond schools, as those who make it to higher institutions continue to face a shortage of textbooks. 

Hence, we strongly feel that the usage of audiobooks will counter all the above problems faced by the visually impaired children and youth. 

Program Director= 1

Program Coordinator= 1

Field/Community Coordinators= 2

Accountant= 1

MIS Coordinator= 1

Volunteers= 5

We have been working on this solution methodology since 2018

VIEWS has always been a people centric and friendly organization. Every team member is given ample opportunity to express his thoughts, ideas and strategies. A lot of freedom is given to employees with respect to project implementation and planning aspects. We have team members from nearly every community of the state. This includes people from economically and socially weaker sections of the society. As a policy and ethical standards of conduct; all are treated equally. The ratio of men to women is 3:2 and we are striving to make this equal by hiring more women in the organizations. There is a lot of flexibility given to everyone in the organization so that they are able to maintain a healthy work life balance. 

VIEWS has been creating audiobooks in subjects taught in schools and colleges aligned with the Odisha government's curriculum. These audiobooks were distributed to many visually impaired children studying in different schools, and we have received encouraging feedback for their ease of use. The children as well as the teachers have complimented on the simple and easy to understand technique used and the quantum of benefits received by the visually impaired children. Although there are books in Braille for these children but it has been observed that listening to the content gives more understanding on pronunciations, way of talking, mode of speech, pauses and continuation techniques while speaking, etc. The goal now is to extend the project to cover the entire state, ensuring that all visually impaired schools receive the audiobooks and listening devices. Currently these audiobooks are provided for free because the cadre of children we cater to belong to the poorest of the poor sections of the society and their parents cannot afford to pay for these. However, at later stages of the program, we plan to sell these books to Civil Society Organizations, Associations working with Visually Impaired People,  Special schools and colleges for the differently abled etc. working with visually impaired children for a moderate/reasonable price so that the funds received can be used for the benefit of our project children and to provide them more resources.  

In order to make this initiative sustainable we have planned to make these audiobooks available to children and young people who are financially capable to pay for this. We would be charging a moderate cost for these audio-books. Since, we have always selected volunteers to lend their voice for creation of these audiobooks; there has been substantial cutting down of cost for this initiative. Hence. even if the projects generates moderate revenue, it can sustain itself. Also, we are planning to provide these audiobooks to schools and colleges for the differently abled for a moderate fee. There are many Civil Society organizations working in the thematic area of education for the differently abled who would want to procure these books and can pay us a reasonable price for this. Till date we have been implementing this initiative on a pro-bono basis (with the help of DKBW) and hence this would be the first time we would be going into a business mode.