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Bangladesh emerged as an independent nation in 1971 after a bloody liberation war. The country has a population of 130 million of which 40% are below the age of 15, and 15% are below the age of 4. |
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A country's position in the global economy depends on the competencies of its people. According to the State of the World's Children by UNICEF (2001) these competencies are set early in life. The first five years of the child's life are crucial for the foundation of later development. Early care and nutrition has a lasting impact on how children grow to adulthood. |
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Bangladesh childcare practices are
inherently influenced by cultural and religious
rituals affecting children’s physical,
social and moral development. These practices
are supported by extended family systems. |
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The environment for the provision
of appropriate care and education of children
(especially disabled children) in Bangladesh
is complicated due mainly to poverty and certain
biases, including gender and ability bias. |
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The Bangladesh Protibondhi Foundation |
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The Bangladesh Protibondhi Foundation (BPF) was established in 1984 initially to serve
children who were intellectually disabled and children with cerebral palsy. Our services have expanded over time and we now assist numerous levels of disabled children as well as non-disabled children. |
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"Protibondhi" means early intervention. This is the key element of our cause. Our services are aimed at adding a long-lasting and meaningful influence to children's lives early on, thus increasing their health, opportunities and quality of life as they mature. This in turn, contributes to the country's overall future capacity. |
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Raising awareness of the needs of these children and issues they and their families face is the first step in any remedial action. Over the last decade, our awareness-raising programs have proved successful, reflected through the attendance rate at the clinics for screening and assessment of children. Since the mid-1980's the percentage of children between 0-5 years has increased from 16% to more than 44%. |
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| "One day... when we're the boss,
it'll be play time all afternoon..." |
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| "One day... when I'm the doctor,
I'll make all medicine taste like honey." |
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| What do we do |
| IDENTIFICATION
AND INTERVENTION Through our
Community Based Rehabilitation centres
in both urban and rural areas, we provide
diagnostic assessment of children at
risk, and the provision of nutritional
advice, counselling services, behaviour
modification training, appropriate drug
therapy, home based services and referrals
to specialists. |
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SCHOOLING After
screening and diagnosis children are
placed in appropriate classes according
to their age levels and capabilities.
Children receive education on an academic
level as well as life skills required
for living independently in the community.
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| COMMUNITY PARTICIPATION
AND INCOME GENERATION Stimulating
involvement of the communities within
which we operate and providing support
to families in small scale income-generating
projects such as poultry and cattle-raising,
which in turn improves their living
conditions. |
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| NETWORKING AND DIALOGUE
Networking with mainstream school teachers,
management committees and community
leaders helps create greater opportunities
for enrolment of children with disabilities
into mainstream schools. |
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| SHELTERED WORKSHOP
Students that have graduated from special
schools when 18 may be employed in the
sheltered workshop and paid monthly
wages, promoting experience for workers
in the open labour job market and to
create income-generating projects from
which they benefit. |
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| RECENT ADDITIONAL SERVICES THAT HAVE BEEN INITIATED TO MAKE THE SERVICE ACCESSIBLE AND CHILD FRIENDLY INCLUDE |
| Inclusive schools build
learning environments which unite both
non-disabled siblings and socio-economically
disadvantaged children from regional
centres, in a supportive learning environment.
This, in turn, fosters a culture of
peer-support where disabled children
are assisted by those more able and
provided with early stimulation. |
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A school lunch program has been initiated where children are provided with a balanced meal six days a week. This program has helped to improve the nutritional status of the children and increase the school's enrolment numbers.
Micro-credits are given to families having children with a disability to relieve some financial burden. Prior to the credit, parents are trained in the management of accounts and income generating activities (e.g. poultry farming, cattle rearing, horticulture etc.).
Parents' clubs have been formed that also welcome other members of the community, facilitating a forum to share problems and get emotional support. We arrange for guest speakers such as psychologists, doctors and teachers to attend the meetings where possible.
More child development centres have been set up in 12 major hospitals and clinics all over the country to identify, assess and provide treatment and rehabilitation to children from disadvantaged families.
This kind of early childcare intervention and service provision is highly valued in Bangladesh society. We team with children's hospitals, locally based community workers and organisations such as UNESCO to achieve our objectives.
As there are no Australian administration costs under this structure, the Foundation receives the benefit of 100% of your donations.
Additional funding will help us address the issues we currently face
- Shortage of space and overcrowded classrooms
- Shortage of therapists and trained teachers
- Accommodation for families visiting the clinics from distant places
- Accessibility and lack of open spaces and playgrounds
- Shortage of assistive devices, aids, appliances and teaching fund constraint
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| "Some people see things as they are and ask.. why? We see things as they should be and ask... why not?!" |
| Willing to donate? Click here |
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