Community Service 2

“A study on Community Service”
INTRODUCTION
ABOUT NGO:
A non-governmental organization, non-government organization, or simply an NGO, is

an organization that is, generally, formed independent from government. They are
typically non-profit entities, and many of them are active in humanitarianism or the social
sciences; they can also include clubs and associations that provide services to their members
and others. Surveys indicate that NGOs have a high degree of public trust, which can make
them a useful proxy for the concerns of society and stakeholders. However, NGOs can also be
lobby groups for corporations, such as the World Economic Forum.
The term as it is used today was first introduced in Article 71 of the newly-formed United
Nation's Charter in 1945. While there is no fixed or formal definition for what NGOs are, they
are generally defined as non-profit entities that are independent of governmental influence—
although they may receive government funding. According to the UN Department of Global
Communications, an NGO is "a not-for profit, voluntary citizen’s group that is organized on a
local, national or international level to address issues in support of the public good." With that
being said, the term NGO is used inconsistently, and is sometimes used synonymously with
B.COM (HONOURS), NAGARJUNA DEGREE COLLEGE Page 1

civil society organization (CSO), which is any association founded by citizens. In some
countries, NGOs are known as non-profit organizations, and political parties and trade unions
are sometimes considered NGOs as well.
Russia had about 277,000 NGOs in 2008. India is estimated to have had about 2 million NGOs
in 2009 (approximately one per 600 Indians), many more than the number of the country's
primary schools and health centres.
TYPES OF NGO
NGOs are classified by their:
1. Orientation, i.e. the type of activities an NGO undertakes, such as activities involving human
rights, consumer protection, environmentalism, health, or development.
2. Level of operation, which indicates the scale at which an organization works: local, regional,
national, or international.

Orientation in NGO
➢ Charity — often a top-down effort, with little participation or input from

beneficiaries. They include NGOs directed at meeting the needs of disadvantaged
people and groups.
➢ Service — includes NGOs that provide healthcare (including family planning)
and education.
➢ Participatory — self-help projects with local involvement in the form of money,
tools, land, materials, or labour
➢ Empowerment — aim to help poor people to understand the social, political, and
economic factors affecting their lives, and to increase awareness of their power to
control their lives. With maximum involvement by the beneficiaries, the NGOs are
facilitator.
Level of operation
➢ Community-based organizations (CBOs) — popular initiatives which can raise the

consciousness of the urban poor, helping them understand their right to services,
and providing such services.
➢ City-wide organizations — include chambers of commerce and industry, coalitions of
business, ethnic or educational groups, and community organizations.
➢ State NGOs — include state-level organizations, associations, and groups. Some
state NGOs are guided by national and international NGOs. National NGOs — an
NGO that exists in only one country; they are rare.[19] These include national
organizations such as YMCAs and YWCAs, professional associations, and similar
groups. Some have state or city branches, and assist local NGOs.
➢ International NGOs (INGOs) — range from secular agencies, such as Save the
Children, to religious groups. They may fund local NGOs, institutions and projects,
and implement projects.

Activities of NGO
NGOs act as implementers, catalysts, and partners. They mobilize resources to provide goods
and services to people who have been affected by a natural disaster; they drive change, and
partner with other organizations to tackle problems and address human needs.
NGOs vary by method; some are primarily advocacy groups, and others conduct programs and
activities. Oxfam, concerned with poverty alleviation, may provide needy people with the
equipment and skills to obtain food and drinking water; the Forum for Fact-finding
Documentation and Advocacy (FFDA) helps provide legal assistance to victims of human- rights
abuses. The Afghanistan Information Management Services provide specialized technical
products and services to support development activities implemented on the ground by other
organizations. Management techniques are crucial to project success
The World Bank classifies NGO activity into two general categories:
1. operational NGOs, whose primary function is the design and implementation of

development-related projects
2. advocacy NGOs, whose primary function is to defend or promote a particular cause
and who seek to influence the policies and practices of International governmental
organizations (IGOs).
NGOs may also conduct both activities: operational NGOs will use campaigning techniques if
they face issues in the field, which could be remedied by policy change, and campaigning NGOs
(such as human-rights organizations) often have programs which assist individual victims for
whom they are trying to advocate.

History of NGO:
International non-governmental organizations date back to at least the late 18th century, and
there were an estimated 1,083 NGOs by 1914. International NGOs were important to the anti-
slavery and women's suffrage movements, and peaked at the time of the 1932–1934 World
Disarmament Conference.
The term became popular with the 1945 founding of the United Nations in 1945; Article 71 in
Chapter X of its charter stipulated consultative status for organizations which are neither
governments nor member states. An international NGO was first defined in resolution 288 (X)
of the United Nations Economic and Social Council (ECOSOC) on February 27, 1950, as "any
international organization that is not founded by an international treaty". The role of NGOs
and other "major groups" in sustainable development was recognized in Chapter 27 of Agenda
The rise and fall of international NGOs matches contemporary events, waxing in periods of
growth and waning in times of crisis. The United Nations gave non-governmental
organizations observer status at its assemblies and some meetings. According to the UN, an
NGO is a private, not-for-profit organization which is independent of government control and
is not merely an opposition political party. The rapid development of the non-governmental
sector occurred in Western countries as a result of the restructuring of the welfare state.
Globalization of that process occurred after the fall of the communist system, and was an
important part of the Washington Consensus. Twentieth-century globalization increased the
importance of NGOs. International treaties and organizations, such as the World Trade
Organization, focused on capitalist interests. To counterbalance this trend, NGOs
emphasize humanitarian issues, development aid, and sustainable development. An
example is the World Social Forum, a rival convention of the World Economic Forum held each
January in Davos, Switzerland.
The fifth World Social Forum, in Porto Alegre, Brazil in January 2005, was attended by
representatives of over 1,000 NGOs. The 1992 Earth Summit in Rio de Janeiro, attended by
about 2,400 representatives, was the first to demonstrate the power of international NGOs

ORGANIZATIONAL PROFILE:
Mathru Educational Trust for the Blind, Bangalore, India. The Central New Jersey (CNJ) chapter
has been supporting Mathru since 2004 with annual grants. Mathru have also collaborated
with them in projects for the blind with Carnegie Mellon University in developing a
computerized Braille Tutor; and supported Mathru in their expansion to serve the
underprivileged disabled. This report is a record of the involvement of the CNJ chapter with
Mathru since 2003; and hence, a record of the development and progress of Mathru.
Asha CNJ’s involvement with Mathru began in 2003. At that time, Mathru was located in the
Yelahanka area of Bangalore in a small 2 Bedroom rented house. There were about twenty
children there with a few teaching and associated staff for support. Ms. Muktha, the founder
of Mathru was in charge of everything.

In 2006 Mathru built and moved to the present school building – designed by the
environmental Architect Chitra Rao. A building that has and continues to impress visitors;
impeccably maintained by the ninety plus students and staff who live on the premises. In
2010 Mathru School successfully accomplished its original goal of becoming a free Residential
High School for blind girls and boy
STAFF & MANAGEMENT:
The trustees, volunteers, advisory committee members and dedicated staff

members are the backbone of the various Mathru projects. Thanks to all their
efforts, the Trust is able to make the impact that it has today.
The Trust Members:

The Mathru Educational Trust was started by 4 dedicated people with a common goal to serve
the blind and other disabilities by providing quality education, training, skill development and
placement. However, at present there are 3 trustees.
They are:
Mr. S. Shankarappa Ms. Gubbi R. Muktha Mrs. Gnaneshwari

Founder and Chairman Founder & Managing Trustee Founder and Honourable
Trustee
Consultants and Chief Advisors of Mathru :
Mr. G. Purushotham Mrs. Shashi Sathyanarayan Mr. Guruprasad
Project Advisor for the

Blind and Hearing Impaired
Chief Financial Advisor Project Advisor for Multiple Disabled

Mathru employs dedicated and talented staff members. Around 40 dedicated personnel take
care of different projects.
Volunteers :
Mathru is extremely grateful to all the volunteers who helped the organization in various areas like
spoken English, music, general knowledge and raising fund. Here are few of volunteers.
Smt. Usha Visvanath Mrs. Anandi Mr. & Mrs. Sudha
Narashimachar Raises Teaches primary Helps raise funds for Mathru.

funds school children and counsels for the adult
blind.

Corporate Volunteers :
● Target
● Centum
● Adobe
● National Public School
● Reva College
Teaching Staff:
• 16 - Headmistress and 9 teachers;

• 1 instructor each for Computer, Physical Training and Dance lessons and
• 3 for music and instrumental lessons. Administration:
• 5 - Includes a Manager and an accountant. Support:
• 7 – Hostel Warden, cooks, cleaners and watchmen.
Results:
• 7 students graduated. 4 girls, 3 boys.

• 3 girls are going to College on their own. 1 at home.
• 2 boys going to college (supported by Mathru). 1 employed. 2010:
• 7 students graduated. 1 girl, 6 boys.
• 1 girl going to college (supported by Mathru).
• 2 boys going to college (supported by Mathru).
• 4 boys going to college on their own.

Awards:
● State award for The Best School – 2009 Awards for Ms. G.R. Muktha
● Canara Bank award for Services to Society – 2009.
● State award for Services to Blind – 2006.
● Guild of Women Achievers Award for contributing in providing education to blind
children – 2002.
On the Annual Day, the parents are invited to the school function – expenses paid by Mathru.
Mathru is active in the community and has conducted eye camps in the rural areas. Mathru is
an active participant in activities and observances held for the disabled in the area.
In the years 2004 to date, Ms. Muktha has been constantly looking into how else Mathru
could help the disabled. What could be done for the students once they finish High School?
How do blind students going to colleges in Bangalore with Government aid manage? How
about children who are blind and have other disabilities as well? And the deaf and dumb

segment. Would what be learnt in establishing the Mathru Blind School help the other
disabled as well.
In the years 2004 to date, Ms. Muktha has been constantly looking into how else Mathru
could help the disabled. What could be done for the students once they finish High School?
How do blind students going to colleges in Bangalore with Government aid manage? How
about children who are blind and have other disabilities as well? And the deaf and dumb
segment? Would what be learnt in establishing the Mathru Blind School help the other
disabled as well.
The answers to some of these questions, based on trials conducted over time at the School,
resulted in the new Mathru Centre for the Disabled. Mathru Centre Mathru, with
encouragement from its supporters, started construction of the new centre in 2009. It was
inaugurated and occupied in August 2011. The Centre is built on one acre of land allotted by
the Karnataka Government to Mathru. It is located 7 kms from the Mathru School for the
Blind.
The Mathru Centre as of date, has functioning facilities for

• Vocational Training for literate and non-literate Blind

• Educating Multiple Sensory Disability (MSD) children
• Educating Deaf and Dumb children
• Hostel for College going visually disabled students
• A residence for blind, destitute women will be added when funds permit.
The concept for the Centre and its multiple service components was developed based on
Mathru’s experiences, practices and testing at the Blind School. 1. Two separate vocational
training sessions for the blind and disabled – literate and non-literate – were held in
2009/2010 at the Blind School. These two sessions gave Mathru the experience and
confidence to plan similar training sessions in the Mathru Centre. 2. Children with
Multisensory disabilities are visually impaired with one or more non-visual sensory disabilities,
such as hearing, speech, or others disabilities resulting from mental retardation, autism etc. To

help these children, and separately for the deaf and dumb, Mathru started classes for the two
segments at the Blind School in 2010.
The success of these classes gave Mathru the know-how and ability to continue the classes at
the Mathru Centre. a. Class strengths at the Centre to date: i. MSD students (Residential):
Girls – 4, Boys – 2. ii. MSD students (Non-Residential): Girls – 1, Boys – 2. iii. Staff: 2 qualified
teachers with special skills. b. Deaf & Dumb Students: i. Girls – 1, ii. Boys – 5, iii. Staff: 1
qualified special teacher. 3. A few years earlier, college going blind students from the outlying
areas and districts started appealing to Mathru for accommodation while attending colleges in
the city. Recognizing the validity and severity of the problems faced by these students, Mathru
has just started a hostel for 50 college going blind students at the new Centre. There is an
associated kitchen and dining facility. Residents: Girls – 6, Boys – 8.

Mathru also plans to include in the Centre, living accommodation and board for five destitute
blind women – who, while living at the Centre, will help run and maintain it. There will also be
living quarters for the staff at the centre. 5. The Centre has three main buildings - the
Hostel, the building for the MSD and deaf and dumb children’s classrooms, the vocational
training centre and a library and computer learning centre and the building housing the dining
room and kitchen. These buildings enclose a spacious garden, common areas and a children’s
playground.
The Centre is supported by: • 1 Warden, • 1 Cook, • 1 Cleaner and • 1 Watchman The relevant
staff located in the School does the administrative work of the Centre. New projects starting in
March 2012 1. Summer camp- vocational training and computer education 2. Special classes
for 10th standard students (disabled and/or underprivileged, studying in nearby government
schools) 3. Spoken English classes for under privileged local children. 4.Tailoring, embroidery,
knitting classes for under privileged women.

These four projects will be located at the new Centre and will be available to the local
community.
Mathru’s Strengths:
• Qualified teachers and staff

• Good infrastructure and facilities
• Volunteers – Retirees, students, corporate employees and professionals such as Doctors,
Educational and Financial consultants.
• Efficient organization, administration and record keeping.

• Donors (finance, time and services) – Individuals, Institutions, Corporations, NGO’s, Indian
and foreign.
• Good networking and relations with the public, media, government (local, state and
national) and other like institutions and associations.
• Most importantly, genuine concern for the blind and other disabled.
Ms. Muktha, the Founder and driving spirit behind Mathru: ―This earth has given us life,
resources and the capabilities to build, improve and share many wonderful, beautiful things. A
loving vision and our attitudes and actions can transform our world into one where there is
harmony among the haves and have-nots. The community at large has to get involved and
consider it a sacred duty to support someone, anyone, suffering for no fault of his or hers.
Mathru is attempting to make a difference in the life of the disabled by providing them with
education, training, life skills and the confidence to lead a life with dignity – without being a
burden on their families and society. Mathru started with visually disabled children and is
expanding its services to adults and the multi-sensory disabled.Rana Nanjappa Volunteer,
Asha Central New Jersey Chapter nsrn@optonline.net February 2012. Update as of Aug 1,
2012: In 2012 Mathru was selected as a Study Centre by the CBR (Community Based
Rehabilitation) India Network and the RCI (Rehabilitation Council of India).

The purpose of the study centre is to train teachers for the disabled. There is a severe
shortage of trained, qualified teachers in India. Bangalore University (BU) is also part of this
effort and offers certified courses in the education of children with special needs, a special
education degree (B.Ed.) course for teaching visually challenged, hearing impaired and
mentally retarded students, and courses in Community Based Rehabilitation planning and
management.
These courses are recognized by the RCI. The CBR Network in close coordination with BU and
RCI has streamlined procedures for conducting the courses. Detailed instructions are given by
the CBR Network according to which the trainee teachers are trained
Well-designed training and study materials are provided by CBR. Highly competent special
educationists and resource personnel are provided by CBR and/or BU for the Study Centre.
The selection of trainees who undergo teachers training programs at the Study Centres is also
well regulated.
Prospective students are screened for qualifications and competency prior to being registered
for training at the Study Centres. Mathru was selected as a Study Centre based on visits by
CBR and RCI representatives to approve infrastructure, facilities and resources at Mathru and
their record over time. Registered candidates sent to the Mathru Study centre will be offered
free accommodation and food as needed. Mathru will conduct periodic tests and the final
qualifying exam.
Regular reports on the progress of trainees will be sent to BU. On the 6th of June 2012
Mathru conducted special ―add on courses for those teachers who will be required to
educate mentally retarded children. 42 teachers from all over India attended this course.
Again, on 16th July 2012, 72 trainee teachers from all over Karnataka State have come to
Mathru for the 7 days ―Inclusive Education Program‖. Mathru is now becoming a nodal point
for educating visually challenged, hearing impaired and multisensory children and a qualified
Centre for training teachers to properly educate the disabled in Karnataka and India.
Operating Mode The entire working staff (both teaching and non-teaching) dedicate
themselves to the cause of blind and multisensory disabled children. They consider and treat

the children of Mathru as their own and give them full emotional support and bring them up
with love and affection.
In fact, Mathru is a home away from home as far as the students of Mathru are concerned.
Parents of the children are very happy with the progress their children make at Mathru. Children who
live in Mathru are joyous and their parents are happy. Donors are satisfied and are always eager to
help Mathru in whatever way they can. Mathru values all contribution small and large and the same is
spent in a most judicious manner. Thus, children of Mathru, and their parents, donors and staff of
Mathru work as a well-knit team. Even though Mathru has no sources of income of its own, donations
are received from many sources. Benevolent individuals, philanthropic institutions, corporate bodies,
and industrialists are among those who have been supporting Mathru. Individual donors can choose
their own way of making donations.
They may choose to sponsor full educational expenses of one child for the whole year or may
choose to meet one day's food expenses of Mathru, on occasions such as their wedding
anniversary, birthday celebration, etc. Donors also have the choice of making donations in kind
like Braille sheets, slates, educational aids, computers, uniforms, study materials etc. Many

temples around Mathru come forward to contribute provisions like rice, dal, oil and other
edible items. Mathru is registered with American Services to India (ASTI) and through this
foundation Mathru has been getting contributions in foreign currency. Mathru built its own
residential school building because of support given by ASHA for Education, Central New Jersey
chapter of USA who have been supporting Mathru since Mathru also gets On line donations
from different sources. Mathru has developed a cohesive relationship with all its donors. During
Annual day celebrations all donors are invited and their contributions are gratefully
acknowledged.
On this occasion achievements of Mathru are well brought out for donors to see for
themselves. they can observe how their contributions have enabled Mathru to progress so well.
Children of Mathru have great talents. On occasion of some festivals, Rajyaostava day, or
National day, some of the talented children give performances in music, mono-acting, dancing
etc., Thus, children themselves raise small amount of funds which is used for their welfare
activity. "The best and the most beautiful things in the world cannot be Seen or even touched.
They must be felt with the heart." -Helen Keller 2 Mathru Annual Report
Activities of Mathru can be summarized as follows:
Eighty-four Visually challenged children are studying from grade one to grade ten. They are
being provided shelter, clothing, food, medical attention, education, vocational training and
skill development. Mathru is also supporting 7 adult blind to pursue their college education by
providing free accommodation, food, study material, and even their college fees are being
paid by Mathru. Mathru started a free learning centre for multisensory disabled children in
2010 which is, the first of its kind in South India and provides training on living skills to these
children who are suffering not only from blindness but are also associated with deafness,
dumbness, mental retardation, autism etc., Mathru, besides providing free education to the
visually challenged, is also imparting training on mobility, daily living skills, music, craft, drama,
mono acting etc., Mathru has its own Braille language printing machine. All the text books as
prescribed by the Government of Karnataka syllabus are translated and printed into Braille

language. Besides, other general knowledge books, story books, etc. are also being printed in
Braille language.
Mathru maintains a well-stocked library to cater to the needs of blind of all age groups.
In 2011, Mathru brought out Manthan, a fortnightly Braille magazine consisting of current
affairs, general knowledge, English grammar, puzzles, stories, important events etc in
association with Prayukti, and is distributing it to all the institutions and schools of Bangalore,
which are working for the blind. Prayukti is an association of young women and men whose
vision is to help institutions with a special cause. One of the aims of Mathru is to introduce
technology wherever it possible for the better learning and living of the blind. In the year 2006,
Mathru in collaboration with Carnegie Mellon University of USA developed a Braille Tutor, an
electronic device which teaches blind children to learn the Braille through appropriate
software in an effective way.
The CBR network has evaluated the availability of adequate infrastructure facility and
competence of Mathru and has granted permission to Mathru to conduct training programmes
for teacher's who are working for disabled children. Now Mathru is one of their recognized
Study Centre. Mathru will not only continue to provide free education to visually challenged
children but will also impart training to teachers who in turn can educate disabled children. This
will be a holistic approach for providing quality education. Kindness is a language which deaf
can hear and blind can see" -Helen Keller Mathru Annual Report
News & Events: Mathru celebrated Hellen Keller’s Birthday on the blind community. On August
15th, Mathru join the nation in celebrating Independence day. On this day an essay competition
was conducted on 'freedom struggle' for High School Students and distributed prizes for the
winners. On September 5th Mathru celebrated 'Teacher’s day' and recognized the service of
the Teachers. In the same, month one-day picnic was organized for children of Mathru at
Cubban Park. On October 2nd Mathru celebrated 'Gandhi Jayanthi'. There was a Bhajan
programme, children sang Ram Bhajan. On 15th of October children were sent to Chithra
Durga, a historical tour. Mathru celebrated children's day on 14th November
In the month of December Mathru joined the department in conducting the 'Spots and cultural
programme at Kanteerava on the occasion of "Word Disable Day" Again on 26th January
Mathru celebrated 'Republic Day'. On 16th of February Mathru celebrated its 12th years Annual
Day June 27th, 2012 and remembered her achievements to On 'World music day children
participated in the music competitions organized by Janapada organization and won six prizes. In
a district level music competition, one of our students, Yasmin won first prize 4

Mathru Annual Report:
New Projects of Mathru the Government of Karnataka had granted one acre of land for the
expansion of the activities of Mathru. On this land Mathru has developed a new campus
consisting of hostel, training centre, classrooms, seminar hall, computer lab, library with all
infrastructure including kitchen and dining hall. The grounds are landscaped and include a
playground. In this new campus Mathru has started many new projects and they are: Free skill
development centre for multi-sensory disabled children Free school for hearing impaired
children Computer classes for under privileged children of the locality. Teachers training
program for teachers working for the disabled children through CBR Network. Free classes on
tailoring, knitting, embroidery for under privileged women of the locality. With the financial
assistance of Mr. Sirur Reddy of Ceotel, USA Mathru started a unit in 2012 and making sanitary
pads and distribute the same to the under privileged poor girls of rural areas studying in
government schools and also few NGOs who are working for the education of girl’s child.
Mathru Annual Report

Programmes & Excursions: Sports competitions to bring out the inherent talent of the
children. Children and staff go out for a one-day picnic, which is greatly enjoyed by them.
Volunteers Day: Every March 15th Mathru invites all its volunteers and acknowledges the
services rendered by them.
A get together of all volunteers is arranged by inviting them for lunch People behind Mathru
Mathru has four likeminded Founder Trustees who share a common urge to work for the blind
community.
Besides, Mathru has also appointed two additional trustees who have been serving Mathru as
volunteers and have shown great concern for the blind. There are more than 10 (List attached)
volunteers who are giving their valuable services like taking English classes, Grammar classes,
General knowledge classes, Music & Craft classes and also fine arts. A few corporate bodies
are helping Mathru in translating the normal text books into Braille language and also
recording the text books into audio format.
Trustees of Mathru: Mathru has founder Trustees and also two additional Trustees. FOUNDER
TRUSTEES 1. Mr. S. Shankarappa. 2. Ms. Gubbi. R. Muktha 3. Mrs. Gnaneshwari 4. Ms.
Tejaswini Narayan ADDITIONAL TRUSTEES 1. Mr. T.V. Krishna Swamy 2. Mr. L.G. Shivakumar.
The day to day activities of the trust is managed by Ms. G.R. Muktha. The academic progress is
managed by Mrs. Gnaneshwari and Ms. Tejaswini under the guidance of Mr. Shankarappa and
Mr. Krishna swamy. Fine art section and cultural programmes are managed and supervised by
Mr. L.G. Shivakumar.
Bank:
Mathru has been getting donations from individuals, corporate bodies, industrialists and
others of our country. Contributions also come from funding agencies abroad. In order to
account for the funds in a transparent manner, Mathru has been operating two accounts in
Bank of Maharashtra. One account is meant for handling contributions received from various
agencies within our country and another account takes care of funds which come from abroad

in foreign currencies. Two of the Trustees of Mathru are authorized to operate these
accounts. These two accounts are with Bank of Maharashtra which is situated very close to
the Trust office of Mathru. 6 Mathru Annual Report
Administrative expenses advertisement expenses annual day function bank charges

consultation fee corporation tax courier and postage cultural activities field work insurance
musical program expenses petrol salary vehicle expenses stationery teacher's day celebration
telephone charges travelling transportation charges total hostel expenses hostel expenses
cleaning charges salaries electricity expenses garden maintenance gas and fuel general
charges medical expenses milk and others provisions expenses refreshment repairs and
maintence vegetables water charges total mathru annual report.
Receipts & payments for the year ending 31st march 2013 opening balance bank accounts cash
capital account receipt corpus donations loans (liability) bom loan against fd unsecured loans
current liabilities sundry creditors fixed assets land at chikkaballapur investments fixed deposit
with vijaya bank current assets loans & advances (asset) indirect incomes bank interest
bank sb interest cbr network training program donation-centum donation-concern India
donation - e Krishnappa donation - oil India donation - prayukti donations donations- foreign
donations- give India donation- Srinivasa temple donation - target donation - zoho corpn
scholarship recd indirect expenses travelling expense salaries amount in rs loans (liability)
unsecured loans current liabilities provisions sundry creditors fixed assets payment building -
mathru - khb camera card less telephone furniture g Nagaraj land at chikkaballapur mobile
musical instruments new seminar hall construction printer utensils a/c vtc dining hall
construction a/c vtc - play ground investments fixed deposit with bom-2 fixed deposit with bom
- 3 fixed deposit with bom-4 current assets loans & advances (asset) sundry debtors indirect
incomes cbr network training program donations indirect expenses advertisement expense
annual day function expenses audit fees bank charge cleaning expense amount in rs mathru
annual report

Clothes & uniform computer repairs consultation conveyance charge corporation taxes courier
and postages cultural activities a/c educational expense electricity charge field work expenses
a/c garden maintenance gas and fuels general expense hostel expense insurance medical
expense milk and milk products musical program expenses petrol charge printing and
stationeries provision-food refreshment repairs and maintenance scholar ship sports event at
kantirava stadium staff welfare a/c teachers day celebration telephone charge transportation
charges travelling expense vegetable vehicle expense water charge salaries closing balance
bank accounts cash mathru annual report.
BALANCE SHEET AS AT 31ST MARCH 2013 Liabilities Capital Fund Opening Balance
Add: Donation during the year Add: Excess of Income over Expenditure Amount in Rs Assets
Fixed Assets Investments Current Assets, Loans, Advances and deposits Amount in Rs BOM
Loan Against FD Advances and deposits Cash and Bank Balances Current liabilities & Provisions
Sundry Creditors Provision for expenses Sundry Debtors TDS Place: Bangalore Date: Audited &
Certified by: Ms. Vidya. K. & Company Chartered Accountant, Vidya K. M.M. No for Mathru
Educational Trust for the Blind G.R. Muktha (Managing Trustee)
"Kindness is a language which deaf can hear and blind can see" -Helen Keller Mathru Annual
Report
Governance details of trust members: (as on March 31, 2012) Position on Board 1. Mr. S.
Shankarappa, Founder and Honourable Trustee Occupation Area of Competency Advocate
Advocate Legal expert Meeting attended 3 2 Ms. G. R Muktha Chairman/Managing Managing
Advocate trustee Trustee Legal expert 3 Ms. K Gnaneshwari Founder Trustee/Advisor House
wife Social Worker 4 Ms. Tejaswini Founder Trustee Student Management 5 Mr. T.V.
Krishnaswamy Honourable Trustee Retired Army Management officer 6 Mr. L. G Shivkumar
Honourable Trustee Programmer - Culture and Door darshan Non development. academic

Trust meetings were held on following dates (i) During /3/12, 10/4/12, 2/6/12, 10/8/12,
18/9/12 (ii) During /1/13, 31/3/13 (a) Minutes of meetings are documented & circulated (b)
Mathru is governed by Trustees who do not derive any financial benefit nor their Trusteeship
carry any remuneration. (c) Mathru Educational Trust for the blind is registered under India
Trust Act, bearing registration number 133/ Dt 15th January, 2001 before the office of the sub
registered, Bangalore north. (d) Trust is registered under 12 A of Income Tax Act (e) The Trust
is registered under section 51,52 of persons with Disabilities act.1995, bearing registration
Number 032. (f) The Trust approves programmes, budgets, annual activity reports and audited
financial statements. (g) Trustees ensure compliance of all regulations and laws of the land.
Accountability and transparency: (a) No remuneration or reimbursements were made to any

Trustees during (b) STAFF DETAILS: (as on March 31, 2013). Gender Paid full time
Paid Part Time Consultants Total Male Female Mathru Annual Report
APPEAL Friends, this earth has given us life, resources and the capabilities to build, improve
and share many wonderful, beautiful things. A loving vision and our attitudes and actions can
transform our world into one where there is harmony among the haves and have-nots. The
community at large has to get involved and consider it a sacred duty to support someone,
anyone, suffering for no fault of his or hers. Mathru is attempting to make a difference in the
life of the disabled by providing them with education, training, life skills and the confidence to
lead a life with dignity - without being a burden on their families and society. Mathru started
with visually disabled children and is expanding its services to adults and the multi-sensory
disabled. This is an appeal to all people everywhere to donate generously and bring self-worth
and independence to the disabled under privileged communities who share the world with us.
You can help us to reach our goals by donating your money, time, talent and experience

NATURE OF SERVICE:
Mathru provides free education, skill development, placement, food and
accommodation for the differently-abled. Hundreds of students have been helped by the
Mathru school, a dedicated centre for multisensory disabled children.

Education of the Deaf and Dumb:

In comparison to the School for the Blind, the Centre is a very young institution. The following
are the technique implemented by the ―Mathru Educational trust for blind for teaching
Dumb and Deaf people.
The Manual Method:
Signs, the manual alphabet, and writing are the chief means used in the instruction of the
pupils, and the principal objects aimed at are mental development, and facility in the
comprehension and use of written language. The degree of relative importance given to these
three means varies in different schools; but it is a difference only in degree, and the end
aimed at is the same in all.

The Manual Alphabet Method:
The manual alphabet method and writing are the chief means used in the instruction of the
pupils, and the principal objects aimed at are mental development, and facility in the
comprehension and use of written language. Speech and speech-reading are taught to all of
the pupils in one of the schools (the Western New York Institution) recorded as following this
method.
The Oral Method: Speech and speech-reading, together with writing, are made the chief
means of instruction, and facility in speech and speech-reading, as well as mental development
and written language, is aimed at. There is a difference in different schools in the extent to
which the use of natural signs is allowed in the early part of the course, and also in the
prominence given to writing as an auxiliary to speech and speech-reading in the course of
instruction; but they are differences only in degree, and the end aimed at is the same in all.

The Auricular Method: The hearing of semi-deaf pupils is utilized and developed to the
greatest possible extent, and, with or without the aid of artificial appliances, their education is
carried on chiefly through the use of speech and hearing, together with writing. The aim of the
method is to graduate its pupils as hard-of-hearing speaking people instead of deaf-mutes.
Gesture vocalizer for Deaf and Mute people interaction.

The Combined System:
Speech and speech-reading are regarded as very important., but mental development and the
acquisition of language are regarded as still more important. It is believed that, in many cases,
mental development and the acquisition of language can be best promoted by the manual or
the manual-alphabet method, and so far as circumstances permit, such method is chosen for
each pupil as seems best adapted for his individual case. Speech and speech-reading are
taught where the measure of success seems likely to justify the labour expended, and, in most
of the schools, some of the pupils are taught wholly or chiefly by the oral method or by the
auricular method."
The following are the technique implemented by the ―Mathru Educational trust for blind‖
for teaching Blind people.

Braille Script:
Braille Script Louis Braille attended Hauy's school in 1819 and later taught there. He soon
became determined to fashion a system of reading and writing that could bridge the critical
gap in communication between the sighted and the blind. In his own words: "Access to
communication in the widest sense is access to knowledge, and that is vitally important for us
if we [the blind] are not to go on being despised or patronized by condescending sighted
people. We do not need pity, nor do we need to be reminded we are vulnerable. We must be
treated as equals – and communication is the way this can be brought about".
Alphabet chart for English braille. The letter "W" is not part of the French alphabet, and was
only appended to the additional letters with diacritics. In 1821, Braille learned of a
communication system devised by Captain Charles Barbier of the French Army. Barbier's
"night writing" was a code of dots and dashes impressed into thick 15 paper. These
impressions could be interpreted entirely by the fingers, letting soldiers share information on
the battlefield without having light or needing to speak. The captain's code turned out to be
too complex to use in its original military form, but it inspired Braille to develop a system of
his own. Braille worked tirelessly on his ideas, and his system was largely completed by 1824,
when he was just fifteen years of age. From Barbier's night writing, he innovated by
simplifying its form and maximizing its efficiency. He made uniform columns for each letter,
and he reduced the twelve raised dots to six. He published his system in 1829, and by the
second edition in 1837 had discarded the dashes because they were too difficult to read.
Crucially, Braille's smaller cells were capable of being recognized as letters with a single touch
of a finger.

Some blind students who read Braille prefer to take their own notes in class using a slate and
stylus or a Perkins Brailler, though both are being replaced by laptop computers and other
technological devices. Some blind students will get copies of notes (taken on carbonless paper)
from classmates and have someone type the notes onto disk for them.
They then plug the disk into a computer with speech output to listen to the notes. Other blind
students tape-record the lecture and later transcribe notes from the tape into Braille. It is
easier for some blind students to study from tactile copy rather than from recordings, though
some blind students are able to develop strong auditory compensatory skills over a period of
time. Either way, the process of reading and studying requires more time for a blind student
than for a sighted student. For various reasons, some faculty members may be concerned
about their lectures being taped. It should be noted that federal regulations allow this
procedure as a reasonable accommodation for students who would otherwise be hindered
from having adequate access to the lecture information.
The SDS office can provide a statement of agreement on tape-recorded lecture policy that
clarifies the purpose and limited use of tape recordings 19 Most blind and visually impaired
students now attend their neighbourhood schools[where?], often aided in their educational
pursuits by regular teachers of academics and by a team of professionals who train them in
alternative skills: Orientation and Mobility (O and M) training - instruction in independent
travel - is usually taught by contractors educated in that area, as is Braille.

Blind children may also need special training in understanding spatial concepts, and in self-
care, as they are often unable to learn visually and through imitation as other children do.
Since only ten percent of those registered as legally blind have no usable vision, many
students are also taught to use their remaining sight to maximum effect, so that some read
print (with or without optical aids) and travel without canes. A combination of necessary
training tailored to the unique needs of each student and solid academics goes a long way
towards producing blind and visually impaired students capable of dealing with the world
independently.

SELF EXPERIENCE:
It is one of the best schools I even seen the name itself says everything about "Mathru"
(mother). The children never feel’s the absence of mother's love just because of the lively
motherhood of Ms. Muktha (Principal) And the Environment maintained in the school premises
is really good. I recommend every single person to visit this institution and have a good time
with children. I felt excited about the school activities and their education System. The school is
maintained very clean and tidy.
The students got excited when we reached to school. The school food was very hygienic, the
food is received by many person’s and different charity centres on the of occasions or on some
birthday and many more occasions & Festivals. The Mathru school gets donation from many
institution and industries and other countries &states they donate for their welfare and helping
the blind kid’s.
In Blind school, children’s exams are written by volunteer students who came
forward from different schools and colleges the students receive clothes from many
parents donate by themselves and some volunteers go personally and collect for
them. The school surroundings where clean and full of trees and plants and shrubs,
Plants are grown there for fresh Environment.
It was one of the most heart touching experiences I have had till now. As a student,
our right hand and our eyes are the most important possession we have without
which a normal person like me can never imagine what we would have done
possibly. But after staying at the blind school for 2 hours, it changed my view. I
understood how strong and powerful is a person’s willpower. And a man has so
much strength within himself. It is the normal people with all physical features alright
and in working condition tend to curse destiny for some reason or the other.
Somewhere it is said that scarcity brings out the best in a person. And that was quite
clear from the visit.
The first time I did not realize that blind students would be so happy and energetic. That was
the most positive thing about the school. I thought that the world would be so dark without

eyesight. But eyesight cannot be greater than inner vision. They might have assumed a vision
inside and that is what gives them strength. Sometimes I feel as if being blind they are lucky to
be not seeing so much of cruelty and harshness in the world. Their vision is their key to drive
them far in life.
I didn’t know about the system of reading which the blind adopt in order to study. Their
normal textbooks were converted into braille texts and touching those dots they are able to
recognize the letters and read fluently. Their sense of touch means them everything. Everyone
holds a white stick in their hand to guide them while walking. We served snacks to the
children there and had a chance to meet them and to talk to them about their life and their
studies.
I wasn’t sure if I wanted to go; I thought it would be hard to see these children. I’m glad I was
wrong. We could see them walking in pairs, supporting each other, treating each other nicely.
They told us about their favourite subjects, about their plans for the future, about their friends
and hobbies. A 10-year-old boy shared the story about his challenging experience in learning
Sanskrit. A group of little girls surrounded us in the ground. We were talking about our
countries and our studies. Most of them could speak English fluently.
I don’t feel pity for these children, I admire them. They are very focused on their studies. They
are full of inspiration to find their place in this world. They don’t complain, although they know
they need much more effort in order to succeed. As for us, we have all the possibilities to
achieve whatever we want. Do we always use them efficiently That was the take-home
question for me.

CONCLUSION:
In this entire service , I learnt to be more patient and to be understanding. Be it
working as a learn i being together or be it controlling and managing the kids both of
these need a more patience and understanding .
Another thing to mention after seeing the children current condition of the society
how the orphan children suffering without the parents love and affection . I realized
how lucky in the current state , living in such comfortable environment , able to get
proper education, food , shelter and most important parents love .
I am lucky to say that I was able to teach and also show love and support to orphanage
children there was definitely privileged and seeing the smile on their faces really made
our days and also encouraged to do more of such little things . If I get such opportunity
to do this sort of events or projects in the future again .I would definitely want to
volunteer and help out.
NDC gave a new experience about the new present scenario , it was so informative.
The staff have given better chance to understand their problems and I thank them to
be with us for around 7 days to prepare this report.

BIBLIOGRAPHY:
http://www.mathrublindschool.org/
www.giveindia.com
www.kritagyata.org
ANNEXURE:

Community Service 2

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Community Service 2

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“A study on Community Service”

A non-governmental organization, non-government organization, or simply an NGO, is

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➢ Charity — often a top-down effort, with little participation or input from

➢ Community-based organizations (CBOs) — popular initiatives which can raise the

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1. operational NGOs, whose primary function is the design and implementation of

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STAFF & MANAGEMENT:

The trustees, volunteers, advisory committee members and dedicated staff

The Trust Members:

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Mr. S. Shankarappa Ms. Gubbi R. Muktha Mrs. Gnaneshwari

Consultants and Chief Advisors of Mathru :

Mr. G. Purushotham Mrs. Shashi Sathyanarayan Mr. Guruprasad

Project Advisor for the

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Smt. Usha Visvanath Mrs. Anandi Mr. & Mrs. Sudha

Narashimachar Raises Teaches primary Helps raise funds for Mathru.

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• 16 - Headmistress and 9 teachers;

• 7 students graduated. 4 girls, 3 boys.

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The Mathru Centre as of date, has functioning facilities for

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• Vocational Training for literate and non-literate Blind

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• Qualified teachers and staff

• Efficient organization, administration and record keeping.

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Activities of Mathru can be summarized as follows:

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Mathru Annual Report:

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Administrative expenses advertisement expenses annual day function bank charges

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Accountability and transparency: (a) No remuneration or reimbursements were made to any

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Mathru provides free education, skill development, placement, food and

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Education of the Deaf and Dumb:

The Manual Method:

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The Manual Alphabet Method:

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Gesture vocalizer for Deaf and Mute people interaction.

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The Combined System:

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