Towards Equality

More than 25% of children with disabilities never went to school in India (UNESCO).

December 3rd marks the annual observance of the International Day of Persons with Disabilities, a day dedicated to raising awareness about the rights, challenges, and achievements of individuals with disabilities. Established by the United Nations, this day serves as a global platform to promote inclusion, accessibility, and equality while fostering discussions on breaking barriers and empowering persons with disabilities. Through events, campaigns, and initiatives worldwide, it highlights the importance of building a more inclusive society where everyone can thrive. This year’s theme is “Amplifying the leadership of persons with disabilities for an inclusive and sustainable future”, highlighting the significance of the slogan “Nothing about us without us”.

While the entire world celebrates the leadership of such individuals, in Kashmir, they are fighting for equal recognition as a part of the society. Social exclusion, stereotypes, and negative attitudes towards persons with disabilities are the essential features of our society. Nearly 20 years have passed since India adopted the International Convention on the Rights of Persons with Disabilities (CRPD), and the RPWD Act 2016 is on the verge of completing a decade; however, there is no significant change in the ground realities in Kashmir.

Education as a prerequisite for becoming leaders

It is often said that leaders are born, not made. However,

this is not the case for persons with disabilities unless society acknowledges and supports their potential. To truly become a leader, one must attain a high-quality education. For persons with disabilities, only 0.004% progress to higher education in India is recorded (AISHE, 2021–22). The situation is even more dire in Jammu & Kashmir, where no data is available on such individuals. Article 24 of the CRPD and Chapter 3 of the RPWD Act 2016 were formulated to integrate persons with disabilities into mainstream educational institutions. However, these initiatives have not led to a substantial change on the ground. Such persons still suffer from the inaccessibility of physical and digital infrastructure in schools, colleges and universities, the absence of reasonable accommodations and the lack of awareness among administrative staff and teachers about the laws and policies. Social exclusion exacerbates such problems at all levels of education.

Social acceptance

In Kashmir, societal attitudes toward disability are still largely shaped by the medical, charity, and religious models. When a child with a disability is born into a family, it is often perceived as a test or examination from God, which casts such individuals in a negative light. Families frequently engage in regular visits to shrines and saints, adhering to the religious model that is not only practised devoutly but also encouraged by the broader community. This is often followed by the charity model, where parents of individuals with disabilities persistently approach government offices to secure monthly pensions or rely on NGOs distributing free aid and food kits.

These perspectives are rooted in deeply ingrained beliefs that individuals with disabilities are not equal members of society. Terms such as "incapable," "handicapped," and "different" are commonly associated with them, reflecting how they are viewed as "the others" by the community. This entrenched attitude further alienates them from the mainstream, exacerbating their marginalisation. Unless society acknowledges and embraces them as equals, it is unrealistic to expect leaders to emerge from among these individuals.

The way out

The government in Kashmir must identify and address the social barriers that hinder the inclusion of persons with disabilities in mainstream educational institutions. To achieve this, it should prioritise the recruitment of more persons with disabilities as teachers and professors, as mandated by Article 24 of the CRPD. This approach would not only raise awareness among non-disabled individuals but also serve as an inspiration for people with disabilities. General Comment No. 4 of the CRPD asserts that this is the most effective way to achieve inclusion within educational institutions. Additionally, regular training for teachers and administrative staff and awareness sessions for non-disabled students on issues faced by persons with disabilities would further promote inclusion.

Like other parts of the world, Kashmir needs to adopt the social model of disability. Society must introspect and address the various obstacles it has created, which hinder not only the inclusion but also the overall development of persons with disabilities. While it is true that the birth of a child with a disability often comes as a surprise to the family, it is the responsibility of society to eliminate social barriers and foster an inclusive environment.

Religious and social leaders in Kashmir could play a pivotal role in fostering inclusion for persons with disabilities in education and society. Their influence can challenge deep-rooted stigma and promote understanding, emphasising equality and dignity. Religious leaders should use sermons to address misconceptions, framing disability as part of human diversity rather than a divine test or burden. Social leaders should advocate for inclusive policies, awareness programmes, and equal opportunities in schools and workplaces. By championing acceptance and highlighting the rights of persons with disabilities, these leaders can inspire communities to dismantle barriers, ensuring a more inclusive and equitable society for all.

Education is recognised globally as a fundamental human right, upheld by all major religions, international conventions, and Indian laws. Yet, persons with disabilities in Kashmir continue to struggle for this basic entitlement. This year’s theme, “Amplifying the leadership of persons with disabilities for an inclusive and sustainable future,” highlights the need for their active involvement in shaping solutions. Inclusion demands collective action—families, religious and social leaders, teachers, and government officials must work together to identify and dismantle societal barriers. Most importantly, empowering persons with disabilities as leaders ensures their voices drive change, fostering a truly inclusive and sustainable society.

Aqib Rehman is a student of Human Rights and Diplomacy at University of Stirling the United Kingdom. 

Rohi Jan is a research scholar at Jawaharlal Nehru University. 

Views expressed are personal.