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Corporate Social Responsibility to Intellectually Disabled Children

Corporate Social Responsibility to Intellectually Disabled Children

The term "intellectual disability" is a new term used in place of "Mental Retardation." Some think that an intellectual disability is diagnosed only on the basis of below-normal intelligence (IQ), and that persons with intellectual disabilities are unable to learn or to care for themselves. Actually, in order to be diagnosed as a person with intellectual disabilities, the person has to have both significantly low IQ and considerable problems in everyday functioning.

Bangladesh is one of the developing countries of the South Asian region. The population near about 160.4 million of which 3% people are intellectually disabled. Considering the UN declaration on equal rights and opportunities of the persons with intellectual disability, the Govt. of Bangladesh adopted National Policy for the Disabled People 1995, Bangladesh Welfare Act for the Disabled 2001,Bangladesh National Coordination Committee for the Disabled in aiming to implement the Programs for development of life living condition of the disabled people through special education & training, employment facilities, establishment of legal rights and social security, recreation and equal opportunities for participation in the activities of national economic progress.

SWID Bangladesh is one of the pioneer organization of Bangladesh working for the cause of intellectually disabled people since 1977. It is promoting special education &training and rehabilitation programs under 46 schools throughout the country wherein the beneficiaries raised in near about 7200 children with intellectual disability. As PCS is responsible to its Society as well country, by this contribution to these group PCS tried to address their needs in society. Most children with intellectual disabilities can learn a great deal, and as adults can lead at least partially independent lives. As they are intellectually disabled, so their learning system is different from others. Actually they are interested in cultural functions such as art, dance etc. than academic learning. In this respect, PCS helped the school which is providing separate curriculum for these children. Because children with disabilities do not have access to an education, they are excluded from the learning of skills necessary to generate income. They are, consequently, in a dependent position on others throughout their life, and, just as importantly, they are not in a position to contribute to Bangladesh’s development. But they need social support. In this context, PCS contributed its amount to these children on January 2016 so that they can empower themselves and can success with their mental challenge in family, society and Bangladesh.