Late J. R. Tarate Muktashala at Tarate Colony, Pune
Special school for the mentally challenged
Recognised by the Government of Maharashtra
Registration No.: 0197
Age Group: 4 to 18 years

JeevanJyot Sheltered Workshop at Tarate Colony, Pune
Recognised by the Government of Maharashtra
Registration No.: 0195
Workshop unit for students
Age Group: 18 to 45 years

Special Training Facility at Tarate Colony, Pune
For students above 45 years of age

Hostel Facility at Kothrud, Pune
Separate units for boys and girls

Child Guidance Clinic at Tarate Colony, Pune

Vocational Training Centre at Tarate Colony, Pune

Parents Counselling & Guidance Unit at Tarate Colony, Pune

Special training is necessary for the mentally challenged to help them remain occupied and busy. It is also important and necessary for their social adaptability and integration in society.

The main aspects of training involve the below.

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JeevanJyot Vasatigriha, Kothrud became functional in 1993. It provides hostel facility, having separate units for mentally challenged boys and girls. JeevanJyot Vasatigriha is fully owned and operated by JeevanJyot Mandal. We take pride that we are the first in Pune, Maharashtra to start hostel/residential facility for mentally challenged girl students and have students who have been staying in hostel for uninterrupted 25 years.

Scholastic Training

  • The children are repeatedly trained to tell and write (depending on their IQ) their full name, home address and the school address, reading and writing simple alphabets, simple sentences, 1 to 100 numbers and simple sums.
  • The children with fairly good IQ are taught to answer and write the questions on lessons, better habits, good thoughts, important festivals, simple arithmetical sums, read a clock and such.
  • In the case of the trainees in the vocational training school emphasis is given on the vocational activities.
  • The scholastic training is of 'revisional' nature so that the students should remember what they have learnt in the special school.
  • The practical training given along with scholastic training is essential for the social integration of the challenged student.

Vocational Training

  • There are 70 trainees in this unit. The inmates beyond 18 years of age are given vocational training. The IQ, liking and ability of a trainee are important considerations for deciding the nature of vocational training to be given to a trainee.
  • Stitching, making-woolen flowers for decorative garlands, variety of candles, gel candles, cleaning powder, soap powder, paper bags, paper envelopes, paper dish, incense sticks are some of the activities taught to the trainees.
  • Dressing vegetables, preparation of tea and coffee, beverages condiments, sweet and salty snacks, precautions and cleanliness form part of kitchen activities training.
  • Embroidery work on towel, cloth and making bags, stitching falls to saris and pico work form part of tailoring teaching.
  • Craft teaching includes preparation of greeting cards and rakhis, painting, earthen panatis for deepavali and other seasonal items for festivals.
  • Special training is given in making of paper dish and incense sticks on manually operated machines.
  • The vocational activities help to reduce the behavioral problems of the challenged adults and improves their concentration and self confidence.
  • The items prepared by students are sold and the funds are exclusively utilized for the welfare of the students. They receive encouragement for further work due to the appreciation of these items and encouragement by visitors. This increases their confidence.

  • The mentally challenged due to diversity in their IQs or restlessness or behaviour problems do not belong to a single category unlike in normal schools and hence a procedure is necessary to observe them before giving them admissions into the school.
  • In the clinic, the children are carefully observed for their likings, mental and physical abilities, understanding, hand-eye coordination, trainability etc. If the response by the child is good, then, the observation is over in a short period of time, else, it depends on delay(s) in response(s).
  • A trained teacher does the observation under instructions from a social worker. The observation report is useful in deciding the ability group in which the individual can be given admission in the school.
  • The trained teacher submits the observation report to the child guidance committee which comprises of a psychologist, a trained teacher, a social worker and experts who decide the mental age and capabilities of the individual and the class where he or she belongs. This procedure is necessary for achieving apt progress of the individual. These findings are also useful to the parents for assessing the education and needs of the child.

  • The education of a retarded child is a joint effort by the child, the institution, the parents and the society. The parents are educated through counselling about the abilities of the child, the child’s capacities, the constraints on the child’s development due to paucity of intelligence and what parents can do in the development and how much they can expect from the child. If the child has any behavior problem(s), hyper activeness, squint in the eyes or poor vision or any other developmental shortcomings, the parents are advised about the remedial measures.
  • Advice about sexual behavior related problems and marriage is also a part of counseling.
  • The inmates having fair IQs such as 60 and above have better abilities to work under supervision. In these cases, parents are advised and encouraged for their job placements. In such cases the social worker of the institution provides all possible guidance and help.