The transformative power of education and technology in Kashmir’s disability revolution

Twenty years ago, a disabled person’s existence in Kashmir was extremely difficult. The Kashmiri populace was notably ignorant and incomprehensible when it came to disability issues. This ignorance included neighbors, other family members, educators, parents, and administrators. People had no idea how someone with a disability could read, write, or perform everyday tasks. People with disabilities had an extremely tough time getting by because of this ignorance.
Lack of Awareness and Understanding:
Society at that time knew very little about how to assist people with disabilities. Parents who had impaired children frequently felt helpless and unaware of how to help them. They lacked the tools and information required to offer the proper instruction and treatment. In order to meet the requirements of pupils with disabilities, teachers were also ill-prepared and underprepared. They were not receiving any assistance from any specialist training programs or support networks. People with disabilities were often seen as a financial and social burden. Many families found it difficult to pay for the high expense of medical care, specialized equipment, and support services. People with disabilities were viewed as reliant and unproductive members of society as a result of the financial hardship and discrimination they faced. Their marginalization and isolation from mainstream culture were facilitated by this notion.
Isolation and Stigma:
People with disabilities were generally seen by society as burdens. More often than not, they were shut up in their rooms, cut off from the outside world. People hardly ever acknowledged their existence or attempted to comprehend or help them. The general perception of people with disabilities was one of abandonment and exclusion rather than inclusion and support. There was a very narrow notion of impairments in society. This ignorance permeated every facet of life, including work, school, and even the most fundamental social relationships. Parents of disadvantaged children frequently felt helpless, not knowing how to encourage their child’s growth and socialization. In the absence of appropriate support or services, a lot of parents felt overwhelmed and vulnerable. In Kashmir, parents of disadvantaged children had a difficult time supporting and educating their children. Notwithstanding sociocultural and infrastructure barriers, their unwavering efforts have paid off. These parents understood that teaching their challenged children would be essential to keeping them independent. Since they received the right assistance and education, many disabled people have succeeded in a variety of disciplines, demonstrating that they are capable of great things. Some parents worked extremely hard to educate their children with disabilities so they could grow up and not be a burden to anyone. These extremely disabled people now advocate for their rights and show the world who they are and the community they live in. Twenty years ago, Kashmir had no amenities; but, because of a few crippled people, there is now some respite. Disabled people can now find decent platforms because of the efforts of several people in Kashmir who are aware of them.
In addition to lacking the necessary resources to meet the requirements of children with disabilities, teachers are also vital to a child’s growth. To teach pupils with impairments, there were surprisingly few specialized training programs available for teachers. Since special education programs were frequently underfunded and lacked the resources needed to deliver a high-quality education, many disabled students were either excluded from mainstream school or assigned to them. This division in schooling made disabled people even more ostracized and reduced their chances for both career and personal advancement.
Extended family members and neighbors frequently lacked knowledge and awareness and were unable to engage appropriately with people with disabilities. Feelings of alienation and loneliness were caused by this lack of social support and acceptance. Not because of their actual infirmities, but rather because of social stigmas and discrimination, many disabled people were confined to their homes. Their needs and rights were disregarded, and they were frequently regarded as invisible. Policymakers and administrative agencies also did not give the needs of people with disabilities first priority. There were little, if any, regulations governing the accessibility of employment, transit, and public areas. It was very difficult for people with disabilities to live independent lives and navigate their communities because of this lack of accessibility. Ramps and elevators were uncommon in buildings, and public transit systems were frequently not designed to accommodate wheelchairs or other mobility aids. Significant obstacles to work, education, and social involvement were brought about by this physical inaccessibility.
Moreover, healthcare practitioners were not exempt from this lack of knowledge and comprehension. Many physicians and therapists lacked the necessary training to properly handle the unique needs of people with disabilities. The lives of people with disabilities were made more difficult by the frequent misdiagnoses and insufficient treatment that followed from this lack of specialist care. There was also a lack of access to rehabilitation therapies, which are essential for raising quality of life. The general perception of disability was one of charity and pity, not of inclusion and empowerment. People with disabilities were frequently treated more like charitable objects than like sentient beings with rights and potential. Even with the best of intentions, charity drives and fundraising activities frequently served to perpetuate the stereotype that people with disabilities were less capable of being independent and fulfilling in life and instead were dependent on the kindness of others.
People with disabilities started to come forward and were acknowledged over time, little by little. In Kashmir, a few crippled persons began to pursue education. People became increasingly aware of disabilities through newspapers, television programs, social media, awareness programs, and as these people gained notoriety, they inspired others by demonstrating that people with disabilities could have fulfilling lives. People with disabilities are independent and will not burden others with their needs if they pursue education. On their own, they are capable of leading happy lives. A disabled person who is literate has the potential to rise to prominence in the future and serve as an advocate for their community of impaired people.
The disabled people themselves, the parents’ efforts, and developments in technology and education are all responsible for this success. The lives of people with disabilities would have been very difficult without these things. It is impossible to exaggerate the importance of education in enabling these people to advocate for their communities and for themselves. Disabled people in Kashmir may now fight for their rights and improved chances because of their tenacity. For many with disabilities, education has provided doors that have allowed them to overcome the stigma and restrictions that are typically attached to their condition. It has given them the means to forge prosperous lives and make significant contributions to society. Technology has been a major factor in this change as well. With the development of assistive technologies, disabled people may now communicate more effectively, access information more easily, and complete tasks that were previously thought to be impossible.
There are now role models for the disabled community in Kashmir who encourage others to seek education and improve their lot in life. These people actively participate in promoting better facilities and policies as well as increasing public awareness of impairments. Their success stories have altered popular opinions by demonstrating that a disability does not impede one’s potential to succeed.
In conclusion, the transformation of disabled people in Kashmir from social outcasts to powerful forces in the community is a tribute to the efficacy of technology, parental guidance, and education. Their advancements highlight the value of diversity and the requirement that everyone has equal access to opportunities. Through their actions, Kashmir’s disabled population has cleared the path for a more compassionate and accepting community in which every person has the opportunity to live a happy, independent life.
The writer is pursuing a Ph.D. at Jawaharlal Nehru University (JNU), New Delhi. She can be reached at [email protected]

Rohi Jan