essay on helping the differently abled person

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• v.7(8); 2021 Aug

Attitudes and empathy of youth towards physically disabled persons

Associated data.

Data included in article/supplementary material/referenced in article.

The present study aimed to investigate the attitude and empathy of youth towards physically disabled persons. This study followed a quantitative paradigm. The sample comprised of 100 participants (Male = 50; Female = 50) who were under the age range of 18–25 years. Purposive sampling was taken to gather the data. Attitudes Towards Disabled Persons (ATDP) Scale and the Toronto Empathy Questionnaire were administered on the participants. All the responses were entered on the SPSS software which was analysed through descriptive statistics, t-test, and Pearson's correlation. Findings of this study showed that both males and females had negative attitude towards physically disabled person. Furthermore, males and females were equally empathetic towards physically disabled person. Consequently, there were no gender differences in the attitude and empathy of youth towards physically disabled persons. Also, significant and positive correlation was seen between the two constructs, i.e., attitude and empathy. These results indicated a need of destigmatization about disability especially physical disability in the society.

Attitude; Empathy; Disability; ATDP; Social psychology.

1. Introduction

Disability is described as a physical or a mental health condition which hampers an individual's capacity to carry out day-to-day activities. As per WHO, it is estimated that the aggregate amount of persons with disabilities has already exceeded one billion ( WHO, 2011 ). In India, as per the 2011 Census, there are about 2.68 Crore people who are ‘disabled’ which is approximately 2.21% of the whole population ( Department of Empowerment of Persons with Disabilities, 2016 ; Verma et al., 2016 ). The condition of differently abled people, especially in developing countries like India, is distressing. Regardless the laws and protection provided by government and its agencies, there is an immense stigma associated with disability, and differently abled persons are still seen as dependent persons and are even denied of their basic human rights, including education, employment and movability ( Janardhana and Naidu, 2011 ). Sometimes, the families of disabled person deny that their family member is differently abled because of the fear of losing social status and reputation in society ( Janardhana et al., 2015 ). Basically, disability itself has become a ‘sin’ or ‘taboo’ in the Indian society. Further, there aren't even proper laws which allow disabled people to property rights. The social attitudes of citizens of the country have led to policies by policy makers which aren't favorable to the disabled section of the population.

It is a well-known that attitude has intertwined into the fabric of our daily lives and has become a vital element in the field of social psychology. Renowned social psychologist, Gordon Allport, had dubbed attitude as ‘the primary building stone in the edifice of social psychology’ ( Allport, 1954 ). Whereas, empathy is referred to as an emotional response to the perceived predicament of other person. It is viewed as the ability to experience similar emotions as that of the other person. Howbeit, it is crucial to note that empathy is the genesis that leads to attitude change. This change has become a necessity in our society especially towards certain individuals, groups or communities and thus, the present paper focuses one such group, that is, physically disabled persons. The aforementioned persons are viewed with negative attitude and apathy. In one research, the attitudes of pre-service teachers of Jordan and UAE towards persons with disabilities were explored. The findings exhibited negative attitudes of teachers towards disabled persons ( Alghazo et al., 2003 ).

Therefore, the current paper provides the perception of youth in terms of attitude and empathy towards physically disabled people. Thus, the present research is imperative for the destigmatization of the affected group which is still experiencing exclusion ( Morris, 1991 ) and is vulnerable in the society. Also, the need for modifications in the national policies for persons with disabilities (PWD) laid by the government of India is emphasized.

1.1. Attitude

The word ‘Attitude’ has been derived from the Italian word ‘Attitudine’ which means ‘Attitude, or Aptness’, but this word was originally adapted from the Latin word ‘Aptus’ which means ‘fit, or posture’. Attitude has multiple meanings, but in general, it has an orientation towards actions, or responses. Allport (1935) has defined attitude as, “a mental or neural state of readiness, organized through experience, exerting a directive or dynamic influence on the individual's response to all objects and situations to which it is related”. In the world of social psychology, attitude is used to predict the action of persons. Attitude is divergent from human behavior; this means, as stated by Leon Festinger (1954) that the individual behavior is hardly affected by their changing attitude. Further, attitude can be positive, negative or neutral. For instance, a person may believe that disabled individuals have low intelligence (negative attitude), or a person who practices the art of meditation is healthy (positive attitude).

Furthermore, it has three core dimensions which accumulate to form the well-known ABC model of attitude: Affect (feelings), behavior tendency, and cognition (thoughts). Each of these dimensions is interlinked to one another. These components are also known as the tri-component view (Eagly and Chaiken, 1993). The affective element involves emotional reactions; the behavioral element involves one's predisposition or intention to act in such way that it depicts his/her attitude; and the cognitive element showcases the beliefs and thoughts towards the object of attitude. This model has an underlying assumption: there should be consistency between feelings, beliefs and actions of a person. If a disturbance occurs, then it will lead to anxiety and tension and the individual will try to bring his/her system back to equilibrium. On the contrast, LaPiere inflicted in his study that cognitive and affective component do not always match with behavior ( LaPiere, 1934 ).

Nevertheless, attitude can be summed as evaluation of one's thoughts, beliefs and emotions towards the object or phenomenon, which may be dispositional, constructive or stable memory structures.

1.2. Disability

Disability occurs once in every normal individual's life. It can occur in anybody's old age, childhood, adulthood, or at birth. A person can be disabled for a lifetime or acutely for a short period. Generally, the term disability denotes any relatively chronic impairment of function. When someone is unable to perform one or more activities, which are generally accepted as necessary components of daily living such as self-care, social relationship and economic productivity, such condition is suggestive of disability ( The Japanese Society for Rehabilitation of the Disabled, 1988 ).

The WHO's World report on disability ( World Health Organization, 2011 / 2001 ) depicts disability as dynamic interplay between health conditions and contextual factors, both personal and environmental. In layman terms, the report portrayed disability as a phenomenon which hampers an individual physically, emotionally and mentally as well as socially in both private and public life. More specifically, it is a disturbance in the ‘bio-psycho-social’ model. The Government of India has defined disability as an existing difficulty in performing one or more activities, which are according with an individual's age, sex and normative social role, are generally accepted as crucial basic component of daily living, such as self-care, social relations and economic activity ( Government of India, Ministry of Welfare, 1986 ).

Basically, a person is labeled as a disabled or handicapped based on his/her appearance which is a stigmatized or stereotypical view of the society at large. Disabled persons are perceived as people who cannot perform daily tasks smoothly and such labeling is stamped on all types of disabled persons without knowing their disability. A disability can be cognitive, physical, metal, sensory, developmental, emotional, and at times mixture of few of these. A person can only be called disabled when s/he is unable to perform certain functions of his/her daily life.

1.2.1. Disability and psychology

In today's scenario, disability and psychology are assumed to go hand-in-hand. Disabled individuals go through a lot of discrimination and stigmatization in their routinely lives which causes a lot of mental damage and at times trauma. The World Disability Report ( WHO, 2011 ) has reported the following data on the same:

• • Negative attitude and behavior towards disabled persons causes negative consequences on disabled persons, such as low self-esteem and reduced participation.
• • Disabled persons are harassed for their disability thus, leading social avoidance.
• • Women with disability are less likely to get married to non-disabled person due to social judgement.
• • Kids with disabilities are unlikely to attend schools. Thus, experiencing limited opportunity for employment and decreased productivity in adulthood.
• • Households with a disabled member are more likely to experience material hardship, sanitation issues, accessibility issue with healthcare and so on.
• • Poverty increases the risk of disability.

In addition, disabled persons are rarely viewed in movies or televisions and if they are given a place in the entertainment media, then they are portrayed negatively in society which effects disabled person's self-perception, and also how they are perceived by other persons. Thomas (1999) had found that some disabled individuals internalise the negatively shown social values about disability or among their relationships with family, peers, professionals, or strangers.

1.3. Physical disability

Physical disability is a physical condition which affects the person's mobility, capacity, dexterity or endurance. It is related to the limitation that a person experiences which hampers the overall functioning of that individual. It is also cited as the incapacitation in an individual's physical or mental function resulting from pathological conditions as viewed and reacted within the socio-environmental context ( Safilos-Rothschild, 1970 ). Williams (1984) , Radley (1993) and Bozo (2009) have explained that people can make sense of their disabilities through the context of their personal biographies which in turn must be influenced by and tangled in with, the cultural values of the society in which they reside in. This statement clears that any disability is part of the function of the society which is failed to given recognition. Thus, terms like ‘disabled’, ‘special’, or ‘handicapped’ prevail to exist because they are not physically constructed, but also socially constructed. Nonetheless, physical disability has significant consequences on social relationships, mental health and well-being of a person. For instance, blindness limits a person's mobility and thus, the person is heavily inclined upon other people to finish his/her daily tasks. This causes the blind person to demand diverse things from others which makes him/her an object of ridicule. This affects the disabled person's social relationships and this person even questions his/her identity as a human being and also questions their sense of self.

Since physical disabled individuals are judged based on their appearance, they are viewed as a misfortune or even personal disasters. Consequently, these people react to such opinions by denying their existence and try to pursue their life as “normal” people. Many deaf people even try to hide their deafness by pretending to hear. But, there are some people who accept their physical disability and don't fall into hopelessness and despair and showcase their worth in the society. Yet, these persons are mocked for using their health condition as an excuse for privilege which is not so. Ludwig and Collette (1970) have pointed out that social isolation, economic and personal dependency affects the mental health of disabled persons. Overall, these factors affect their quality of life.

1.3.1. Categories of physical disability

The denotation of physical disability varies across countries and so thus the categorization of physical disability. The Government of India, Ministry of Social Justice and Empowerment, has provided with the following categorization of physical disability:

Physical Disability (as per the Rights of Persons with Disabilities Act, 2016)

• i. Leprosy Cured Person
• ii. Cerebral Palsy
• iii. Dwarfism
• iv. Muscular Dystrophy
• v. Acid Attack Victims
• i. Blindness
• ii. Low Vision
• ii. Hard of Hearing
• D. Speech and Language Disability

On the other hand, National Educational Association of Disabled Students (NEADS) of Canada has given a totally contradictory categorization of physical disability, that is,

Physical Disability (as per NEADS, 2005 )

• 1. Paraplegia
• 2. Quadriplegia
• 3. Multiple sclerosis (MS)
• 4. Hemiplegia
• 5. Cerebral palsy
• 6. Absent limb/reduced limb function
• 7. Dystrophy

In addition, International Classification of Disease, 10 th revision [ICD-10] ( Diagnostic Codes Related to Family Infant Toddler (FIT) Program, 2015 ; WHO, 1980 ) has provided with a list of codes which connote the health conditions under the category of Physical Impairment ( Table 1 ).

Table 1

ICD-10 Codes for Physical Impairments.

1.4. Empathy

Empathy has been procured from the German word, Einfühlung , which means “feeling into”. Empathy is referred to as an emotional response to the perceived predicament of other person. It is viewed as the ability to experience similar emotions as that of the other person. In positive psychology, empathy is studied along with egotism, and a balance in egotism and empathy is perceived to be a portal towards altruism, forgiveness and gratitude. Egotism infers to the motive that a person pursues either for personal gain or benefit through certain behavior ( Baumister and Vohs, 2007 ). Altruism is the behavior that is aimed at benefitting another person which can be invoked through personal egotism or empathic desire to help another person. Gratitude is the appreciation of the actions of another person and forgiveness is “a freeing from negative attachment to the source that has transgressed against a person” ( Thompson et al., 2005 ). However, renowned philosophers such as Aristotle (384-322 BC), Thomas Hobbes (1588–1679) or psychologists as Sigmund Freud (1856–1939) had debated whether empathy, or egotism, or both fuel prosocial human behavior.

Social psychologist, Batson et al. (2002) do not deny that certain forms of altruistic behavior can be exhibited by egotism, but they also believe that under some situations, egotism cannot be motivated for helping. Thus, he gave rise to the empathy-altruism hypothesis which explains that under some instances the desire of “pure” empathy is required for helping other individuals, not egotism. Piliavin and Chang have opined ( 1990 ), “There appears to be a paradigm shift away from the earlier position that behavior that appears to be altruistic must, under closer scrutiny, be revealed as reflecting egoistic motives. Rather, theory and data now being advanced are more compatible with the view that true altruism – acting with the goal of benefiting another – does exist and is part of human nature.”

In sum, human being don't only behave in particular ways just to attain benefits, but they also behave in peculiar ways just for the sake of helping individuals in their turbulent times and out of empathy.

1.4.1. Types of empathy

Empathy is significant in order to form and maintain different forms of social relationships, and also helps in the development of prosocial behaviors ( Roberts et al., 2014 ). However, empathy varies person to person, that is, empathy is categorized into two categories: cognitive and affective empathy. Cognitive empathy is the extent to which one successfully guesses someone's thoughts and feelings ( Wlodarski, 2015 ). This is more associated with visual perspective taking or complex mental challenges such imagining what the other person might be thinking. Also, greater cognitive empathy is known as empathic accuracy, where an individual has the precise knowledge of the contents of the other person's mind (also involves the feelings of that other person). On the other hand, affective empathy is inclined towards the emotional aspect of an individual. Hence, it is also called emotional empathy, which is sub-categorised into three components: i. emotional contagion (having the similar feeling as that of another person); ii. Personal distress (one's own feelings of distress in reaction to perceiving another's plight); and iii. Empathic concern/sympathy (the feeling of compassion towards another person). All of these accumulate to form emotional empathy. However, in social psychology, affective component of empathy is studied and shown more reliance than cognitive empathy as cognitive empathy might be linked to false consensus effects and other egocentric view of social psychology. For instance, in a study by Hynes et al. (2005) , found a differential role of the orbitofrontal cortex in affective and cognitive empathy. They saw that the medial orbitofrontal cortex was more engaged in affective empathy rather than cognitive empathy.

Furthermore, affective and cognitive empathy show possible differences in their executive functions. Executive function refers to a set of mental skills which is composited of working memory, self-control and flexible thinking. These skills are used on day-to-day basis such in planning, remembering, learning, or managing certain tasks. Miyake and colleagues (2000) have posited three subdomains of executive functions, that is, mental set shifting, inhibitory control, and information updating and monitoring. Each of these functions is stimulated by different brain regions to perform diverse functions, like attention. Also, both of these types are considered to be necessary for a successful social interaction to take place.

1.4.2. The biological evidence behind empathy

The foremost genetic hereditary of empathy was traced through twin studies. Studies have shown monozygotic twin correlations in the range of .22–.30 in comparison to dizygotic correlations with the range of .05–.09 ( Davis et al., 1994 ; Zahn-Wexler et al., 1992 ). Another study has showed the correlations of monozygotic and dizygotic adult male twins -.41 and .05, respectively ( Matthews et al., 1981 ).

Neural based studies have shown that the particular areas of the prefrontal and parietal cortices seem to be crucial for empathy ( Damasio, 2002 ). Bechara et al. (1996) have elaborated that any damage to the prefrontal cortex leads to impairment in the appraisal of emotions of other people. Neuroscientist, Giacomo Rizzolatti, the discoverer of mirror neurons, has said that “neurons could help explain how and why we….feel empathy” ( Winerman, 2005 ).

2. Objectives

• 1. To examine the attitudes among youth towards physically disabled persons.
• 2. To investigate the effect of empathy among youth towards physically disabled persons.
• 3. To study the relationship between attitudes and affective empathy among youth towards physically disabled persons.

3. Hypothesis

H1: There will be a significant difference between the attitudes of males and females towards physically disabled person.

H2: There will be a significant difference between the empathy of males and females towards physically disabled person.

H2: There will be a significant relationship between the attitudes and empathy among youth towards physically disabled persons.

H4: There will be a significant relationship between attitudes and the subtypes of affective empathy among youth towards physically disabled persons.

4.1. Design of the study

This study followed quantitative design. Further, the design of the study adopted is between group designs, more specifically, two-randomized-group design. Furthermore, this study administered ‘Attitudes Toward Disabled Persons Scale’ to measure attitude and ‘The Toronto Empathy Questionnaire’ to measure empathy. Descriptive statistics, Independent sample t-test and Pearson's Correlation were used to analyse the responses. Gender (Male and Female) was the independent variable, whereas attitude and empathy towards physically disabled persons were dependent variables.

4.2. Sample

The present study comprises 100 participants. The sample taken was the Indian youth under the age range of 18–25 years old, residing in India. The sample was divided into two parts: Males (50%) and Females (50%). The responses were taken from various social networking sites like WhatsApp, Facebook, Instagram through the distribution of questionnaires from Google forms. Purposive sampling was used to collect the data.

In addition, a priori power analysis was conducted using G∗power3 ( Faul et al., 2007 ) to test the difference between two independent group means using a two-tailed test, a large effect size (d = 2.1), and an alpha of .05. Result showed that a total sample of 10 participants was required to achieve a power of .80. This sample size was required in the case of Attitude.

Likewise, another priori power analysis was conducted in the case of Empathy using G∗power3 ( Faul et al., 2007 ) to test the difference between two independent group means using a two-tailed test, a large effect size (d = 0.9), and an alpha of .05. Result showed that a total sample of 42 participants was required to achieve a power of .80. Thus, our proposed sample size of 100 was adequate for the objectives of this study.

4.3. Measures

Two scales were utilized in this study to examine the attitude of youth towards physically disabled persons, and their empathy towards them. Firstly, the scale for attitude was ‘Attitudes Toward Disabled Persons Scale’ (ATDP), which was given by Yuker, Block and Younng (1970). This scale has three different forms: ATDP-O, ATDP-A and ATDP-B. However, for the current study, ATDP-O was utilized. The ATDP-O Scale consists 20 statements to which the participants choose from Strongly Agree to Strongly Disagree, using a six point Likert Scale. The administration of this questionnaire takes up to 15 min. The reliability was this scale was established through four means: test-re-test, parallel, split-half test, and covariance of test items. ATDP has an average reliability coefficient of .80 ( Yuker and Block, 1986 ). Further, the content validity of this scale was established through literature view, and item analysis. The criterion and construct validity was made by comparisons with other attitude scales. Scores for the ATDP-O Scale ranged from 0 to 120. The interpretation of the scores depends on the perception of respondents, that is, whether they perceive disabled persons as same as non-disabled persons or not.

Secondly, the scale for empathy utilized was ‘The Toronto Empathy Questionnaire’ (TEQ) which was given by Spreng et al. (2009). TEQ Scale is a questionnaire made to measure empathy with a focus on the emotional component, and consists of 16 items. However, the cognitive component for this scale was mutually exclusive. The scale has a good internal consistency of .87, and depicted high test-retest reliability of .81. Also, the convergent validity was good in comparison to other self-report empathy scales. Since this scale is a 5-point rating scale, the scoring for all the items was direct (Never = 0, Rarely = 1, Sometimes = 2, Often = 3, Always = 4), except for items 2, 4, 7, 10, 12, 14, and 15, in which the scoring was reverse. High scores indicated high level of self-reported empathy with the range of scores between 43.46 to 44.45 for males, and 44.62 to 48.93 for females.

4.4. Procedure

The ATDP-O and TEQ questionnaires were made on Google Forms and were distributed online through various social networking applications like WhatsApp, Facebook and Instagram, and via e-mail. The participants were mainly young individuals under the age range of 18–25 years old, and purposely University students were approached through virtual media as they met the required sample criterion which was of interest for this study. The sample was assured that their reactions would be kept confidential and all the data was recorded respectively. Later, the participants were debriefed after they finished the questionnaire. The scores of the respondents were then uploaded on SPSS and their scores were analyzed through Descriptive Statistics, Independent sample t-test and Pearson's Correlation, and the results were obtained.

4.5. Approving Ethical Committee

The present research was approved by the Department of Applied Psychology, Shyama Prasad Mukherji College of Women, University of Delhi.

The current study investigated the attitudes and empathy of youth towards physically disabled persons. Furthermore, the gender differences were examined in this study. The study involved a sample of 100 individuals, that is, 50 males and 50 females in the age range of 18–25 years. Purposive sampling was the sampling techniques used in this study. The responses attained were uploaded on SPSS software and descriptive statistics, independent sample t-test and Pearson's correlation was applied on the responses. Gender (male and female) was the independent variable, and attitude (ATDP – Attitude towards Disabled Persons) and empathy were the dependent variables. Finally, the results were obtained which are elaborated below.

5.1. Attitudes of youth towards physically disabled person

For the first hypothesis, the findings revealed that there was no statistically significant difference in the attitudes of males (M = 60.24; S.D. = 1.315) and females (M = 62.86; S.D. = 1.131) towards physically disabled persons, t (98) = -1.06, p = .288.

In support for the finding, we observed that female showed negative attitude towards physically disabled persons, with the mean of 62.86 which is below than the given female mean of 75.42 (as given in the ATDP [FORM-O] manual). Further, males also had negative attitude towards physically disabled persons with the mean of 60.24 which is below than the given male mean of 72.80 (as given in the ATDP [FORM-O] manual). However, this finding also exhibits that although no significant difference between Genders was found, but it was because both had negative attitude towards physically disabled individuals (one-directional). The finding for H 1 is given in Table 2 .

Table 2

Descriptive Statistics and t-value of ATDP (Attitudes towards Disabled Persons) among youth.

5.2. Empathy of youth towards

The outcome for third hypothesis showed that there was no statistically significant difference in the empathy of males (M = 45.50; S.D. = 6.81) and females (M = 46.14; S.D. = 7.03) towards physically disabled person, t (98) = -.46, p = .645.

The result can be supported by noting that the mean range given by Toronto Empathy Questionnaire is 44.62–48.93 for females, and for males, the mean range is 43.46–44.45. Thus, the empathy result of this study was in between the given mean range, that is, females was 46.14 and males was 45.50 ( Table 3 ). Therefore, this finding showcases that although no significant difference between Genders was found, but it was because both were equally empathetic towards physically disabled people (one-directional). Interestingly, the mean of male (45.50) was higher than the given mean range, depicting a good level of self-reported empathy is assumed uncommon in males in general. The result is shown in Table 3 .

Table 3

Descriptive Statistics and t-value of Empathy among youth.

5.3. Relation between attitudes and empathy

H3: There will be significant relation between the attitudes and empathy among youth towards physically disabled persons.

The findings for this hypothesis displayed strong and positive correlation between attitudes and empathy among youth towards physically disabled persons, r = .305, n = 100, p = .002, which is depicted in Table 4 .

Table 4

Correlation between ATDP (Attitudes towards Disabled Persons) and Empathy among youth.

∗∗p < .01.

5.4. Relation between attitudes and subtypes of affective empathy

H4: There will be significant relation between attitudes and the subtypes of affective empathy among youth towards physically disabled persons.

In the last hypothesis, it was found that there was significant relation between only two subtypes of affective empathy and attitudes among youth towards physically disabled persons, that is, between emotional contagion and ATDP (r = .254, n = 100, p = .011; p < .05), and between sensitive behavior and ATDP (r = .290, n = 100, p = .003; p < .01). The result is given in Table 5 .

Table 5

Correlation between ATDP (Attitudes towards Disabled Persons) and Subtypes of Affective Empathy among youth.

∗p < .05.

6. Discussion

The goal of this study was to explore the attitudes and empathy of youth towards physically disabled persons. Attitudes are viewed as a desired or undesirable appraisal towards a particular object, phenomenon, person, or situation. Such an appraisal comes from the established beliefs, emotions, and behavior towards the object, phenomenon, person, or situation. The attitudes of youth today are mix, with some conservative and some liberal attitudes towards different concepts in life like disability. However, such forms of attitudes can be seen especially among the Indian youth, since the study includes sample of Indian youth. Nevertheless, such attitudes can also be seen in different parts of the world as well, although the youth in developed countries are assumed to be open minded, but the case is opposite of the assumption with people having mixed attitudes – some conservative, some liberal, and some neutral attitudes.

Since the study examines the attitudes of youth towards physically disabled persons, it is necessary to know the perception of people towards disability in general. As per Article 1, Convention on the Rights of persons with Disability, disability is recognized as a “long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may impede their complete and effective contribution in society on an equal basis with others”. Finkelstein (1980) has told that countries where division of classes exist, in such societies, disabled persons are looked upon as a misfortune to both the family and the person suffering from disability itself. Moreover, physically disabled person suffer the most especially in Indian society ( Bhat, 1963 ). She says that in some tribes, children with physical disability were killed at birth, and in urban cities, the concept of infanticide, that is, killing a child at birth, was practiced, especially in Asia, Africa, Oceania, and America because of their detected physical disability. Also, UNICEF has told that a disability becomes problematic when people in the society hold problematic attitudes and create environmental barriers for them.

Another crucial concept that was studied in this research was empathy towards physically disabled persons. Empathy means to understand and share the emotions of another person as if it is your own feelings. Empathy is of two types mainly: affective and cognitive empathy. The former taps the emotional empathy within the person, whereas the latter taps a person's thoughts and feelings of another person. In general, people look at any individual with disability with pity, which is basically sympathy. People think that a person with disability cannot carry out most of the life tasks, and they also are sensitive in nature. Such assumptions are false because people who are disabled, let it be physical disability can carry most of the task on their own and they are normal individuals like non-disabled persons. But, due to the lack of empathy in our society, a stigma and discrimination towards disabled pupil still prevails. Further, this study leaned more towards affective empathy, although cognitive empathy was mutually exclusive in some items of the questionnaire used (Toronto Empathy Questionnaire). The current research also used a well-known questionnaire, namely, ‘Attitudes Toward Disabled Persons’ (ATDP) Scale ( Yuker et al., 1960 ). This study used purposive sampling to attain the desired population, that is, youth, and applied descriptive statistics, Independent samples t-test and Pearson's correlation on the respective responses.

Moreover, gender differences in attitudes and empathy of youth were explored. However, no significant difference was found in the attitudes of male and females towards physically disabled persons (H 1; t = -1.06). Similarly, no significant difference was present in the empathy between males and females towards physically disabled persons (H 2; t = -.46). This is because of certain cultural factors present in our society and also because certain males and females look at disabled people with equality rather than inferior to them ( Tamm and Prellwitz, 2001 ). In a country like India, disabled individuals are seen as vulnerable and burdensome. Such an ideology arises from the Indian scriptures and folklores which has been passing on from one generation to another, and still prevails in the modernized society where laws and benefits exist for any disabled person. In India, a term called ‘Charak Sinhala’ exists which means that diseases or any sort of misfortune exists due to the result of misdeed in the previous life ( Mukherjee and Wahile, 2006 ). Even though we live in a rapid world of development and advancement, yet such ideology exists in the minds of youth today. Thus, due to such mind-sets in both the genders, getting a difference in their attitudes became difficult.

In addition, on the basis of review of literature, it was assumed that females would hold a positive attitude towards physically disabled persons (H 1 ). Contradictory, the result came out to be negative in both females as well as males, that is, no significant difference between the two genders. Similarly, Wilson and Scior (2013) did a review of past literatures on the attitudes of physical and intellectual disabilities. They found that most of the studies depicted males and females having negative attitude towards physically disabled persons. They also mentioned that it was due to the implicit attitudes of non-disabled people. Implicit attitude refers to the unintentional introspection of one's personal past experiences which mediate in favourable or unfavourable response (feelings, thoughts, behavior) towards a social object - person, thing, situation, or any phenomenon ( Greenwald and Banaji, 1995 ). Furthermore, in developing countries like India, there are several factors due to which a negative attitude has been created in the minds of youth. For instance, the superstitious traditions which still view physically disabled persons as a sin, and therefore, at times, subject disabled individuals to various detrimental treatments ( Sengupta, 1996 ). Also, prevention of physically disabled person to participate in social gathering by families, or the lack of education or employment opportunities towards the disabled sector ( Kalyanpur, 2008 ) have created a narrow mind-set in the young minds that the disabled people are more of a burden to the society than an asset itself.

Likewise to the previous hypothesis, another hypothesis was tested in this study to see whether females were more empathetic than males or not towards physically disabled persons (H 2 ). Fortunately, the findings although non-significant depicted that females and males were equally empathetic towards physically disabled people, though females slightly more empathetic than the latter. This is because girls seemed to be more sensitive and social when it comes to approaching people with disability ( Georgiadi et al., 2012 ). Also, in the present research, it was checked whether there was any significant relation between the attitudes and empathy among youth towards physically disabled persons (H 3 ). The result for this hypothesis came out to be true that there was a significant relation between the attitudes and empathy of youth towards physically disabled persons (r = .305). This means that the more empathy in a person, the more positive attitude of a person towards physically disabled persons and vice versa. Such a finding was found in another study where empathetic activities applied on nursing students in order to make their attitudes positive towards disabled persons ( Geçkil et al., 2017 ). Lastly, a statistically significant relation was tested between attitudes and subtypes of affective empathy among youth towards physically disabled persons (H 4 ). Surprisingly, the result came out be positively correlated to two subtypes of affective empathy, that is, emotional contagion and sensitive behavior. This result was interesting because some items in both the types had aspects of cognitive empathy. Emotional contagion refers to the tendency of a person to mimic and coordinate the facial expressions, vocalizations, postures, and movements with those of another individual ( Hatfield et al., 1994 ). Basically, someone's triggering of certain emotions and behaviors in other person. Whereas, sensitive behavior refers to ‘assessment of emotional states in others by indexing the frequency of behaviors demonstrating appropriate sensitivity’ ( Spreng et al., 2009 ). Both of these subtypes tap not only affective empathy, but also the thoughts and feelings of other person, that is, cognitive aspect of empathy. This showcases empathy plays a crucial role in the attitude of youth towards physically disabled persons.

Finally, the physically disabled sector of the Indian population have various unmet challenges which needs to be tackled which will help to change the attitude of youth, and alleviate their empathy towards them: the necessity to eliminate attitudinal deterrents among communities ( Janardhana and Naidu, 2012 ); the necessity to provide disabled friendly infrastructures in schools and to train teachers to provide optimal support to disabled students; the necessity to embrace a down to top approach when it comes to policy design.; the necessity to monitor and promote service outreach for disabled people below district level ( Pinto and Sahur, 2001 ); and others. Thus, an effective and extensive strategy is urgently needed by the disabled section of India which empowers them at all levels and makes them feel more accepted in the society.

7. Limitation

The study had some limitations. First, data collection became difficult due to the sudden enforcement of lockdown because of COVID-19 in the nation. Therefore, the data had to be accumulated through virtual media. Secondly, complete responses were not provided by the participants in the questionnaire which led to discarding of participants and re-sending of questionnaires to new subjects. Third, cognitive empathy was not fully tested, although some aspects of it were present in certain items of the Toronto empathy questionnaire. Fourth, data of physically disabled persons was not included. Finally, the study can be improved by increasing the number of subjects for more generalized results.

8. Future implications

The results from this study indicates that attitude plays a significant role in creating a specific impression of a person in the society especially physically disabled persons who are seen with negative attitudes and vulnerability, and also a need for empathetic people in the society. A change in the attitudes of people in the system of the society is the need of the hour. The Ministry of Social Justice and Empowerment, Department of Empowerment of Persons with Disabilities can use the findings of this study to understand the gap that exists in the implementation of the policies in diverse organizations, therefore understanding the current conditions of physically disabled persons and take necessary actions to create awareness of disability in general, and how disabled people are a valuable asset to the nation rather than misfortunes. Corporate sectors can utilize this study to understand the stigmatization and discrimination of physically disabled persons due to negative thoughts and beliefs at an organizational level, and the need for attitude-empathy intervention among employees to change their attitudes (negative if present) towards physically disabled persons into a positive one. Also, this study can be used in schools and universities in order to create positive attitudes and sensitization among students of all ages towards disabled persons and make them more empathetic as the students will be future of tomorrow.

9. Conclusion

The findings of this research provided a deeper understanding in attitude and empathy of youth towards physically disabled persons. The insights of the study showed how physically disabled people are still seen as crippled, or disadvantaged by the current youth which was surprising because we live in a world where we have accepted other communities like LGBTQ, yet the youth feels uncomfortable when it comes to disabled people. However, they are becoming more accepting with time as it was visible through the results of empathy. Still, awareness and interventions at different sectors of the society is required to normalize disability in our society.

Declarations

Author contribution statement.

Naveli Sharma: Conceived and designed the experiments; Performed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.

Virendra Pratap Yadav: Conceived and designed the experiments; Analyzed and interpreted the data.

Aashima Sharma: Analyzed and interpreted the data.

Funding statement

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Data availability statement

Declaration of interests statement.

The authors declare no conflict of interest.

Additional information

No additional information is available for this paper.

Acknowledgements

The authors appreciate the involvement of participants in the study.

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Guidelines for writing about people with disabilities.

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Words are powerful.                                                                        

The words you use and the way you portray individuals with disabilities matters. This factsheet provides guidelines for portraying individuals with disabilities in a respectful and balanced way by using language that is accurate, neutral and objective.

1.  Ask to find out if an individual is willing to disclose their disability.

Do not assume that people with disabilities are willing to disclose their disability. While some people prefer to be public about their disability, such as including information about their disability in a media article, others choose to not be publically identified as a person with a disability.

2.  Emphasize abilities, not limitations.

Choosing language that emphasizes what people can do instead of what they can’t do is empowering.

3. In general, refer to the person first and the disability second.

People with disabilities are, first and foremost, people.  Labeling a person equates the person with a condition and can be disrespectful and dehumanizing. A person isn’t a disability, condition or diagnosis; a person has a disability, condition or diagnosis. This is called Person-First Language.

4.  However, always ask to find out an individual’s language preferences.

People with disabilities have different preferences when referring to their disability.  Some people see their disability as an essential part of who they are and prefer to be identified with their disability first – this is called Identity-First Language. Others prefer Person-First Language. Examples of Identity-First Language include identifying someone as a deaf person instead of a person who is deaf , or an autistic person instead of a person with autism .

5.  Use neutral language.

Do not use language that portrays the person as passive or suggests a lack of something: victim , invalid , defective.

6. Use language that emphasizes the need for accessibility rather than the presence of a disability.

Note that ‘handicapped’ is an outdated and unacceptable term to use when referring to individuals or accessible environments.

7.  Do not use condescending euphemisms.

Terms like differently-abled , challenged , handi-capable or special are often considered condescending. 

8.  Do not use offensive language.

Examples of offensive language include freak, retard, lame, imbecile, vegetable, cripple, crazy, or psycho.

9.  Describing people without disabilities.

In discussions that include people both with and without disabilities, do not use words that imply negative stereotypes of those with disabilities.

10.  Remember that disability is not an illness and people with disabilities are not patients.

People with disabilities can be healthy, although they may have a chronic condition such as arthritis or diabetes. Only refer to someone as a patient when his or her relationship with a health care provider is under discussion.

11.  Do not use language that perpetuates negative stereotypes about psychiatric disabilities.

Much work needs to be done to break down stigma around psychiatric disabilities. The American Psychiatric Association has new guidelines for communicating responsibly about mental health.

12.  Portray successful people with disabilities in a balanced way, not as heroic or superhuman.

Do not make assumptions by saying a person with a disability is heroic or inspiring because they are simply living their lives. Stereotypes may raise false expectations that everyone with a disability is or should be an inspiration. People may be inspired by them just as they may be inspired by anyone else. Everyone faces challenges in life.

13.  Do not mention someone’s disability unless it is essential to the story.

The fact that someone is blind or uses a wheelchair may or may not be relevant to the article you are writing.  Only identify a person as having a disability if this information is essential to the story. For example, say “Board president Chris Jones called the meeting to order.” Do not say, “Board president Chris Jones, who is blind, called the meeting to order.”  It’s ok to identify someone’s disability if it is essential to the story. For example, “Amy Jones, who uses a wheelchair, spoke about her experience with using accessible transportation.”   

14.  Create balanced human-interest stories instead of tear-jerking stories.

Tearjerkers about incurable diseases, congenital disabilities or severe injury that are intended to elicit pity perpetuate negative stereotypes.

People First Language and More, Disability is Natural !

Guidelines: How to Write and Report About People with Disabilities, and “Your Words, Our Image ” (poster), Research & Training Center on Independent Living, University of Kansas, 8th Edition, 2013.  

Mental Health Terminology: Words Matter and “Associated Press Style Book on Mental Illness, ” American Psychiatric Association, 2013.  

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Act: Inspiration

Accessibility and resilience: rebuilding a society for all bodies and needs.

By Andrei Mihail , originally published by Resilience.org

April 13, 2022

Resilience is the capacity of a system to bounce back to a previous state after a disturbance. A key concept present in many works focusing on it is the role diversity plays. A diverse system has inherent fail-safes, alternatives and redundancies which allow it to better tolerate disturbances and crisis situations. And to brave the challenges of the Anthropocene, we need to foster and protect diversity – not just in natural ecosystems but in our society as well. Yet due to our mistaken perception of disability, we isolate and devalue people that diverge from what is considered a “normal” human.

What is disability? There are multiple ways to look at it. The medical model views disabilities as wrongs to be fixed, disability means impairment. The social model goes further and looks at the wider picture: disability is seen as the interaction between people’s impairments and social barriers.

Let’s picture a person unable to use stairs. If we view disability through a strictly medical lens, we will focus on giving the person the ability to climb them through various medical and technological procedures. In contrast, the social model looks at the lack of alternatives to stairs, which is the real barrier. Advocates would focus their resources on building ramps, elevators and so on. The impairment is still there but is no longer disabling – the individual can function with autonomy and dignity.

There are many creative approaches to making society more accessible. And when we strive for an accessible society, we uncover many possibilities for climate change mitigation and adaptation. I will return to this point in a second, but I want to make clear why disability and climate change are related.

First, we live in a deeply inaccessible society, and despite some considerable progress in disability rights and challenging existing biases, there are still deep-rooted issues. Disabled and differently abled people are still frequently physically barred from places needed for personal development, political participation, and entertainment. From cinemas and townhalls to schools and workplaces, too many spaces are not designed for anything but a “normal” person. The inaccessibility of society in the context of a changing climate creates an existential risk for us.

Given the structural devaluation of disabled lives, the different material needs, the links to poverty and isolation and the frequent lack of government foresight, it’s easy to see why we are significantly more vulnerable to natural disasters and supply chain disruptions. Whenever a catastrophe happens, the victims will be disproportionately disabled people. They are ignored during warnings, left behind during evacuation attempts, and neglected during relief efforts.

There are countless examples of governments and humanitarian NGOs failing to accommodate the unique needs of blind, deaf, immobile, neurodivergent and otherwise disabled people. Whether we look at the lack of interpreters during Hurricane Katrina evacuation efforts or the treatment of disabled climate refugees, governments happily ignore the needs of disabled people – be they citizens or not.

The COVID pandemic gave many politicians and celebrities the chance to make official what disability activists have been saying for ages. They touted, loud and clear, that only the vulnerable are at risk of losing their lives. This narrative shows the complete disregard, or even contempt, for the safety of the vulnerable population, which includes the immunocompromised, the elderly and those with pre-existing conditions. While people with learning disabilities were being given blanket Do Not Resuscitate orders in the UK during the first wave of the pandemic, others were protesting to end the lockdown early to get haircuts or massages. Medically vulnerable and socially considered disposable, disabled people and their allies have no choice but to organize, self-advocate and fight back.

We must recognize the many forms of oppression which, through their origins, history, and interactions gave rise to (and maintain) the existing ecocidal, ableist, white supremacist, patriarchal, colonial system. If our climate activism is genuinely radical, if it wishes to transform society on the fundamental level and ensure a better future for all, then it must recognize the ways in which climate change, disability and other forms of opression interact. It must fight ecoableism and lift the voices of disabled leaders.

Ecoableism is when our approaches to environmental activism end up hurting disabled people. It is ‘a failure by non-disabled environmentalists to recognize that many of the climate actions they’re promoting make life difficult for disabled people’. There is a need for constructive dialogue rather than punishing those engaging in it.

A good example of ecoableism: bike lanes. Many car-free routes have barriers designed to stop motorbikes. The “ableist” part becomes clear when you consider that many disabled people would still want to use them, but must use nonconventional bikes, frequently harder to maneuver, such as recliners or wheelchair hand bikes. Moreover, city planners admit that a determined person can still maneuver through the barriers with a motorcycle, while for some modified bicycles, this is simply impossible.

Up and over – cycle barrier in Greenwich Park This file is licensed under the Creative Commons Attribution-Share Alike 2.0 Generic license. Attribution: Stephen Craven https://commons.wikimedia.org/wiki/File:Up_and_over_-_cycle_barrier_in_Greenwich_Park_-_geograph.org.uk_-_951419.jpg

Glucose monitor applicator wrapping, author supplied.

I hope I made it clear that the needs of disabled people vary. Like all people, individual access needs to change from individual to individual. By restructuring both our societal values, our mindsets, and our economies to fight climate change, we have the unique chance to design novel support systems and supply chain structures able to cater to varied individual needs, including those of disabled people. This unique chance will build resilience within our communities by ensuring everyone’s needs are met, fostering social cohesiveness and increasing participation.

An inaccessible society strangles itself. It stops people with unique talents and skills from participating in the problem-solving and decision-making processes. An accessible one will have more diversity in its approaches, more perspectives to see the world from. Our means to achieve this must be different from forcing disabled people into poverty by cutting benefits when there is a worker shortage, as done with the American “incentive model.” We need to provide an environment where everyone can participate in activities which are both fulfilling and necessary for society, not force people into dead end jobs where their needs are not accounted for using poverty as a threat.

Moreover, accessibility is good for everyone. We will all benefit from a less judgmental, more empathetic society. While wheelchair users need ramps, they also benefit the elderly, injured people and people with strollers. Remote working benefits the disabled primarily, but by reducing commute requirements, it improves overall work-life balance and helps fight climate change by reducing the need for individual cars and putting less pressure on public transport systems.

Importantly, anyone can become disabled. The already ongoing climate emergency is increasing the frequency and intensity of natural disasters and increasing the risk of diseases. This means that building strong, flexible and resilient healthcare and support systems is a vital climate adaptation goal.

Life as a disabled person is not easy. But beyond the “inspiration porn” designed to make abled people feel better about their own suffering, there are important lessons to learn regarding both personal perseverance and community building. The green transition offers an unprecedented chance to both rebuild physical infrastructure and change social norms.

By joining the forces of the disability rights movement and environmental activism and using the hard learned lessons of both we can strive to dismantle existing systems of oppression and build a new society where accessibility, resilience, and sustainability are fundamental values, rather than afterthoughts.

https://ncd.gov/publications/2005/09022005 National Council on Disability on Hurricane Katrina Affected Areas II

https://www.tandfonline.com/doi/full/10.1080/09687599.2019.1655856 Seeking a disability lens within climate change migration discourses, policies and practices

https://link.springer.com/article/10.1007/s10584-013-1011-1 Simulations of Hurricane Katrina (2005) under sea level and climate conditions for 1900

https://www.greenpeace.org.uk/news/disability-environmental-movement-exclusion/?%24Version=0 For disabled environmentalists, discrimination and exclusion are a daily reality

https://www.theguardian.com/world/2021/feb/13/new-do-not-resuscitate-orders-imposed-on-covid-19-patients-with-learning-difficulties Guardian: Fury at ‘do not resuscitate’ notices given to Covid patients with learning disabilities

https://www.ncd.gov/publications/2006/Aug072006 The Impact of Hurricanes Katrina and Rita on People with Disabilities: A Look Back and Remaining Challenges

https://www.washingtontimes.com/news/2005/oct/5/20051005-095340-4787r/ katrina on deaf people

https://www.webofscience.com/wos/woscc/full-record/WOS:000413842300001?SID=D3PWMUgbz6A5Rf9LjdQ Factors Associated with the Climate Change Vulnerability and the Adaptive Capacity of People with Disability: A Systematic Review

Teaser photo credit: New Orleans : Wheelchair with flood damaged possessions on curb as trash. Own work Infrogmation . Permission is granted to copy, distribute and/or modify this document under the terms of the  GNU Free Documentation License , Version 1.2 or any later version https://commons.m.wikimedia.org/wiki/File:HollygroveJan1106Wheelchaircurb.jpg

Andrei Mihail

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“Development can only be sustainable when it is equitable, inclusive and accessible for all. Persons with disabilities need therefore to be included at all stages of development processes, from inception to monitoring and evaluation.” Ban Ki Moon

The Context

People who are differently abled perceive the world quite differently from those without them. Their experiences, joys, difficulties, and more might find similar patterns with others but it would be true to say here that their journey toward independent living is filled with difficulties unimaginable for most of us. What can we do in such a case? Enrollments in online skill development courses are one way to go about it.

We can support them while they build their own bridges to get where they want to be. Sometimes, being a fully supporting character in someone’s life is more than enough.

What does Disability mean in India?

The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act was approved by the Indian government in 1995. According to the Act, a person who qualifies as “disabled” has at least a 40% handicap, as determined by a medical authority. Such a person is also called PwD, a Person with Disability.

Additionally, there are various frameworks that are now utilised in India to describe and define disability. The United Nations Convention on the Rights of Persons with Disabilities was ratified by the Indian government.

In October 2007, (UNCRPD), according to Article 1 of the Convention, “Persons with disabilities include individuals who have long-term physical, mental, intellectual, or sensory impairments that, when combined with other factors, may prevent them from fully and effectively participating in society on an equal basis with others.”

As a result, disability is not viewed as a distinct medical illness but rather as the result of interactions between a person’s health and their environment in general.

In India, there were over 22 million people with disabilities, which is about 2.13 percent of the population, according to the Census of 2012. This encompasses those who have physical, mental, or communicative difficulties. Nevertheless, the 2009 World Bank Report estimates that there are about 6% of disabled people in India. To top it off, the World Health Organization estimates that 10% of the population is affected. 

Disability is a complicated phenomenon, making it difficult to precisely estimate its prevalence through a national survey. Given these difficulties, it is not unexpected that there is disagreement over the best ways to quantify handicaps, leading to a range of numbers.

Value Proposition of Including People with Disabilities in the Workforce

Despite having a sizable population, PwDs are rarely regarded as the nation-state’s productive human resource. National states sometimes disregard the relationship between disability and poverty, which creates a vicious cycle in which people with disabilities and their families are more likely to be poor than the general population because they have fewer opportunities to earn money and higher expenditures.

The talent, hard work, and potential of PwDs in India are mostly unrealized, underutilized, or underdeveloped. Additionally, the employment and education rates for people with disabilities are significantly lower than those of other people.

PwDs are one of the poorest populations in India since there are fewer options for them to make money and more expenditures to cover. Even though work prospects have risen over the past 20 years and India’s GDP grows by an average of 6.3% percent , the employment rate for people with disabilities actually decreased.

Many not-for-profit organisations working in tandem with the rising needs of the Government of India and the nation, have been trying to skill the Indian youth from underprivileged sections to prepare them better for employment opportunities, and online skill development courses are high on their agenda.

Suggestions for the Private Sector

So how can the private sector rise up and make their workplace more diverse and representative of different communities?

According to the PwD Act 1995, the Government of India will provide incentives to the public and commercial sectors to encourage the hiring of people with disabilities. However despite the incentive program’s passage, 13 the outcomes need major improvements.

To evaluate current incentive programmes and develop new ones that will encourage the hiring of handicapped people in the commercial sector, the private sector’s engagement, in especially the business world, requires considerably more creativity and should ideally go beyond simple incentives like tax breaks and Provident Fund payments, etc. 

Creating accessibility in the workplace, and providing assistive technology, gadgets, personal attendants, etc. are just a few examples of improvements and concessions that might be made to the workplace to support and promote employment for PwDs.

It’s a great idea to hold private meetings with corporations and business groups, together with an executive decision-maker, to discuss how they might help PwDs have a better quality of life. Create a composite livelihood plan as a pilot project, and appoint an impartial committee to oversee it. The committee should have suitable representation from PwDs, business entities, the government, and civil society.

Some Points for Urban Livelihoods, Self Employment and Entrepreneurship

A good starting point would be to Include the interests and needs of the differently-abled as a vulnerable group in new or current poverty reduction programmes to provide chances for livelihood (wage and self-employment) for those living in urban areas, particularly slums and from lower socioeconomic backgrounds.

Also, create incentive programmes (such as exemptions from sales tax, VAT, excise tax, and service tax) for disabled business owners, companies that employ more than 50% of disabled people, and companies that produce assistive technology or gadgets for people with disabilities.

Points for Rural Livelihoods

Under major government initiatives, like the Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA) which already includes provisions for PwDs, disability-specific sub-programmes might be launched. Disability audits should be conducted on a regular basis to make sure the programme is effective for the handicapped community. These will highlight the creases and assist in determining the best tactics for ironing them out.

Additionally, campaigns may be launched to raise awareness of the rights granted to the disabled under the programme.

In order to guarantee that the National Rural Livelihood Mission (NRLM) is inclusive with a provision for reasonable accommodations/adjustments, there should also be an extra focus on vulnerable groups like women with disabilities, etc., ensuring that 3% of the target population benefits from the scheme, and have regular reviews undertaken to determine the impact of the programme on the livelihood patterns of PwDs.

There are many young girls and boys who are differently-abled and can do a lot better in their professional careers and lives overall if provided the much-needed support like giving them an environment to learn new and old things 360 degrees. Online skill development courses with their advancements, especially after the pandemic, can work wonders for them too.

India indeed has a lot of work to do for the upliftment of the differently-abled.

The differently-abled must educate themselves on the newest technology of the day if they want to live a full life– a life filled with love, care, respect, dignity, and contentment. The job market’s increasing need for these abilities can keep them in demand and help them integrate into society.

Smile Foundation and Inclusive Livelihood

Smile Foundation through its livelihood programme, STeP (Smile Twin e-Learning Programme) is employing all its human and technical resources towards skilling the Indian youth from lower-income families for better employment opportunities.

Inclusive skill development is the programme’s next logical step towards broadening the scope of our livelihood-related work. Become an active agent for the nation’s economic progress aligning your CSR activities with our livelihood programme. Learn more here !

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12 Social Work with Persons with Disabilities

Emily E. Clarke, BSW and Megan R. Westmore, LMSW

Learning Objectives

In this chapter the student will be reviewing:

• Overview of disabilities and type of disabilities.
• Ableism and strategies for addressing its effects on clients.
• Common issues for disability social workers.
• Overview of American with Disability Act.

Disability and Language

Using respectful language is one of the easiest things social workers can do to build rapport with clients and help create a safer environment for services. It’s also an area that takes work! Language is constantly evolving, and throughout your career as a social worker, you will need to keep up to date with the current, best language to use with a variety of clients. When it comes to your clients with disabilities, there are several language choices to consider. Often people use a lot of euphemisms to refer to disabilities. Euphemisms are words that are substituted into conversations because they are supposedly less harsh or unpleasant. Common euphemisms for disabilities are “special needs,” “differently abled,” and “challenges.” For the most part, advocates with disabilities recommend using the term “disability” rather than any of these euphemisms. After all, “disability” is not a bad word. But even for those who use the term “disability,” there are a couple different options to choose from.

For a long time, the gold standard in the disability field was person first language . As the name implies, a person’s first language emphasizes the personhood of the individual you are talking about and suggests that disability is just one part of a person’s identity (Dwyer, 2022). For example, rather than saying “a disabled person,” you would say “a person with a disability.” Instead of talking about “the Down Syndrome woman,” you would say “the woman with Down Syndrome.” For many individuals, a person’s first language is considered the most respectful choice.

Other people with disabilities prefer identity first language . These advocates stress that disability is an important and valuable part of a person’s identity, and there is nothing disrespectful or wrong about putting disability first (Dwyer, 2022). As an example, someone who was diagnosed with autism spectrum disorder may prefer to be called “autistic” rather than “a person with autism.”

So, if some people prefer identity first language and others prefer person first language, which should you use? Ultimately, the best option is to ask your client which language they prefer. People with disabilities are the experts in their lives, bodies, and experiences, and they get to make all decisions about their care, including about what language should be used to refer to them. In this chapter, we will alternate between person first and identity first language.

One other note about language—keep in mind that some disabled people may use reclaimed terms. Reclaimed terms are words that historically have been considered offensive and have been used to speaking negatively about people with a particular identity. Individuals with these identities later reclaim the terminology that has been used against them and use it proudly as a part of their identity (Popa-Wyatt, 2020). For example, some people with physical disabilities may choose to refer to themselves as “crips,” reclaiming this word that in the past was used to oppress them. If you do not have a physical disability yourself, you should be very cautious about using this terminology. It is usually not appropriate for someone without the identity in question to use a reclaimed term.

Social workers with persons with disabilities

Social workers provide services to a variety of populations on a daily basis. One such population is people with disabilities.  Disabilities can take many forms, such as physical, cognitive, or mental illness (Centers for Disease Control and Prevention, 2016). The broad range of potential disabilities can pose many unique challenges for social workers. It is also important to note that while disabilities can be a singular occurrence for some individuals, disabilities often span across many population segments. In fact, about one in four adults in the United States (26%) have some type of disability (Centers for Disease Control and Prevention, 2020). It is common for people with disabilities to suffer from victimization, stigmatization, and segregation in our society. Therefore, all social workers, no matter what area of social work they are in, should be knowledgeable about the types of disabilities and those who live their lives with them. They must also be able to recognize and address ableism as it arises in their practice.

Below is a video for students to understand social work and disabilities:

Disabilities and their Meanings

There are many different types of disabilities. Sometimes it will be immediately apparent that your client has a disability, and other times they may have what is called an “invisible” or “hidden” disability. These are disabilities that you cannot see just by looking at someone. In fact, you may work with a client and never know that they have a disability diagnosis, so it is important to try to be as accessible as possible in all the work you do. Below is a description of six common types of disabilities: physical, cognitive, mental illness, visual, auditory, and speech. Keep in mind that some clients may also have multiple types of disabilities.

Physical Disabilities

Physical Disability: a limitation on a person’s physical functioning, mobility, dexterity, or stamina. Physical disabilities can take many forms and can occur at any time in an individual’s life. Many physical abnormalities can occur before a person is born, developing in utero. Known as congenital disorders, these impairments can take many forms. Some can be as minor as a birth mark or as severe as a missing limb or internal abnormalities (Nemours, 2017). Sometimes congenital disabilities are referred to as birth defects, but that term is often considered offensive and outdated, so the appropriate description is congenital disability. When a congenital disability proves to be severe and long lasting, it has the potential to develop into a lifelong disability. Infants born with missing limbs or improperly developed physical traits will often grow to have a physical disability. Some physical congenital disabilities can be corrected or improved with medical technology, such as surgeries to correct cleft palates; however, there are many that cannot be corrected, potentially leading to a physical disability.

There are also physical disabilities that occur after birth at any time in an individual’s life. Major accidents are the most common cause of physical disabilities after birth. Car accidents are common accidents that can cause physical disabilities at any time in life. Car accidents can lead to minor injuries, but in severe cases can cause lifelong physical disabilities such as severed limbs, brain, and spinal cord injuries (Disabled World, 2015).

Military personnel are also at substantial risk of procuring physical disabilities through outside means. War can lead to various physical disabilities due to military engagements. The most recent military conflicts have led to high numbers of physical disabilities resulting from IEDs (Intermittent Explosive Devices) which have caused loss of limbs, spinal cord injuries and traumatic brain injuries.

Physical disabilities can impact individuals in a variety of ways. Depending on the nature of the physical impairment individuals may be limited to where they can travel, and the type of employment they can procure. Social workers must be prepared to not only address the physical limitations that a physical disability can pose, but also the emotional impact that one may have on a client. Working with clients who have a physical disability can be a unique and rewarding experience. Each client will require an individualized approach, as not everyone who has a physical disability will cope in a uniformed way.

Cognitive disabilities

Cognitive disabilities, also known as intellectual disabilities, are other forms of disabilities that social workers will encounter in the field. There are many types of cognitive disabilities that can vary in impact, but all affect a person’s mental functioning and skills to some extent.

Some common types of cognitive disabilities are:

• Down Syndrome
• Traumatic Brain Injury (TBI)
• Learning Disabilities

Cognitive disabilities, like physical disabilities, can be present at birth. Any disability that develops before someone reaches the age of 22 is also called a “developmental disability.” Some cognitive disabilities at birth can be almost impossible to distinguish and usually begin to be present in early childhood. Some indicators of cognitive disabilities can be present in infancy, such as the infant failing to meet certain milestones or presenting unusual symptoms such as lack of sleep and inconsolable crying. While these indicators can be present, it is often difficult for medical professionals to diagnose cognitive disabilities in infants and toddlers.

Most cognitive disabilities are diagnosed in childhood and early adolescence. There are several assessments that can be conducted to determine the presence of a cognitive disability. While many medical professionals may suspect a cognitive disability, most often patients are referred out to have the appropriate assessments completed. Once a diagnosis is made there are several forms of therapy that can be performed depending on the type of cognitive disability, and early intervention at young ages can be hugely beneficial.

Even with the advancements in medical technology, there are no “cures” for cognitive disabilities. While various therapies and some medications can help improve cognition and stall deterioration in some, there is no way to fully heal the cognitive disability. Professionals can, however, make many adaptations and accommodations to provide the most accessible services possible to people with these disabilities. Cognitive disabilities can impact individuals on many levels, from employment to personal relationships. With the proper support, people with cognitive disabilities can work, live, and play in their communities. Social workers working with this population must be prepared for the diversity within and the individual challenges faced by those with cognitive disabilities.

The chapter began with a discussion of respectful language, and there are some terms used with people with cognitive disabilities that are worth unpacking. When working with clients with cognitive disabilities, you should avoid using mental age theory. Mental age theory is when someone refers to an adult with a cognitive disability as having the mind of a child (Smith, 2017). It might sound something like, “She is 25, but has the mind of a 5-year-old.” Self-advocates with intellectual disabilities have spoken against this language, explaining that it is disrespectful and hurtful to them. If you find yourself wanting to use this language, take a minute to reflect on what it is you are trying to communicate. What do you mean when you say someone has the mind of a 5-year-old? How could you communicate what you are trying to say differently? For example, you might say something like, “She is 25, but uses pictures to communicate,” or “She is 25, and needs you to talk to her in short sentences of no more than a few words.” Likely there are many other ways you can communicate valuable information about your client without using language that is disrespectful. Never treat adult clients with cognitive disabilities like they are children.

Mental Illness

Mental Illness is considered a wide range of mental health conditions — disorders that affect mood, thinking and behavior. (Merriam-Webster’s collegiate dictionary, 1999)

While many may not consider mental illness to be a category of disability, there are several mental illnesses that impact an individual’s life in such a way that it can be classified as a disability. Mental illnesses such as Schizophrenia, Borderline Personality Disorder, and bipolar disorder can be so severe that an individual’s everyday life is impacted. When a mental illness impairs an individual’s ability to function, it can be considered a disability.

For some mental illnesses, medication can help alleviate symptoms. This is especially true regarding disorders such as Schizophrenia and Bipolar disorder. While there is no cure for these disorders, medication in combination with behavioral therapies can reduce the symptoms. However, there are some mental illnesses that even with medication and therapy can still make coping difficult.

Agoraphobia is a disorder that causes fear of places and situations that might cause panic, helplessness or embarrassment. This is  one disorder that can severely impact everyday functions, to the point where the individual may not even be able to leave their home due to anxiety.

Mental illnesses in themselves can be considered disabilities when they impact an individual’s life to the point of impairing functioning. Mental illnesses can also contribute to other health concerns and behavioral symptoms that impact lives.

Visual disabilities

Individuals with visual disabilities, also sometimes called visual impairments, have a decreased ability to see, even when using glasses or contact lenses. People who are blind may have no ability to see, or very limited usable vision (American Foundation for the Blind, 2020). Visual disabilities may be congenital or can be acquired through disease or injury. Individuals who are blind or have visual impairments may use a variety of strategies to navigate through the world, such as using a guide dog or a mobility cane. Always ask before providing assistance to someone with a visual disability. Remember, they are the experts on their bodies, and they can best decide if they even need help, and if so, how they would like to be helped.

Auditory disabilities

Auditory disabilities impact an individual’s ability to hear sounds, and hearing loss occurs on a spectrum. Deaf individuals have little to no functional hearing, while those who are hard of hearing have some degree of hearing loss and ability (Disabilities, Opportunities, Internetworking, and Technology, 2021). Other terms individuals in this community use are deafblind (for people with hearing and visual disabilities), deaf disabled (for people with hearing and other types of disabilities), or late-deafened (for people who become Deaf later in life) (National Deaf Center, n.d.). Many Deaf people use American Sign Language (ASL) to communicate. They may not identify as having a disability, but rather see deafness as a cultural group with its own language, traditions, and values.

Speech disabilities

Speech disabilities impact an individual’s ability to create the sounds needed to communicate with others (American Speech-Language-Hearing Association, 1993). Many speech disabilities are physical in nature, meaning the individual may have typical cognitive functioning. As you work with a client with a speech disability, you will likely learn more about their speech patterns and be better able to understand them. Never pretend to understand someone if you do not. It is better to ask a client to repeat themselves, or rephrase their statement, than to miss what they are trying to communicate.

While it is important for social workers to know about a variety of disabilities, what may be even more crucial in your practice is the ability to recognize and address ableism. Ableism is a system of discrimination based on the false belief that disabled people are inferior to nondisabled individuals. It is a form of discrimination in which disabled people are oppressed and nondisabled people are privileged (Conley & Nadler, 2022). Unfortunately, ableism is deeply ingrained in our society, and it can take many forms. One such form is physically inaccessible rooms. Think about the spaces where you spend time—your home/apartment, school, workplace, favorite coffee shop, etc. How accessible would those spaces be for someone who uses a wheelchair? Would they be able to easily enter the space, navigate through it, and exit? Surprisingly, the answer to these questions is often “no.” Social work agencies need to regularly review their spaces to ensure they are accessible for all clients, including those with disabilities.

Ableism also shows up in the form of assumptions and prejudices. For example, there is a false stereotype that people with disabilities are asexual. This false belief leads to many harmful practices, such as denying disabled people access to sexuality education (Shandra & Chowdhury, 2012). Discrimination can also cause employers to not hire people with disabilities, contributing to disproportionately high rates of unemployment among disabled people in the United States (Friedman & Rizzolo, 2017). Ableism also leads to people with disabilities experiencing higher rates of violence, such as sexual assault, than their nondisabled peers (McGilloway et al., 2018). These are just a few examples of the devastating consequences of ableism.

Below is a video for the student to understand ableism from a person with a disability perspective:

https://embed.ted.com/talks/lang/en/stella_young_i_m_not_your_inspiration_thank_you_very_much

Ableism can even show up in the language we use! Sometimes, when a person rapidly changes their mind, or is acting in a way that we perceive to be overly emotional, we might say things like, “Oh, he was being so bipolar.” When we say things like this, we do not stop to think about the fact that being bipolar is someone’s actual lived experience, and it is not appropriate or respectful to use someone’s disability to insult someone else. Take a look at the list of words on the right side of the figure below. How many of these words do you use on a regular basis? If you are like most people; you use many of them a lot! Ableism is so common that it creeps into our daily conversations without our conscious awareness. We can all make efforts to use language that is less ableist. In the sections to follow, we will also talk about other ways you can address ableism in your social work practice.

Models of Disability

There are several models that can be used to understand disability and ableism. Three of the most common are the medical, social, and human rights models.

Under the medical model of disability, the person is understood to be disabled by their physical or cognitive condition. Individuals who subscribe to this model believe that the problem is the disability itself, and much of the focus of funding and interventions is on seeking a cure for the disability. This model puts the responsibility on the person with a disability to “overcome” the disability and adapt to the society around them. For example, if a student with dyslexia is struggling to read on grade level with her peers, the medical model would state that the problem is the student’s cognitive abilities.

The social model of disability , on the other hand, suggests that the person is disabled not by their body or mind, but by the inaccessible world our society has created. Advocates who use this model explain that we need to make accommodations to our environments and services, so they are accessible for disabled people. Disability is seen as a normal part of humanity, and it is our collective responsibility to ensure that we create spaces and services for all people. Returning to our example of the student with dyslexia who is not reading on grade level, the social model of disability suggests the problem is not the student’s disability, but rather the strategies her teachers are using to teach her to read. Accommodations need to be made for her disability, so she is better able to learn.

One of the more recently developed approaches is the human rights model of disability . This model emphasizes that disability is a normal part of human diversity, and that disabled people must have the same rights as everyone else. While there are many overlaps between the social and human rights models of disabilities, the human rights model acknowledges that there are some difficult aspects of certain disabilities, such as chronic pain or shorter life expectancy, that will still exist even after societal barriers are removed. This model suggests that individuals should also receive support for these parts of their disability that cannot be addressed through environmental and service accommodations alone (Disability Advocacy Resource Unit, n.d.). Even after the student with dyslexia receives education tailored to her needs, it still may take her extra time to read or to “catch up” to her peers, and she may be frustrated by this process. The human rights model says that we need to advocate for her rights to be treated with respect and care as she reads in the way that works best for her.

Social workers tend to follow the social and human rights models of disabilities. We understand that we have a responsibility to provide accessible services to our clients with disabilities, and to ensure their rights are being respected. The following video provides additional information on these disability models.

The Americans with Disabilities Act (ADA)

Social workers not only have an ethical responsibility to serve individuals with disabilities, but also a legal one. The Americans with Disabilities Act (ADA) was put into place in 1990. It guarantees equal rights for those with disabilities in the United States. It prohibits discrimination against those with disabilities “in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public” (ADA National Network, 2017). The purpose of the ADA is to allow the same opportunities and rights to those with a disability as everyone else.  While this policy has created great advancements for those with disabilities, especially in education and employment, discrimination still takes place daily in our country.

Not everyone with a physical, cognitive, or mental health disability is limited in the same ways and the world has developed to allow more access for those with a physical disability. The Americans with Disabilities Act has helped individuals with disabilities not only because it prohibits discrimination in all areas of public life, but it has also opened many opportunities for individuals with disabilities to gain independence.

Accommodations

One responsibility all social workers have under the ADA is to provide reasonable accommodations for their clients with disabilities. Accommodation allows someone to do something they would not otherwise be able to do, or it makes it easier for them to do these things. All of us have used accommodations at some point in our lives. Perhaps you use spell check before turning in your homework. Or maybe you use a pill box to separate your pills by the day of the week to ensure you are taking your medication properly. Both things are accommodations! There are many different types of accommodations, but we will go over a few common ones here.

• Accessible language: Have you ever signed a consent document without understanding exactly what you were signing? Many of us have! Too often the language used on intake and consent forms is so complicated that it is no longer understandable for clients. In your social work practice, you are likely to encounter countless opportunities to practice using more plain, concrete, and accessible language. This will not only help you to better communicate with clients with cognitive disabilities, but it will likely be helpful for all your clients, including those without disabilities. If you have the opportunity to design forms, handouts, and/or flyers for clients, take a moment to check the readability of your document before finalizing it. You can also try to use less technical and more accessible speech when you talk to clients. Keep in mind that the average US resident reads at a 7th grade level, and this level is likely to go down by one or two grades when someone is stressed (Taylor, 2018). Using more accessible language will help you better accommodate clients with disabilities and will also be more trauma-informed when working with any clients who have experienced stressors.
• Physical devices: Many physical devices are also used as accommodations. For example, someone might use a wheelchair, cane, or walker to physically navigate through a space. A hearing aid might improve someone’s ability to communicate with others. Or a grabber might be used to reach items on a high shelf.
• Changes to the environment or service: Sometimes you might make accommodations for your clients by changing the environment or service provided. If you are working with an autistic client who is sensitive to sensory inputs, you might turn off the overhead light and instead use lamps in your office, or you may seek a quieter space within your building to meet. You might look at the steps leading into your office and advocate for a ramp to be built. All of these are examples of changes made to the physical environment in order to accommodate clients with disabilities. You can also accommodate individuals by adapting your services. If you are working with someone with an intellectual disability, you might pull up pictures on one of your electronic devices to better communicate with your client. Or if you need someone with a visual disability to sign a document, you could either read the document out loud, or send it to them electronically so they can use a screen reader on their device to review the document.
• Paid Services: Sometimes disabled people use paid services as an accommodation. For instance, your agency may need to contract with an ASL interpreter to work with a Deaf client. Or someone with a physical disability may have a paid personal care attendant who assists them with things such as using the restroom or driving to appointments.

This list of accommodations only barely scratches the surface of the many different types of accommodations you can make for clients in your practice. More often than not, accommodations are simple and low-cost. You do not need to know every possible accommodation that exists—that would be impossible! What’s most important to remember is that the disabled client is the expert in their experience. They know their body and mind best, and they can tell you what accommodations would be most helpful. Allow the client to determine what kind of accommodation you provide.

Sometimes, you may also have to advocate with and for your client for an accommodation. For example, you might ask if your agency has money in its budget for ASL interpretation. If not, why not? Or perhaps your agency does not typically allow someone to have a support person present during services, but your client needs their personal care attendant present to access your services. Part of disability allyship is being willing to advocate for your client on micro, mezzo, and macro levels. This is important for social justice reasons, but also because we are all likely to experience temporary or permanent disability at some point in our lifetimes, either due to an accident or the effects of aging (World Health Organization, 2011). Designing accessible services and environments is beneficial for all.

Competencies for the social worker with individuals with disabilities:

• Basic to the social worker’s work with those with disabilities is the core belief that persons with disabilities are equals, and a willingness to advocate for any anti-ableist attitudes and social inclusion.
• Such competency will certainly include the social worker’s willingness to advocate for access to needed resources and for the client’s competency in decision- making.
• The social worker demonstrates respect for those with disabilities in their incorporation of respectful language, joining advocacy efforts, and challenging beliefs that persons must “overcome” their disabilities.
• A social worker’s practice being person-centered as well as engaging the person in decisions impacting their life.
• Practice from a strengths-based perspective that focuses on the person’s existing strengths and resources.
• Attend to any situations or conditions that are challenging persons with disabilities and their family or support network.

People with disabilities face challenges in modern society that other population segments do not experience. With the various and sometimes limited resources offered, social workers must know how to navigate a system to better provide for their clients. With the rising cost of healthcare and an ever-changing political environment, social workers are tasked with advocating and serving those in the population who may need additional services navigating around the less than accessible parts of the world we live in.  People with disabilities are valuable contributing members of our world and as social workers we must stand to make a better future for all.

ADA National Network. (2017). What is the Americans with Disabilities Act (ADA)? Retrieved from https://adata.org/learn-about-ada

American Foundation for the Blind. (2020, October). Key definitions of statistical terms. https://www.afb.org/research-and-initiatives/statistics/key-definitions-statistical-terms

American Speech-Language-Hearing Association. (1993). Definitions of communication disorders and variations. https://www.asha.org/policy/rp1993-00208/

Centers for Disease Control and Prevention (CDC). (2016). Disability overview: Impairments, activity limitations, and participation restrictions. Retrieved from https:// www.cdc.gov/ncbddd/disabilityandhealth/disability.html

Centers for Disease Control and Prevention (CDC). (2020, September 16). Disability impacts all of us. https://www.cdc.gov/ncbddd/disabilityandhealth/infographic-disability-impacts-all.html#:~:text=61%20million%20adults%20in%20the,is%20highest%20in%20the%20South .

Conley, K. T., & Nadler, D. R. (2022). Reducing Ableism and the Social Exclusion of People With Disabilities: Positive Impacts of Openness and Education.  Psi Chi Journal of Psychological Research ,  27 (1), 21–32. https://doi-org.ezproxy.uta.edu/10.24839/2325-7342.JN27.1.21

Disabilities, Opportunities, Internetworking, and Technology. (2021, April 9). How are the terms deaf, deafened, hard of hearing, and hearing impaired typically used? https://www.washington.edu/doit/how-are-terms-deaf-deafened-hard-hearing-and-hearing-impaired-typically-used

Disability Advocacy Resource Unit. (n.d.). How does the human rights model differ from the social model? https://www.daru.org.au/how-we-talk-about-disability-matters/how-does-the-human-rights-model-differ-from-the-social-model

Disabled World. (2015). Accidents and disability information: Conditions and statistics. Retrieved from https:// www.disabled-world.com/disability/accidents/

Dwyer, P. M. A. (2022). Stigma, incommensurability, or both? Pathology-first, person-first, and identity-first language and the challenges of discourse in divided autism communities. Journal of Developmental & Behavioral Pediatrics, 43 (2), 111-113. doi: 10.1097/DBP.0000000000001054

Friedman, C., & Rizzolo, M. C. (2017). “Get us real jobs:” Supported employment services for people with intellectual and developmental disabilities in Medicaid Home and Community Based Services Waivers.  Journal of Vocational Rehabilitation ,  46 (1), 107–116. https://doi-org.ezproxy.uta.edu/10.3233/JVR-160847

Kids Health. (2017). Birth defects. Retrieved from https://kidshealth.org/en/parents/birth-defects.html

McGilloway, C., Smith, D., & Galvin, R. (2020). Barriers faced by adults with intellectual disabilities who experience sexual assault: A systematic review and meta‐synthesis.  Journal of Applied Research in Intellectual Disabilities ,  33 (1), 51–66. https://doi-org.ezproxy.uta.edu/10.1111/jar.12445

Merriam-Webster’s collegiate dictionary (10th ed.). (1999). Springfield, MA: Merriam-Webster Incorporated.

National Deaf Center. (n.d.). Defining deaf. https://www.nationaldeafcenter.org/defining-deaf

Popa-Wyatt, M. (2020). Reclamation: Taking back control of words.  grazer philosophische studien ,  97 (1), 159-176.

Shandra, C. L., & Chowdhury, A. R. (2012). The first sexual experience among adolescent girls with and without disabilities.  Journal of Youth and Adolescence,   41 ,  515–532. https://doi.org/10.1007/s10964-011-9668-0

Smith, I. (2017, September 7). Mental age theory hurts people with intellectual disabilities . NOS Magazine. http://nosmag.org/mental-age-theory-hurts-people-with-intellectual-disabilities/?fbclid=IwAR3rIowvza–suPeczRKzMiw0CAKCtfQEc92vS6RyacqUD6zBAJ80rUB8Lk

Taylor, Z. W. (2018). Unreadable and underreported: Can college students comprehend how to report sexual violence?  Cultivating safe college campuses conference . docs.wixstatic.com/ugd/7c1e05_885eec3ce6c1425bb4c0cd6947c7638d.pdf

Workplace Fairness. (2017). Disability discrimination. Retrieved from https:// www.workplacefairness.org/disability-discrimination

World Health Organization. (2011).  World Report on Disability  (Rep.). Geneva, Switzerland.

Introduction to Social Work: A Look Across the Profession Copyright © 2022 by Emily E. Clarke, BSW and Megan R. Westmore, LMSW is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Ways We Can Support the Differently Abled

To better understand how we can support the Disabled population, we need to understand them and learn about their needs. While some places show progress integrating and supporting the disabled, unfortunately, there is still much ground to be covered.

So to learn and understand better, we should first listen to what they have to say;

Ask Them What They Need Before Stepping In

“The best way to support someone with a disability is to simply ask them what they need before assisting them with something. There are countless times when I've had well-intended people step in before asking me if I actually want their help. I know my limitations, and I know what I can and can't do. By asking someone with a disability how you can help, you're respecting their space and their ability. It shows that you're thoughtful and aware without making them feel uncomfortable or unintentionally undermining what they’re capable of.”

Allie Schmidt is a rare disease advocate and disabled mom living with motor neuron disease. She founded Disability Dame in 2020 to provide tips to other moms living with disabilities and chronic illnesses.

Watch Your Words

“When interacting with differently-abled people, you want to be careful because a single word or comment can have a devastating effect on them. You do not want to make them doubt their abilities or lower their self-esteem and confidence.” says Harriet Chan, “ Some of the ways to support people with disabilities include:

Ask For Their Permission Before Offering To Help

“The best thing you can do is understand that these people are aware of their needs and know how to conduct themselves as they carry out their daily activities. You can treat them as equals who do not always need assistance. If you want to help, be sure to ask first.” (Harriet Chan)

Respect Their Private Space

“Everyone enjoys their personal space, and people with disabilities are no different. If you have to touch on any of their equipment, like wheelchairs or white cane, ask for their permission. You may not know how to handle them, which may irritate them. Be sure to knock on the door before entering their room.” (Harriet Chan)

When Meeting Them, Make Sure The Place Is Accessible

“You can always confirm the accessibility of the venue when planning a meeting. Always check the venue and ask if there is anything they can let you do to ensure everyone feels comfortable.”

Harriet Chan, co-founder of CocoFinder

Take Their Perspective on How Things Should be Improved For the Disabled

“People who are affected by disabilities and chronic illnesses can encounter a range of life struggles in areas such as health care; mental health care; recreation and leisure; school and work; family planning; housing; finances; relationships; and more. Having easier access to services, clearer navigation of services and service systems, and a greater understanding of how these services can be improved upon from the perspective of individuals with disabilities can dramatically improve their quality of life.” (Davina Tiwari)

Include Them In Programs to Handle These Issues

“It's important to include people with various disabilities and chronic illnesses in program planning at all levels to handle these issues. This enables their voices to be heard, their needs to be at the forefront, and their input to help design and shape services so that these resources can more fully meet their needs.” (Davina Tiwari)

Gather Their Input

“Conducting research, developing focus groups, and surveying people who could benefit from these service changes may be a valuable first step towards necessary change. The saying nothing about me without me rings true as those who are not in their unique situation cannot truly grasp all the complexities and nuances that those impacted by disabilities and chronic illnesses can.” (Davina Tiwari)

Better Integration and Equal Opportunities

“The members of society whose lives are affected by disabilities and chronic illnesses need to feel as though they have equal opportunities and access. Learning how to integrate them better needs to begin with their particular viewpoints as to what needs to change and what would be helpful. Gaining insight into their values, goals, needs, and beliefs as a springboard toward more effective change is a step in a positive direction.”

Davina Tiwari is a Registered Social Worker and writer for Choosing Therapy . She has extensive experience in healthcare, rehabilitation, social and community services.

“I am physically disabled since childhood.” says Dr. Raman K Attri, “ Based on my own experiences and observing people with my kind of conditions with my scientist’s eyes, I suggest five things to support and integrate people with disabilities: 

Don’t Politicize The Word “Disabled”

“A disabled gadget technically means it does not work. None of the other fancy words like specially-abled or differently-abled can make them feel that way. Unless you accept it by realistically calling it a disability, it would be even harder for them to accept it.” (Dr. Raman K Attri)

Reserve Your Motivational Talks To Speed Up Their Acceptance

“The acceptance eventually comes though it is slower. Reserve your motivational speeches because those would not bring them acceptance earlier. While you might think so, it does not help.” (Dr. Raman K Attri)

Be Realistic In Your Expectations From Disabled People

“As a parent, don’t try to teach them how to live and do things like normal kids. Refrain from using pick-up quotes like “You are enough” “You are strong, you can do anything.” Instead, point out any leverages they have over and above other kids which they could use in their life to do amazing things. Perhaps, they have an uncanny sense of observation, superb thinking, or well-developed senses.” (Dr. Raman K Attri)

Visible Physical Disabilities Are The Tip Of The Iceberg

“The larger part is perceived limitations like feeling less than others or not being valued enough. While talking about their disabilities, be aware of the struggles they might experience beneath the surface.” (Dr. Raman K Attri)

Don’t Make Them Objects Of Motivation Or Inspiration

“While they are clearly struggling to perform essential functions in their lives, they don’t relate well when anyone makes it a source of motivation or inspiration. Instead, ask their honest inputs on how they have gotten such good clarity that is taking them that far.”

Dr. Raman K Attri Performance Scientist, XpertX Research Senior Global Learning Manager, KLA Corporation

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I’m Disabled. Please Help Me.

I’ve come to understand that being nearly blind means my reliance on others is permanent. But I have not completely accepted this.

One cold November morning, I was on Seventh Avenue and 50th Street in Manhattan, on my way to a Dunkin’ Donuts. For most people, such an excursion is not a particularly exciting part of the day. But when you are almost blind, as I am, the expedition has a certain complexity.

I knew the shop was somewhere just past the northeast corner on 50th, but when I got there, I could not identify the correct storefront. The cane I walk with can prevent me from slamming into a wall or tumbling down a staircase, but it can’t distinguish a donut shop from an Indian restaurant or a dry cleaner. I wandered back and forth, hoping a whiff of chocolate would guide me to the right doorway. No luck. I was stranded on the street, unable to find my way but also unwilling to return to my hotel sans latte.

Obviously, I had to seek help. But doing so has always made me feel uncomfortable, embarrassed, and vulnerable—potential quarry of the unscrupulous and uncaring. I made one rather meek and unsuccessful attempt to get someone’s attention.

The kindness of a stranger eventually rescued me from my predicament and my recalcitrance.

Read: The competitive world of blind sports

“Are you lost?” a woman (probably elderly, based on her voice) asked. I told her what I was looking for. “It’s over here,” she responded.

I followed her, and she opened the Dunkin’ Donuts door for me. Turns out I had passed it by about 20 feet. I thanked her profusely, then returned to my hotel, latte in hand.

New Yorkers are especially adept at aiding the disabled. On two occasions, people insisted on helping me hail a taxi, then waited to make sure I got into the back seat. A young woman approached me at a crosswalk to politely inform me I could safely cross the street. A doorman voluntarily escorted me down 55th Street to a restaurant.

Relying on the generosity of random strangers is not how I want to live my life. No one likes to be a burden on others. Yet the harsh reality is that I am. Those around me, most of all my family and friends but also anyone I happen to encounter over the course of a day—waiters, store clerks, taxi drivers, assorted pedestrians—are obliged to assist me, whether I (or they) like it or not. There’s no other way for me to get through life.

This unsettling feeling of dependency is new for me. I started referring to myself as “disabled” just a few months ago. My condition—a genetic retinal disorder called retinitis pigmentosa—causes my eyesight to deteriorate over time, so although I have never been fully sighted, I had long been able to go about life with a fair degree of independence.

Beginning in my teens, my goal was to be “normal,” or at least to appear “normal.” I tried to do whatever everyone else was doing. That included learning to drive. I took the wheel of my mom’s Volvo on my own only a couple of times before turning in my keys for good, but I’d made my point: Getting a driver’s license was a rite of passage for any New Jersey teenager, and I refused to be different.

No one could tell me otherwise. The doctor who diagnosed me in my teens recommended that I choose a career that would not require good vision. The next, a well-regarded retinal specialist in New York, prattled off a list of activities I should not do, which included playing sports and riding a bicycle. He advised that I carry a flashlight in the dark—an early symptom of my condition is night blindness—which I quickly discovered was of absolutely no help. No one, not even supposed experts, truly understood what it was like to live with my problem. I kept riding my bike.

To the greatest extent possible, I tried to conceal my condition—not because I was embarrassed but because I didn’t consider it anyone’s business. Asking for special accommodations was simply out of the question. That could invite discrimination. Best not to talk too much.

In the mid-2000s, I was a correspondent for Time magazine based in Hong Kong. A top editor asked me during a visit to the New York headquarters whether I wanted to join the Baghdad bureau. Of course I did, but my blindness has always placed some constraints on my activities. At the time, Iraq was in the throes of chaos. No military organization would have sent me there, so I wasn’t about to go with a media organization. The editor either didn’t know I was almost blind or wasn’t bothered by it. I didn’t intend to blurt it out. I reminded him that I was the economics correspondent.

“You’re a pro—we’ll train you up,” he said.

“The bloodiest thing I ever covered was a stock-market crash,” I told him.

The concern that prompted my reticence was not unfounded. Disabled people often face discrimination that goes unrecognized. The unemployment rate among the disabled in the United States was more than 7 percent in 2023, twice as high as for the workforce overall.

“We still have a long way to go” to address discrimination against the disabled, Sara Minkara, the special adviser on international disability rights at the U.S. State Department, told me. “Disability is not yet normalized in our society.”

The problem is that “accessibility is seen as an add-on, as a burden,” she continued. “When you embrace and integrate and include persons with disability, it will benefit society at large. We have value to contribute.”

From the March 2023 issue: Society tells me to celebrate my disability. What if I don’t want to?

I’ve been fortunate that my employers have realized this and for the most part treated me no differently from anyone else. My career has taken me across the globe, from Madrid to Moscow to Mumbai, entirely on my own. I got trapped in the middle of a military mutiny in Manila, fought off thieves in Geneva, and dodged my government minder in Pyongyang.

Now I can’t find a Dunkin’ Donuts in Midtown Manhattan. The transition has not been easy. I began walking with a cane about four years ago, and not only is it a pain in the ass; it is an advertisement that I’m handicapped. No more hiding.

Some abled people who can see, hear, and walk treat me as if I’m broken, and thus incapable. They meet disabled people who show that we can actually do things with bewildered wonder, as though we’re miracles of humanity. At immigration in Beijing’s airport a few weeks ago, an officer started asking questions about The Atlantic —addressing my wife, not me, because I apparently also can’t hear or speak.

“What's wrong with him?” he asked.

“He’s visually impaired,” she answered.

“And he works?” came the response.

A member of the security staff at the airport in Singapore very politely insisted that I sit while he examined me; because I can’t see, he seemed to assume, I also can’t stand.

At other times I’m treated as more object than human. I was waiting for an elevator in my apartment building’s lobby the other day when a man standing beside me, apparently assuming that I would not be able to see one arrive, grabbed my jacket at the shoulder as though to drag me inside like a piece of luggage. Try that on a sighted person and you’d probably get punched or arrested. Walking near my apartment recently, I came upon several mothers with baby carriages arranged haphazardly in front of me. Though I had my white cane, none deemed it necessary to move out of my way, and as I attempted to navigate among them, one mom, thinking I might slam into her carriage, reached out and shoved me backwards.

“The discourse and conversation around disabilities historically has been shaped by people without disabilities, and that is a huge problem,” Bonnielin Swenor, the director of the Disability Health Research Center at Johns Hopkins University, told me.

“We have created a societal view that it is an evil, awful thing,” Swenor (who also happens to be visually impaired) continued. “For many, that view is a by-product of what we have learned, what society has taught us, and that we are living in a world that is not built for us.”

It certainly isn’t. Revolving doors at office towers might as well be called “blind-person milling machines.” Try finding the bottle of vitamins you want on a CVS shelf or minding the gap on the S train at Times Square without plunging to the tracks. Beijing, where I currently reside, is a death trap for the disabled. Every time I cross a chaotic street, I fear I’ll end up like the often-unfortunate amphibian in the old video game Frogger . I’ve thought of writing a James Bond movie script in which the bad guy is blind and intent on destroying the world in order to rebuild it to suit the disabled.

Short of that, I’ve been forced to foist certain responsibilities onto others, most of all my wife, who is stuck with me more than anyone else. She has to fill out paper forms for me and locate the right pair of pants at a Uniqlo. Sometimes when I’m home alone, I drop something and can’t find it. “Somewhere on the kitchen floor is a grape,” I tell her upon her return.

I have little choice, but the feelings of guilt persist, making me reluctant to seek help. Flying on my own has become a trial. I dare you to find your suitcase on a baggage-claim carousel blindfolded. But I can’t bring myself to request assistance from the airline. I still assume I’ll figure it out along the way. My wife, worried I won’t, contacts airlines for me.

She’s right. I’ve been thinking about this the wrong way, insisting on a faulty mental construct—the myth, that is, that we should all be independent. None of us is, really. We rely on one another all day long, in all kinds of ways—parents taking turns driving their kids to soccer practice, a daughter escorting her elderly mother to the doctor, office workers contributing to a team project. So I need help finding a Dunkin’ Donuts. What’s the big deal?

Swenor and other advocates call for reform in how the abled think and talk about the disabled, and in how we think about ourselves. “This is all about creating a society that includes disabled people, and changing that perspective from ‘lesser’ and ‘can’t,’” she told me. As part of an advisory committee, Swenor advocated for the National Institutes of Health to remove the language about reducing disability from its mission statement, a proposal that has won a fair amount of support. “Up until now, the investment and the conversation has almost myopically been on curing and eliminating” disabilities, Swenor said. But disability isn’t going to disappear, so more emphasis should be placed “on creating structures and systems and a more equitable society.”

This resonates with me. At the moment, there is no treatment or cure for my condition. I can’t change to adapt to the world; the world will have to adapt to me.

Of course, I realize that won’t happen, or at least not to a degree that would make me substantially more independent. However much we spend to make cities more accessible, or whatever technology we try to introduce, I will still routinely encounter hazards and problems that I cannot resolve on my own. My reliance on others is permanent.

Still, much can be done. Tweaking language is a start, but barely one, and not always helpful anyway. I’ve recently noted public toilets labeled for the “differently abled” rather than the “disabled.” That’s adorable and well intentioned. But it’s also wrong. I’m not able to do things “differently” from others; I lack capabilities, and this makes me unable to perform certain tasks. I have to worry about accidentally peeing on my shoe; most people don’t. More helpful than switching the signage would be to brighten the lights in these typically dimly lit spaces and stop hiding the soap behind stylish mirrors. Better still, let’s not use disabled toilets as storage closets or illicit smoking dens. At an airport lounge in Hong Kong recently, the staff kept the disabled restroom locked, apparently so they wouldn’t have to clean it.

From the September 2023 issue: The ones we sent away

The campaign against discrimination can also go too far. One of the world’s most popular YouTube stars, known as MrBeast, has come under fire for engaging in what’s called “inspiration porn.” He spends significant sums on hearing aids, cataract surgeries, and other medical assistance for the needy, then posts videos of the result. Critics accuse him of exploiting the disabled and misrepresenting their true struggles.

The genuinely charitable don’t need to advertise their virtuous deeds on YouTube. But who cares? Providing hearing aids to the impaired and impoverished can change their life by allowing them to work more easily and gain greater independence.

Discouraging those who want to help serves no one. Our lives are spent bumping into one another (in my case, too often literally). A few of those interactions, with family and close friends, can be complex and durable; some last a lifetime. The majority are temporary, even fleeting. Some of these can be of great consequence—the emergency-room doctor who treats your broken leg, for instance. Most are of lesser significance—the friendly woman who served your eggs and toast this morning, the person who held a door open, the Uber driver who lifted your suitcase into his trunk. In each of these innumerable daily encounters, we assist one another, sometimes so automatically that we don’t recognize our actions as indicators of our perpetual interdependence. In that light, my life is pretty normal after all.

Or so I tell myself. I have come to understand that the disabled will always rely on the goodwill and generosity of others. But I have not completely accepted this. The craving for lost independence, the fear of dependency, will persist, and perhaps even intensify as I descend further toward blindness. That feeling, too, seems an inevitable part of life. So if you see a middle-aged guy with a white cane aimlessly wandering on 50th Street, lend a hand. He’ll appreciate it.

10 Ways To Help The Differently Abled

If you know anyone who is differently abled, it may have taken you some time to fully understand how to treat them or even act around them. You, hopefully, know by now to treat them like you would anyone else and offer assistance in only a few cases. 

However, if you aren’t sure how to act around, or treat, a differently abled person, that needs to be something at the top of your to-do list. Most of the time, you can treat them just like anyone else, and it is that simple. However, sometimes it gets a bit more complicated, and it is essential to know how to help in those situations.

Ask First and Help Later 

Assuming someone needs help without asking is very presumptuous. While it may seem caring or the right thing to do, in some cases, it may cause more harm than good.

More Harm Than Good

When people see someone who has any kind of disability, they assume that person needs help. The reality is those with a disability often don’t need help in their day-to-day lives. They get by perfectly fine without others. 

Helping someone without asking can sometimes disrupt their thought process or cause them to become disoriented. For example, someone who has autism can become easily overwhelmed by being touched or spoken to by a stranger. Helping them without asking can do more harm than good. 

If someone has a guide dog or another support animal, placing yourself in their routine can disrupt the animal and cause it to miss something their handler needs to know. While they are trained to ignore interruptions and other people, they aren’t perfect and have a tremendous job to do. 

We Are Equals

We all have pride that doesn’t allow us to receive help or hand-outs from people. Differently abled people are the same as us, so when you assume that someone needs help simply because they are different than you, that person often feels pity. 

While most people don’t offer help out of a selfish desire, it can come across as if they are lesser than you, or you are better than them. The reality is, we all have weaknesses or things we are worse at than others. We are equals and should be treated as such. 

(Source: The Mobility Resource , Disability awareness , DHS )

Speak Directly to The Person

If you meet someone who is differently abled, they might have a handler or someone who is taking care of them. Their caretaker is not a replacement for them. You should not speak to their caretaker about them as if they are not even there. 

Make eye contact, speak directly to them, and treat them as you would anyone else you were interacting with. They don’t deserve to be talked about instead of talked to, no matter what they are dealing with. 

Get on the person’s level. If they are in a wheelchair, don’t look down while talking to them; bend down and get on their level. They want to be treated the same as other people in society, so sometimes it is necessary to make accommodations to make them feel equal. 

(Source: Vancity , One Young World , CDC )

Employ Differently Abled People

Suppose you are in a position to hire or fill positions at any kind of place of employment, look for ways to employ those who are differently abled. They have bills and groceries to buy just like you do!

While it may require some change on your end and how you run things at your work, employing someone who is differently abled can change their life. Giving them responsibility and a way to make a living for themselves only fuels their desire to become self-sufficient.

Getting a job is a crucial step in their being able to manage their life without someone needing to look over them. The way they look at the world and what they are capable of doing in it could be drastically altered by you giving them a job to do. 

It is common for those who are differently abled to be looked over for a job because they may require a bit more training or some more supervision than others, but the life you are giving them is far greater than the minor work you would have to put in. 

Influence Your Workplace to Be More Inclusive

If you are not in a place to hire someone, or if your workplace is not very inclusive, start changing that. A few things you can do to make your workplace more inclusive are:

• Have a conversation with HR about what a more inclusive space would look like
• Include other employees in your desire to change and offer them the chance to help
• Contact organizations that can help your workplace become more inclusive of setting training.
• Invite others to join you at conferences, classes, or training to learn more about differently abled people
• Try to get your workplace physically set-up to accommodate wheelchairs, braille signs, and service animals.

After a few weeks or months, you should start seeing a change in conversations and interest when going to hire new people in the workplace. Changing things like that can create a job opening for someone who may feel like they would’ve never had a chance. 

(Source: Your Story , Net Meds , Public Service Degrees )

Educate Yourself

One of the most significant issues with minorities, or differently abled people, is the treatment they receive. Often, the reason they are discriminated against is due to a lack of education about their abilities, or lack thereof. 

Learn The Proper Terminology

Knowing how to respectfully speak about, and to, someone who is differently abled is a crucial part of respecting them and their life. You can be as lovely as you want, but if you speak about them using derogatory or outdated terms, you are only hurting them and everything they have worked towards with gaining respect in the community. If you are unsure of which terms are inclusive, you can read this “ Guide For Inclusive Language For People With Disabilities “.

There are classes you can take that can help you understand and learn more about how to talk to or about someone who is differently abled appropriately. While these are mostly geared to help family members learn how to cope with an injury, they can help others too. 

You can also ask someone who has a disability. It is better to have a relationship with this person, so they understand your intention. There are no hurt feelings; however, having a real conversation about respect and appropriate terms can go a long way. 

By teaching yourself the proper etiquette, you will only inspire others to do the same. You can also use your knowledge to help educate and encourage others to get educated on the proper way to speak about them and to them. 

Educate Yourself On The History

Knowing the history of any subject can increase your ability to empathize with groups of people that do things differently than you. Specifically, learning about the ADA, you will discover that differently abled people had limited rights until a few decades ago. 

Being knowledgeable about the lack of respect and views of differently abled people allows you to see the issues that are still prevalent today. Unfortunately, prejudice does not disappear just because the government passes an act that gives groups of people rights. 

Be a Promoter

The best weapon against intolerance or ignorance is crucial conversations and awareness. Promoting the correct knowledge and the idea of losing prejudice in exchange or slang is the best way to stand up for those who are differently abled, even if you don’t know anyone. 

Using things like social media, social circles, and casual conversations, you can change the thought process of thousands of people and their ideas of disabled people. 

If you see something happening to a differently abled person, don’t ignore it. Unfortunately, not everyone sees them as equals, and it can be easy for them to be walked over. In some circumstances, standing up for them when they can’t be the right way to help them. Don’t default to it but evaluate every occasion with the knowledge that you may need to be their voice. 

Learn How to Ask The Right Questions

Suppose you can sit down with someone who is differently abled and ask them how to properly ask questions. Knowing the right way to ask if someone needs help or even knowing how to communicate with them can help navigate the stressful situation you may find yourself in. Many

For example: Learning how to say a few phrases in sign language can help the language barrier be broken quickly and allow for a less stressful or alienating time for both parties. Some simple phrases you can learn are:

• Do you need assistance?
• Are you okay?
• Is there anything I can do for you?
• What is your name?
• Where do you need to go?

After learning how to ask these questions, you can learn a few critical responses so you can understand the answers. One of the best places to start is by learning the alphabet because then they can spell things out to you if it was needed. 

(Source: One Young World , Family Education )

Volunteer in Your Area

There are many programs that allow volunteers to come into facilities or be involved with programs that help out those who need help. Offering to volunteer your time and skills can not only help a person with a task, but it can also alleviate some financial burdens they may have from having to hire help. 

Some things you can often volunteer for are:

• Helping to train a support animal
• Grocery Shopping for those with vision, social or cognitive disabilities
• Teach classes on how to interact with those who have disabilities
• Help redo a house to be more accessible.
• Be a sign-language interpreter.

Even if you only have a few hours a month to offer, so much can be accomplished by helping someone with daily chores or conversations. Usually, you can get in contact with local churches, health departments, or nonprofit organizations for a list of ways to volunteer. 

Even though you are helping them out, they are still equal to you as people. Everyone needs help sometimes, so simply thinking about it like that can help you realize that their disability is no different than a hard moment in someone else’s life. 

Encourage Them

If you have someone in your life who is differently abled, they may need some encouragement every now and then. While most people are comfortable with who they are, it can get difficult sometimes to work harder when doing things. 

Don’t use phrases like:

• “Wow, you did that so well!”
• “You were so close!”
• “I know it’s hard.”
• “I’m sorry this happened to you.”
• “You’re so inspirational!”

Instead, treating them like everyone else will do plenty of raising their confidence. If you start pointing out all of the great things someone is doing, it can start to feel patronizing. Differently abled people simply want to be treated like everyone else. Their daily chores and accomplishments are no different than anyone else. 

Pay Attention To Accessibility

When inviting someone to something, or scheduling something, pay attention to the accessibility that it may provide for a differently abled person. If a location does not provide adequate accessibilities, then move the location of your event. 

If you want to see real change, you have to settle for nothing. Using services or vendors that don’t provide anything for the differently abled is only encouraging that thought process. If you give your money and time to someone else, things will begin to change. 

For those in a wheelchair, they need open spaces to move and ramps to get to higher areas. Those with vision impairments may need braille menus or the ability to bring a guide dog with them.

 Mistakes happen, and if you forget something, apologize and move on from the situation. Offer assistance in place of whatever was forgotten, but don’t spend all day apologizing. They know things happen and don’t want to feel as if you are only sorry because they are differently abled. 

Give Them Grace

Now, everyone needs grace sometimes. However, when someone has a cognitive or mental disability, they may need more grace and understanding than others. Often, they don’t know what they are doing, or even that it isn’t socially acceptable. 

Don’t let yourself be affected by their behavior or the behaviors of those around you. The best thing you can do is acknowledge that something about their environment needs to change and try to help them. 

Make it a normal conversation that people with cognitive disabilities may act differently in social settings than others. Don’t alienate them; include them with the understanding that things can go wrong. Not just with them, but with anyone, at any time.

(Source: Vancity , One Young World , The Mobility Resource , Disability awareness , Your Story , Net Meds )

Speak Clearly, Pay Attention

If you are going to offer your assistance, or just have a conversation, speak clearly and properly. Get on their level, look them in the eyes and annunciate. You should continuously evaluate the conversation to make sure that their level of understanding matches what you are saying. 

Unless you have been told otherwise, differently abled people can make their own decisions, so let them. Allow them to speak their opinions and be heard as a person by showing interest in the conversation instead of blowing them off. 

If someone has a speech impairment, don’t finish words or sentences for them; allow them time to finish what they are saying. Pay attention to their words and tones, and do not discount something they say simply because they are differently abled. 

In reality, have a conversation with them like you would with anyone else. Pay attention, be interested, and see them as providing equal context and value in the interaction. 

Respect Confidentiality

Thanks to HIPPA and the ADA, people are not required to disclose the nature or extent of their disability to someone if they do not want to. Some people are very open and like talking about their issues, while others would prefer to keep it quiet and to themselves. 

No matter the desire of the differently abled person you are talking to, it isn’t your place to ask or pry for more information than they are wanting to give. There are a few circumstances that would justify asking someone how they became differently abled or what their disability is. 

If they were to start the conversation, it is your job to be interested and listen. Asking questions is really only appropriate if it is relevant or if you don’t understand something. Be someone they can confide in without them feeling alienated or pity. 

Final Thoughts

Respect is a simple thought process and even a simpler way of life. Respecting and treating those who are differently abled the same as others in society is the best way to help them. Don’t talk down to them or treat them better simply because they have a different ability. They are people. 

Proactively, the best way you can help differently abled people is to challenge the negative narrative that believes they are hazards or needy. Encourage others to get educated and see them as assets and equals instead. 

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BREAK THE BARRIERS FOR DIFFERENTLY ABLED PEOPLE

There is an increasing recognition and emphasis on the needs and rights of people with disabilities. The constitution of India ensures equality, freedom, justice and dignity of all individuals and implicitly mandates an inclusive society for all including persons with disabilities. Individuals constitute society and so change should start from people also. People’s attitude towards the differently abled needs to be changed and commitment and solidarity concern for the differently abled needs to be cultivated in the church and society. Discriminations regarding one’s inability prevailing in church and society must be over throwned. All are equally important and mutually dependent. So, each person has to respect the other person’s inherent dignity no matter what his/her race, religion, impairment, etc.

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We are living in 21st century where speedy development is taking place in every field of human life. Due to invention of Information and communications technology, information is generated, published, circulated and exchanged across the world in a very fast manner which is called as Information explosion. To cope up with this enormous information and to keep them abreast, people are accessing required information from Library and Information centres or through using internet. But 15% of the world's population-approximately 1,000,000,000 users are still deprived of required information or not getting latest information in timely manners, they called differently abled persons. Out of which five percent of the total population of differently abled people is children. It means there are a total of 5 million disabled people in the world are children and they comprise a largest minority group of the world. Like normal people, differently abled persons also require latest information to update, to educate, to empower, to employ and to be independent. According to PWD act, differently-abled persons have equal right to access the social, political, and economic life which includes not only physical access but access to the same tools, services, organizations and facilities for which everyone pays. As per guidelines of Government of India, information is a primary and fundamental right of all people of the country, including differently abled persons and their information need must be fulfilled. On the 1st of January 1996 the Government of India passed the Persons with Disabilities Act 1995 which ensures equality, freedom, justice and dignity of all individuals and implicitly mandates an inclusive society for all including the persons with disabilities. In India, due to lack of education and awareness such diseases and problems got areas to stretch their arms. Researchers were keen to find solutions to such problems and faced troubles in covering the wide areas and taking aid from government authorities and NGO's to overcome such issues. With the help of this research paper, scope and major issues, challenges concerning disability and rehab measures in India are being tried to discussed upon and adoptive measures regarding health care for disabled in the community.

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In India around 2.68 Cr persons are disabled which constitutes 2.21% of the total population. Therefore Inclusive development of the disabled persons has been initiated by the government by implementing various welfare and development measures for comprehensive development of persons with disabilities in the country. In international level UN convention of Person with Disabilities indicates that Persons with all types of disabilities must enjoy human rights and fundamental freedom without any barrier. Even SDGs also addresses the issues concerning to disabled persons with its aim of Leaving No One Behind. In spite of many efforts right from Nation to Globe still Persons with disabilities are more vulnerable and they face multiple problems in terms of accessibility of social services, education, health, rehabilitation and support system at community level. Therefore there is an urgent need to take serious calls to strethaning this able population on priority basis. The present paper ...

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These are exciting times to be working with and beside people with disabilities. A range of international frameworks promote a paradigm shift from a charity-based approached to a focus on both the rights and inclusion of people with disabilities into all areas of society.(Thomas and Thomas 2008; International Labour Office and Irish Aid 2010). These include the United Nations Convention on the Rights of Persons with Disabilities (United Nations 2008). And regionally, the Asia and Pacific decade of Disabled Persons as well as the Biwako Millenium Framework (promoted by the United Nations Economic and Social Commission for Asia and the Pacific – UNESCAP) are focus areas. India has a strong platform for PWID in both policy and legislation. Policies supporting rehabilitation for PWIDs were included in the 1992 Rehabilitation Council of India Act. The People with Disabilities Act in 1996 covers equal opportunity, protection of rights and participation, while the National Trust for welfare of persons with Autism, Cerebral Palsy, Mental retardation and Multiple disabilities Act, (1999) provides guardianship to people covered by the Act (Narayan 2008). India is also signatory to a number of United National resolutions for action towards an inclusive, barrier-free and right based society for persons with disabilities(Narayan 2008). There are many possibilities for inclusion and mainstreaming of PWIDs into all areas of community development. PWIDs can participate in decision making for their own personal needs, for the needs of the PWID community and as community members, for broader society.

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Inclusive Education for Differently Abled Child: A Step towards Equality

Dr. leena moudgil.

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Associate Professor at Vivekananda Institute of Professional Studies, GGSIPU, Delhi

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India is a massive country of young generation with 65% population below 35 years and 2.1% of population are differently able persons. A country can only grow when people are treated equally before law and education is accessible to all. Equality means to prevent discrimination and providing remedies for the same. Inclusive education is a step in this direction and it provides a stride towards societal development. It provides a learning platform where differently able child study with normal child for academic, social, behavioural and professional development. UNESCO Agenda 2030, Sustainable Development aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Several reports have highlighted upon the steps required in this direction. Art. 21-A, Constitution of India is given a wider interpretation which resulted in Right to Education Act, 2010. In 2016, Right of Persons with Disability Act is enacted, which repealed 1995 Act, and follow principles of respect for the evolving capacities of children with disabilities and respect for the right of children with disabilities to preserve their identities. The paper looks into positive and negative implications of present legislation. The total number of children with disabilities (in the age group of 0–19 year) is 7,864,636. In spite of having provisions laid down in various legislations to include differently able in the society, still large number of differently able children feel 'left-outs' and thus ‘drop-out’, as they are unable to cope pressure. The utmost need is the exposure of teachers, sensitisation of children and differently able friendly attitude with quality education. The author looks into challenges in implementation of statute, differences among other modes and judicial approach towards the existing scenario.

• IEDC Scheme
• sensitisation
• Conventions

Research Paper

Information

International Journal of Law Management and Humanities, Volume 4, Issue 3, Page 146 - 160

Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution -NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting, and building upon the work for non-commercial use, provided the original work is properly cited.

Copyright © IJLMH 2021

I. Introduction

The contribution of an individual ushers towards societal development and so a contribution of each and every human being including differently abled leads us to the path of equality. Equality means to prevent discrimination and providing remedies for the same. A differently-abled person has physical, sensory, intellectual or mental impairment and so his prospects of securing, returning to, retaining and advancing in suitable employment, are substantially less. [2] For the development of society as a whole, education to all is required. Education is the gateway to full participation in society [3] and Inclusive education is the next step towards this goal. Inclusive Education (IE) is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof. [4] Inclusive Education denotes that all children irrespective of their strengths and weaknesses will be part of the mainstream education. [5] Inclusive education provides a learning platform where differently abled child study with normal child for academic, social, behavioural and professional development. It is potentially both a process and an outcome for achieving social justice and equity in our society. [6] According to 2011 census, India has 65% population below 35 years [7] and 2.1% population of differently abled persons. [8] The total number of people with disabilities in the country is about 26 million. The total number of children with disabilities (in the age group of 0–19 year) is 7,864,636.

Nearly 2.6 million disabled children either did not see the inside of a school or had to drop out and only 4 million which is 61% of India’s 6.6 million disabled population in the 5-19 age group were studying in an educational institution in 2011. The proportion of children studying in a school was higher for the total population by 10 percentage points (71%). Of the rest, 27% (1.75 million) children with special needs never attended any school, while 12% (0.8 million) had dropped out of school. [9]

In school, one of the problems is lack of accessibility of resources. This includes not only educational resources but also includes infrastructure and transportation friendliness. The educational resources which are viable for one child may not be viable for visually challenged or mentally challenged child. Less availability of resources in Braille or audio clipping or visual clipping or audio- visual clipping or lack of experiential learning tasks causes a downfall. Another problem is disgrace or insult or laugh at or ignorant attitude of people. The differently abled child needs from us to an empathetic attitude and not sympathetic or apathetic. We try to teach differently abled child how to behave in society but we are lacking when we are not teaching the normal child to be empathetic. The Salamanca Statement and Framework of Action on Special Needs Education,1994 quotes

“Regular schools with inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all, moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.”

The research paper looks into the various International Conventions, legislative provisions, reports and judicial pronouncements. Also, the various schools which have worked for inclusive education,

II. International conventions

Disability is an umbrella term, covering impairments, activity limitations, and participation restrictions, impairment is a problem in body function of structure. [10] In different conventions human rights and lately, education has been discussed. In 1948, Universal Declaration of Human Rights is adopted wherein the States first recognized the human right to education internationally. However, it is in 1960, UNESCO adopted its Convention against Discrimination in Education. The concept of inclusive education is contained implicitly in Article 13, paragraph 1 in International Covenant on Economic, Social and Cultural Rights, 1966. Article 13 highlights education’s role of enabling, “all persons to participate effectively in a free society”. [11] The right of everyone to free and compulsory primary education as well as, progressively, to free secondary and tertiary education. After 23 years, in 1989 the Convention on the Rights of the Child discussed it under Articles 23 relates specifically to children with disabilities, by imposing an obligation on States to ensure that children with disabilities have “effective access to and receive education, training, health-care services, rehabilitation services, preparation for employment and recreation opportunities in a manner conducive to the child’s achieving the fullest possible social integration and individual development”. Article 29 focuses on the purpose of education. This is ratified by India in 1992.

UN Standard Rules for Persons with Disabilities, 1993 Rule 6 laid down responsibility on State for the education of persons with disabilities in integrated settings by making a clearly stated policy, understood and accepted at the school level and by the wider community; allow for curriculum flexibility, addition and adaptation; provide for quality materials, ongoing teacher training and support teachers.

In the World Conference on Special Needs Education, 1994 the Salamanca Statement and Framework for Action on Special Needs Education is adopted. It is for the first time inclusive education is discussed expressly. The Salamanca Statement of UNESCO asserts that education for all could not be achieved without including all types of learners in one learning environment. Convention on the Rights of Persons with Disabilities, 2006 established an obligation of States to ensure an inclusive education system. It aims on full participation of persons with disabilities in schools, colleges, communities and workplace. Article 7 provides for full enjoyment of all human rights and fundamental rights on an equal basis with other children, best interests of the child, right to freedom of expression and Article 24 provides inclusive education systems at all levels, access to inclusive, quality and free primary and secondary education, reasonable accommodation and support within general education system. India is a signatory State to the Convention and consequentially Rights of Persons with Disabilities Act, 2016 is enacted.

The World Education Forum, 2000 held in Dakar reiterated the need to focus on access to education and inclusion for learners from disadvantaged or marginalized backgrounds. Inclusion requires responding to the diversity of needs among all learners, through increasing participation in learning, cultures, and communities, and reducing exclusion from and within education. [12]

UNESCO Agenda 2030, Sustainable Development, Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. [13] This objective means that a school can only be inclusive when all its students are able to access its resources and participate in its activities without exception. Children with disabilities should not be left behind.

III. Legal perspective in india

The concept of inclusion is based on the premise that all children and adults are part of society and that the community helps in the development of resources where all children are equally valued and have the same opportunities for participation. [14] Traditionally, the education in schools is covered under two heads, general and differently abled. In 1826, Raja Kali Shankar Ghosal started first learning facility for the visually handicapped in Varanasi. [15] The first school for blind was established at Amritsar in 1877. Mahatma Gandhi once said, “Education is a powerful instrument of social revolution. Higher education is essential to obtain knowledge and seek better jobs, and thereby develop self-confidence.” [16]

After Independence, the Constitution of India, 1950 in the Preamble provides right to equality, justice and liberty. The differently abled person fundamental rights are secured under following provisions. Article 14 provides equality before law and equal protection of law. At a broad level, this connotes the right to participate in society and contribute as meaningfully as the others. [17] The differently able person has the right to life and liberty guaranteed under Article 21 of the Constitution. Right to life includes the right to live with dignity. Also, Articles 15, 16, 17, 23, 24, 25 and 32 are the other provisions. Article 29(2) provides that no citizen shall be denied admission into any educational institution maintained by the State or receiving aid out of State funds on the ground of religion, race, caste or language. Article 45 of the Constitution directs the State to provide free and compulsory education for all children (including the differently able) until they attain the age of 14 years.

Also, several legislations are framed from time to time. In 1992, Rehabilitation Council of India (RCI) Act was enacted which provides minimum standards in training and qualification for rehabilitation professionals. It dealt with the development of manpower for providing rehabilitation services. The standards for rehabilitation are earlier not provided. It also established consequences for teaching without a license with imprisonment up to one year, be fined Rs.1000 or both. Later by amendment in the year 2000, establishment of statutory mechanism for monitoring and standardizing courses for the training of professionals required in the field of special education are included. The responsibility is on RCI to train special educators and resource teachers that can offer support services to children with disabilities in regular schools.

People with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 provides about the education of children with disabilities up to the age of 18 years in an appropriate environment endeavour to promote integration of students with disabilities in the normal schools. [18] However, there are various lacunas noted in 1995 Act as the definition of person is based purely on the ‘degree of disability’, definition of mental illness is narrow [19]  and features under education were less.

In 2016, Rights of persons with Disabilities Act (RPWD Act) is enacted. It repealed 1995 Act. The new Act provides about inclusive education institutions, inclusive employment policies and non- discrimination and employment and right to participate in cultural life, recreational activities and sporting activities. The appropriate Government and the local authorities shall endeavour that all educational institutions [20] admit them without discrimination and provide education and opportunities; making building, campus and various facilities accessible; providing reasonable accommodation; necessary support individualised or otherwise in environments that maximise academic and social development; ensuring that the education to persons who are blind or deaf or both is imparted in the most appropriate languages and modes and means of communication; detect specific learning disabilities; monitor participation, progress and completion of education.

Also, the appropriate Government and the local authorities [21] shall take the measures to conduct survey of school going children in every five years. However, the fact to be noted is that there is no penal provision for making the State for non- performance of its obligation. 79.2% States have not allocated State funds and 58.3% States have not notified State rules. [22]

The amendment of 2015 in Right to Education Act, 2010 provided disadvantaged groups to be included in the definition of “persons”. Section 3 provides that a child with disability in Section 2 (ee) (A) shall without prejudice to the provisions of the Persons with Disabilities Act, 1995, and a child referred in Section 2 (ee) (B) and (C) will also have the same rights to pursue free and compulsory elementary education which children with disabilities have. Special Learning Disabilities Bill, 2016 that covers teacher training needs, surveys and campaigns.

In 2017, the Three-Year Action Agenda of the Niti Aayog recognized the challenges such as absence of ramps, disabled-friendly toilets, special teaching materials and sensitized teachers. However, the targets are limited to schools having at least one section of each class accessible under Universal Design Guidelines [23] , providing aids to approximately 3.5 lakh beneficiaries every year, and conducting cochlear implant and corrective surgeries for 5,000 children on a yearly basis.

IV. Role of society

Inclusion involves changes in content, approaches, structures, and strategies, driven by a common vision that covers all children and the conviction that it is the responsibility of the regular system to educate all of them. [24] The stakeholders responsible are learners, parents, community, teachers, administrators and policy makers. Parents need to create awareness for inclusion. Despite the measures taken to include differently abled in the society, yet large number of children feels ‘left-outs’, or ‘drop-out’, or disinterested to cope pressure. Right to education requires the education for differently abled stressing upon individual needs also. Skills that make them independent are required and not traditional. Teachers must develop their knowledge and skills, and an understanding of key strategies. [25]

Lack and improper utilisation of funds, less inclusive schools, large class size and rigid curriculum hampers the differently abled from education. The government initiatives in the area of inclusive education can be traced back to National Educational Policy, 1986. [26] India has introduced several schemes Education at three levels is studied up to 6, 6-14, 14-21 yrs. Goa is pioneer in opening inclusive schools. [27] Several reports have expressly or impliedly discussed regarding education.

The Sargent Report, 1944 by the Central Advisory Board of Education proposed a system of universal, compulsory and free education for all boys and girls between ages of six and fourteen. [28] It suggested that children with disabilities should be entirely mainstreamed. [29] The government organised workshops and separated trade schools from those for schools where students without disabilities to teach children with disabilities skills to enter the workforce. Large number of NGOs came up to establish special schools. Most of these segregated schools were expensive and located in urban areas, further marginalizing people with disabilities in rural areas.

In 1964, Kothari Commission created a plan of action to improve the education system and to include people with disabilities. [30] It stressed that proper education generally enables a handicapped child to overcome largely his or her handicap and make him into a useful citizen. Also, social justice demands it. But, the Government never implemented the recommendations. [31]

In 1968, the National Policy on Education (NPE) suggested the expansion of educational facilities for physically and mentally handicapped children, and the development of an ‘integrated programme’ enabling handicapped children to study in regular schools. [32] In 1986, NPE encouraged to prepare them for normal growth and to enable them to face life with courage and confidence. Later, in 1992, NPE broadens the definition of who should be included in mainstream schooling, that “a child with a disability who can be educated in the general school should not be in the special school.”

 In 1974, the Integrated Education for Differently abled Children (IEDC) was introduced, centrally sponsored scheme, to provide equal opportunities to children with disabilities in general schools and facilitate their retention. [33] Integrated Education of Differently abled Children (IEDC), revised in 1992, is a national level central government sponsored scheme where one resource teacher was given to every 8 children with special needs. It suffers due to quality of resource persons, government teachers and time in travel spent. Children were either pulled out from regular classes for resource teaching or they were asked to come before school and stay back. In 2009, IEDC created the Inclusive Education of the Differently abled at the Secondary Stage (IEDSS) and considers resources for differently abled in ages 6-14 under Sarva Shiksha Abhiyan.

“The Centrally Sponsored IEDSS Scheme aims to enable all students with disabilities completing eight years of elementary schooling an opportunity to complete four years of secondary schooling (classes IX to XII) in an inclusive and enabling environment. It provides educational opportunities and facilities to students with disabilities in the general education system at the secondary level (classes IX to XII) and supports the training of general school teachers to meet the needs of children with disabilities at the secondary level.

The objectives of the scheme are to ensure that every student in need of aids and appliances, assistive devices and learning material be provided the same, architectural barriers in schools are removed, supplied learning material as per his/her requirement. All general school teachers at the secondary level will be provided basic training to teach students with disabilities within a period of three to five years. Appointment of special educators and establishment of resource rooms in every block. Model schools are set up in every state to develop good replicable practices in inclusive education.”

In 2009, Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is launched to make secondary education of good quality available, accessible and affordable. The scheme envisages increasing the number of children enrolled for classes IX-X within 5 years by providing a secondary school within a reasonable distance of every habitation, improving quality of education imparted at secondary level through making all secondary schools conform to prescribed norms, removal of gender, socio-economic and disability barriers. One of the 12th Plan Goals for the Secondary Education sector is to achieve near-universal enrollment in secondary education, with the GER exceeding 90 per cent by the 2017. [34]

National Trust has launched ‘Inclusive India Campaign’, 2015. The Inclusive India initiative attempts to facilitate the realisation of equal opportunities, protection of rights and full participation of individuals with intellectual and developmental disabilities into the fabric of society. [35] The three core focus areas are Inclusive Education, Inclusive Employment and Inclusive Community Life. Inclusive Education will make awareness campaigns so that schools and colleges provide inclusive for the children and adults with intellectual disabilities. There are different schemes [36] on education like:

• DISHA- This is an early intervention and school readiness scheme for children in the age group of 0-10 years. It aims at setting up Disha Centres for therapies, trainings and providing support to family members.
• VIKAAS- This scheme provides for enhancing interpersonal and vocational skills as they are on a transition to higher age groups.
• GYAN PRABHA (Educational support) – The scheme aims to encourage PWD for pursuing educational/ vocational courses like graduation courses, professional courses and vocational training leading to employment or self-employment.
• BADHTE KADAM – This scheme aims to create community awareness, sensitisation, social integration and mainstreaming of Persons with Disabilities. There are other schemes also. [37] At present, National Trust is focussing upon awareness about inclusion.

About 19.67 crore of children are enrolled in 14.5 lakh elementary schools across the country with 66.27 lakh teachers deployed under the SSA. [38] However, the teachers appointed under the scheme have not been regularised. [39] The Centre is now considering merging both SSA and RMSA and wants and will consult the States. Despite all these recommendations, there are number of schools forcing specially-able kids to drop out is in thousands exists. [40] NCERT has been constantly working with UNESCO and been organising workshops to assess Inclusive Education in India. In 1987, NCERT in co-operation of UNICEF launched a project IEDC which helped in increasing the number of differently abled in school. [41] NCERT has come up with series of 40 booklets to allow specially-able child read a book. [42]

VI. Contribution by schools

In 1985, Air Force Golden Jubilee Institute started as a school only for the mentally retarded children but subsequently it was felt that an integrated Institution was a better option, which would provide the mentally handicapped children, an opportunity of receiving education in the atmosphere of a normal school.

The Cathedral and John Connon Middle School, Mumbai encourages inclusive education and awareness. It sensitises the students and difficulties faced by special needs. It creates an environment to have different learners. It is affiliated with Jai Vakeel Foundation where the students interact with specially-abled children.

The Shriram School, Vasant Vihar provides inclusive education. All teachers are trained in strategies to teach children with disabilities. The members of school took a pledge that each child is included at all places not only in schools but also in parks and birthday parties. “I believe, that world is one community and each child is special and gifted. I pledge to embrace, to respect and include the different being. I support inclusive India.”

The Heritage School has been an Inclusive school since its inception in 2001. The family has grown to about 100 children and 12 Special Educators under the Special Needs umbrella. We cater to the needs of children with various needs like physical impairment, cognitive impairment, learning disabilities, ADHD and autism. We have learnt to be realistic in our expectations, to be better abled to bridge the gap between expectation and achievement and most importantly, to provide a happy, healthy environment for our students. [43]

More or less other schools are giving admission to differently abled children as per provisions of law and government orders. According to 2019, UNESCO Report there is 75% children with disabilities don’t attend schools in India. [44] The contribution from many more schools is required.

VII. Judicial innovations

In Unni Krishnan v. State of Andhra Pradesh [45] the Honourable Supreme Court held that ‘right to education’ is concomitant to fundamental rights and this right is available up to the age of 18 years. In the case of Social Jurist v . Govt. of NCT of Delhi [46] the Delhi High Court held that respondent should try to achieve teacher pupil ratio of 1:5 at the secondary level and 1:2 at the primary level. Also, equivalence to B.Ed. (SE) with B.Ed. (General) and to D.Ed. (SE) with D.Ed./TTC for the purpose of appointment of special teachers in all the schools in the State as well as schools run by local bodies namely NDMC, MCD and Cantonment Board and the service conditions of the special teachers shall be same as that of the regular teachers holding the qualification of general teachers. The school authorities shall ensure that each school shall have at least two special teachers and further that necessary teaching aids and reading materials are provided. Also, two or three schools in a cluster should avail the services of itinerant teacher as mentioned by NCERT in its affidavit. We also direct to start programmes to train in-service teachers as resource teachers so that they are equipped to take care of differently abled children and to start short term orientation programme for principals and educational administrators so as to sensitise them towards the needs of a differently abled children.

In the case of Sheikh Nasim v . Union of India, [47] the facts are that the Director of Education, Maharashtra on the basis of notification under IEDSS scheme has made appointments but later cancelled via order. Also, no show cause notice was served. The petitioners referred to IEDSS scheme. [48] The court held that the Director of Education has committed utter disregard to the principles of natural justice, without application of mind and by arbitrary exercise of powers and quashed such order.

However, in the case of Rajneesh Kumar Pandey v. Union of India (2016) made an observation contrary to RPWD Act, 2016 the Supreme Court observed that it is impossible to think that the children who are disabled or suffer from any kind of disability or who are mentally challenged can be included in the mainstream schools for getting education… The students who suffer from blindness, deafness and autism or such types of disorder may be required to have separate schools with distinctly trained teachers. This judgment negates inclusion.

In Harish Shetty v. Regional Director National Institute of Open Schooling   [49] case, Bombay HC stressed upon obligations on educational institutions to implement directions of Section 16, Right of Persons with Disability Act, 2016. The need is to have exposure of teachers, sensitisation of children and differently abled friendly attitude with quality education. In All Kerala Parents’ Association of Hearing Impaired v. State of Kerala [50] the matter before the Honourable Supreme Court was regarding applicability of Section 39, Persons with Disability Act, 1995 [51] . The Court held that the provision is clear and unambiguous and it applies to governmental educational institutions and also to the educational institutions receiving aid from the Government. [52]

In the case of  Disabled Right Group v. Union of India [53] , the petitioner has referred the UGC Guidelines for “Higher Education for Persons with Special Needs” that trainers to be sensitized towards disability and inclusion and respective societies/associations to ensure that the information about RPWD events/contests reaches the differently abled students also. Similarly, cultural activities with adequate modifications are to be made available. The Supreme Court observed “Disabilities Act is premised on the fundamental idea that society creates the barriers and oppressive structures which impede the capacities of person with disabilities… To ensure the level playing field, it is not only essential to give necessary education to the persons suffering from the disability, it is also imperative to see that such education is imparted to them in a fruitful manner. That can be achieved only if there is proper accessibility to the buildings where the educational institution is housed as well as to other facilities in the said building, namely, class rooms, library, bathrooms etc. Without that physically handicapped persons would not be able to avail and utilise the educational opportunity in full measure.” In the case of Jeevoday Education Society, Nagpur v. State of Maharashtra [54] , the Bombay High Court held that no distinction can be made amongst the students with disabilities at least while formulating welfare measures for their benefit. There is an obligation upon the State Government to provide necessary infrastructure to enable a mentally retarded student up to the age of 18 years to take education in neighbourhood school or then in a special school of his choice can be spelt out. That education has to be free and hence obligation is automatically cast upon the State Government to extend grants for that purpose.

In an affidavit filed by the petitioner in the  Shamnad Basheer v. Union of India  case  which is currently pending before the Supreme Court, the petitioner has highlighted that not even one seat was reserved for persons with disabilities by some national law universities. [55]

VIII. Conclusion and suggestions

The steps for inclusive education of differently abled are introduced to bring them up with mainstream. Several legislations and judicial pronouncements are incorporated, yet the number of school is less. Also, numbers of special educators, counsellors, occupational therapist have been less in comparison to set guidelines. Also, the schools till date do not have ramp or elevators to make it differently abled – friendly. The need of the hour is to translate the discussions, into action.

Following are the suggestions to make inclusive education a success:

• Development is required in three streams that are education, skill and dignity.
• An attitude of empathy rather than sympathy. It requires simple arrangements like support of schoolmates, acceptability by teachers to help in overcoming some of these problems. Preparation from school, teachers and parents is needed
• Don’t misunderstand the capability of any individual.
• Different teaching methods like experiential learning, models, audio and visual are needed.
• Harmony between legislations like RPWD Act and RTE Act should be established.
• Steps for Early childhood care and education are needed.
• Use of ICTs to promote inclusion.
• Awareness among service providers, officials and PWD.
• Proper utilization of financial and human resources.
• Services to reach rural people.
• The need is several teaching styles like interactive teaching, [56] alternative teaching, [57] parallel teaching [58] and station teaching [59] should be incorporated [60] .
• Role of Government and NGOs to expand into rural areas.
• Special educators to be treated at par with other teachers.
• RTE Act should provide about training for inclusive education.

[2] Vocational Rehabilitation (Differently able ) Recommendation, 1955 (No. 99) retrieved from www.ilo.org/dyn/normlex/en/f?p=1000:55:0::NO::P55_TYPE,P55…en ….Also,see www.businessanddisability.org/index.php/en/boxes

[3] https://www.unicef.org/sowc2013/files/SWCR2013_ENG_Lo_res_24_Apr_2013.pdf as accessed on July 3, 2020

[4] J D Singh, INCLUSIVE EDUCATION IN INDIA – CONCEPT, NEED AND CHALLENGES, DEC-JAN, 2016, VOL. 3/13 www.srjis.com DEC-JAN, 2016, VOL. 3/13 at 3222

available at https://www.researchgate.net/publication/301675529

[5] http://edudel.nic.in/ssa/8.pdf

[6] http://edudel.nic.in/ssa/8.pdf

[7] https://www.theguardian.com › Opinion › India elections 2014

[8] http://censusindia.gov.in/Census_And_You/differently able _population.aspx

[9] Aloke Tikku, “27% differently-able kids have never been to school: Census”, Hindustan Times https://www.hindustantimes.com/india-news/27-differently-abled-kids-have-never-been-to-school-census/story-NhGNoqTS4mmmua5lfaDZ0N.html

[10] Ajit Mondal and Jayanta Mete, Education of Children with Disabilities in India : Concern and Policy Perspective retrieved from http://www.caluniv.ac.in/academic/education_journal/7%20Education%20of%20Children%20 with%20Disabilities%20in%20India%20Concern%20and%20Policy%20Perpective.pdf

[11] This Article has formally acknowledged the Universal Declaration and elaborates further on education.

[12] http://www.ungei.org/resources/files/Equity_and_Inclusion_Guide.pdf as accessed on July 4, 2020

[13] N for Nose, State of the Education Report for India 2019: Children with Disabilities, UNESCO

[14] M. Puri and G. Abraham, Handbook of Inclusive Education for Educators, Administrators, and Planners (Sage Publications Pvt. Ltd., New Delhi , 2005 )

[15] http://shodhganga.inflibnet.ac.in/bitstream/10603/62666/9/10_chapter_01.pdf

[16] M.N.G Mani and others, See with the Blind, (Bangalore: Christoffel Blinden Mission, 1999), p. 111 retrieved from https://shodhganga.inflibnet.ac.in/bitstream/10603/103065/9/09_chapter%203.pdf

[17] OPINION: The SC ruling that a blind or a deaf person can’t be a judge goes against the Constitution’s spirit , Hindustan Times (2019), https://www.hindustantimes.com/analysis/the-sc-ruling-that-a-blind-or-a-deaf-person-can-t-be-a-judge-goes-against-the-constitution-s-spirit/story-tBHaxJ6uYL2xVcelFcqUFP.html (last visited May 5, 2021).

[18] Section 26, PWD Act,1995

[19] “Mental illness” as covered in 2016 Act means a substantial disorder of thinking, mood, perception, orientation or memory that grossly impairs judgment, behaviour, capacity to recognise reality or ability to meet the ordinary demands of life, but does not include retardation which is a condition of arrested or incomplete development of mind of a person, specially characterised by sub normality of intelligence.

[20] Section 16, RPWD Act, 2016

[21] Section 17, RPWD Act, 2016. The measures are for identifying children with disabilities; establish adequate number of teacher training institutions; to train and employ teachers, professionals and staff; to establish adequate number of resource centres to support educational institutions at all levels of school education; to promote the use of appropriate augmentative and alternative modes including means and formats of communication, Braille and sign language; to provide books, other learning materials and appropriate assistive devices to students with benchmark disabilities free of cost up to the age of eighteen years; to provide scholarships in appropriate cases to students with benchmark disability; to make suitable modifications in the curriculum and examination system to meet the needs of students with disabilities such as extra time for completion of examination paper, facility of scribe or amanuensis, exemption from second and third language courses; and to promote research.

[22] The sources of these data is DRIF, NCPEDP and NCRPD retrieved from https://www.thehindu.com/news/ national/disabilities-act-states-going-slow-on-roll-out-says-study/article25664949.ece

[23] As per the RPWD Act, ‘“universal design” means the design of products, environments, programmes and services to be usable by all people to the greatest extent possible, without the need for adaptation or specialized design and shall apply to assistive devices including advanced technologies for particular group of persons with disabilities.’ A checklist for Making Schools Accessible to Children with Disabilities has also been prepared. See UNICEF, Samarthyam and Accessible India Campaign (2016) retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000368780/PDF/368780eng.pdf.multi as on July 7, 2020

[24] http://www.ungei.org/resources/files/Equity_and_Inclusion_Guide.pdf as accessed on July 4, 2020

[25] Including Children With Special Needs : Primary Stage, NCERT, 2014

[26] NPE, 1986 recommended, as a goal, ‘to integrate the handicapped with the general community at all levels as equal partners, to prepare them for normal growth and to enable them to face life with courage and confidence’

[27] The first school that started a resource room was in the year 2003 (Holy Cross High School,

Bastora, Goa). Subsequently three more schools with IE have been functioning in Goa, Chubby Cheeks, Spring Valley High School at Pilerne (2004), Jyot–Adarsh School at Margao (2006) and Lourdes Convent High School (2007). Presently around 14 schools are considered to be Inclusive Education schools.

The Social Welfare Department and the Education Department of Goa Government are the main nodal agencies and local NGOs like Sangath, Sethu and others are actively involved in spreading the concept and practice of IE in Goa. retrieved from http://shodhganga.inflibnet.ac.in/bitstream/10603/62666/9/10_chapter_01.pdf

[28] http://www.ncert.nic.in/departments/nie/degsn/pdf_files/INDEX%20FINAL%20FOR%20WEBSITE.pdf

[29] http://www.ijip.in/Archive/No84/18.01.004.20160484.pdf

[30] http://www.ijip.in/Archive/No84/18.01.004.20160484.pdf

[31] Aruna and Kuldeep Singh (et al) Inclusive Education in India retrieved from http://www.ijip.in

[32] Ajit Mondal and Jayanta Mete, Education of Children with Disabilities in India : Concern and Policy Perspective retrieved from http://www.caluniv.ac.in/academic/education_journal/7%20Education%20of%20Children%20wi th%20Disabilities%20in%20India%20Concern%20and%20Policy%20Perpective.pdf

[33] J D Singh, INCLUSIVE EDUCATION IN INDIA – CONCEPT, NEED AND CHALLENGES , DEC-JAN, 2016, VOL. 3/13 www.srjis.com DEC-JAN, 2016, VOL. 3/13 at 3223

[34] Rashtriya Madhyamik Shiksha Abhiyan (RMSA): भारत सरकार, शिक्षा मंत्रालय, Rashtriya Madhyamik Shiksha Abhiyan (RMSA) | भारत सरकार, शिक्षा मंत्रालय, http://mhrd.gov.in/rmsa_status (last visited May 5, 2021).

[35] Press Information Bureau, Government of India, Ministry of Social Justice & Empowerment http://pib.nic.in/newsite/PrintRelease.aspx?relid=164434 as on June 6, 2017 retrieved on October 5, 2017

[36] The National Trust , Ministry of Social Justice and Empowerment (MSJE), http://thenationaltrust.go v.in/content/scheme (last visited May 5, 2021).

[37] SAMARTH( respite home for orphans or abandoned, families in crisis and PwD from BPL & LIG families); GHARAUNDA (Group Home for Adults); NIRAMAYA (Health Insurance Scheme); SAHYOGI (Caregiver training scheme); PRERNA (Marketing Assistance) and SAMBHAV (Aids and Assisted Devices).

[38] Prakash Kumar “Centre contemplates merging SSA and  RMSA ”, Deccan Herald as on 27-Jun-2017

 http://www.deccanherald.com/content/619578/centre-contemplates-merging-ssa-rmsa.html

[39] SSA, RMSA teachers seek regularization, http://www.tribuneindia.com/news/ludhiana/ssa-rmsa-teachers-seek-regularisation/463867.html on September 7, 2017 retrieved on October 5, 2017

[40] Deepak Lavania, “Schools not friendly, thousands of disabled kids drop out, remain illiterate” www.timesofindia.indiatimes as on June 25, 2017 retrieved on June 5, 2020

[41] NCERT and Education for Differently able http://www.jagranjosh.com/articles/ncert-and-education-of-differently able -1287813322-1

[42] “NCERT books to make classroom inclusive” www.timesofindia.indiatimes

[43] Inclusive Education Policy , The Heritage School, http://www.theheritageschool.org/heritageschooli nternational/inclusion-policy.php (last visited May 5, 2021).

[44] India Today Web Desk, 75% of children with disabilities don’t attend schools in India: UNESCO, India Today (2019), https://www.indiatoday.in/education-today/news/story/unesco-report-says-75-5-year-old-children-with-disabilities-don-t-attend-schools-in-india-1561722-2019-07-04 (last visited May 5, 2021).

[45] 1993 SCR (1) 594

[46] (2009) 163 DLT 489

[47] 2016 SCC online Bom 5442

[48] The points of the scheme are covered in Reports part of the present paper.

[49] 2017 SCC online Bom 8266

[50] (2018) 2 SCC 410

[51] All Government educational institutions and other educational institutions receiving aid from the Government, shall reserve not less that three per cent seats for persons with disabilities.

[52] Now as 2016 Act is applicable, we make reference to Section 32, RPWD Act, 2016.

Section 32. (1) All Government institutions of higher education and other higher education institutions receiving aid from the Government shall reserve not less than five per cent seats for persons with benchmark disabilities. (2) The persons with benchmark disabilities shall be given an upper age relaxation of five years for admission in institutions of higher education.

[53] (2018) 2 SCC 397

[54] The petitioner , a society which runs a Special School for Mentally Challenged Children at Nagpur since last about 30 years. It is pleaded before the Bombay High Court that the State Government has avoided to formulate a policy which will permit release of proportionate increased or additional grants for institutes like that of petitioner, when the number of students taking education increase.

[55] Anusha Reddy and Namrata Dubey, Paving the Way to an Inclusive India, One Judgment at a Time, https://thewire.in/government/ro-postpones-scrutiny-of-nomination-after-congress-complains-aap-candidate-for-rs-polls-holds-office-of-profit as on January, 2018 and retrieved on July 8, 2020

[56] Here, teachers alternate roles of presenting, reviewing and monitoring instructions.

[57] One person teaches a small group and other monitors or teaches the remaining students.

[58] Students are divided into mixed ability groups and each co-teaching partner teaches the same material to one of the groups.

[59] Small groups of student rotate to various stations for instruction, review and/or practice.

[60] www.education.wm.edu

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