Dr Ibad Ullah Sajid
AN Educational Institution is considered a melting pot of various ethnicities, cultures and social identities.
These are places where diversity takes the lead and people from varied backgrounds mingle and engage in meaningful social endeavours. While there is marginalization predicated upon cultural and social identification-based indicators, the same can’t be extrapolated verbatim for Persons with Disabilities (PWDs). This is a population that is derived from identification and trivialized and marginalized significantly. Some PWDs, especially in Higher Education Institutions, experience much in the way of trepidation and stress because of the callous, impartial and apathetic treatment. It is a matter that is ubiquitous and incumbent among most of the Higher Educational Institutions.
Many research studies revealed that despite the purported steps taken to ensure inclusivity, persistent challenges yet remain toward explicit implementation. There are still many barriers on the path of ensuring proper participation and facilitation for PWD students studying in Higher Educational Institutions. The PWD students continue to come across structural, academic and attitude-based issues that hamper their complete integration into the milieu of the Institutions in which they are studying. These obstacles regarding enabling and physical access lead them to social isolation and an elevated feeling of not belonging. These marginalized students feel as if they are misfits in the mainstream, which in turn leads to intense feelings of isolation. This feeling of loneliness and isolation is further cemented by the absence of a proper or effective social network.
Additionally, some Institutions fail to sufficiently address the requirements and needs of PWD students. Inaccessibility to essential facilities such as ramps in buildings, accessible washrooms, proper sitting arrangements and the provision of Assistive Devices makes PWD students feel excluded and marginalized. It is also integral that they are encouraged to participate in extracurricular pursuits like clubs and societies to enhance their social and cultural worth, but most often, these experiences prove uncordial and unwelcoming. This lack of social integration not only isolates them but also increases the likelihood of losing interest in academics or even dropping out. Furthermore, PWD students frequently encounter immense stress and anxiety due to the treatment they receive within the social environment of Institutions. Derogatory monikers, name-calling and denigrating behavior are common realities they face, further exacerbating their feelings of exclusion. Such practices remain monumental hindrances to achieving genuine inclusivity within Educational Institutions.
Moving toward the solution, there is an exigent and immediate need for ameliorating the conditions for PWD students at Educational Institutions. They are just as much deserving of social care and prestige as any able-bodied students. The level of abuse and social exclusion that these students are subjected to is apparent and vividly legible. Concrete and effective steps need to be taken to address this discrepancy and mitigate their problems of social marginalization and exclusion.
Some special measures regarding enhancing the understanding of social marginalization among all students may also lead toward addressing the issue as well as being helpful in creating a more equitable and supportive environment for all the students. Such steps will definitely entail salubrious and advantageous ramifications for the educational system as well as for the general well-being of the entire PWD student population.
—The writer occasionally contributes to the national press.
