Chethankumar calls this game ‘Cheering Up’. It’s a fun, dynamic way to encourage children to interact with one another during their After-School Club (ASC) sessions. As the club’s coordinator, Chethankumar has been trained in how to accommodate everyone’s needs. He’s very aware of how important it is to make disabled children feel included, especially because he himself is visually impaired. These clubs are part of a wider initiative to close the equality gap between disabled children and their peers in Chamrajnagar in the South Indian state of Karnataka.

In the past, disability typically hindered children from completing their primary education in India due to a lack of understanding and knowledge on the part of teachers and parents. The ‘Chamkol Programme’, a partnership between CBM and Mobility India, has attempted to change this through the establishment of ASCs in 42 villages in the region. The clubs provide a space for disabled children to interact with others, to gain confidence and explore their abilities. Here, they find the understanding and support that they don’t always receive at school.

This image was captured for CBM as part of a visual evaluation of Chamkol. Through photography and interviews, Robin collected 72 different stories of change from the project’s beneficiaries, and produced two videos documenting how the project was impacting different individuals’ lives. Visual content is increasingly popular in monitoring and evaluation (M&E) efforts, in part because it can foster a participatory element within reporting. Allowing people to tell their own stories means that the genuine impact of interventions can be much better understood. Images and films also bolster the credibility of tales of projects’ achievements, as they enable donors to see results for themselves.


Strengthening M&E through visual narratives

M&E, disability, inclusivity, education, children


Chamrajnagar, Karnataka, India

Camera settings
16mm, ISO 400, 1/100, f/10


Robin Wyatt