Greetings my people! As a disability rights activist, it is indeed a concern to discuss everything that affects PWDs. I can’t keep silent and watch my people suffer. I deem it necessary to share the following with you.
The foundation for the Civic rights of persons with Disability FCRPD will continue to fight tooth and nail in advocating to see to it that PWDs are given the right and support they deserve. Please join us in fighting this noble course.
CHALLENGES FACED MY STUDENTS WITH DISABILITIES IN SCHOOLS.
As education is considered the foundation for a successful future, it is crucial for every student to have equal access to quality education. However, for students with disabilities in the Gambian education system, this can be a challenging and often overlooked reality. While the government has implemented policies for inclusive education, there are still significant barriers that these students face on a daily basis.
Lack of Accessibility:
One of the biggest challenges faced by students with disabilities in the Gambian education system is the lack of accessibility. Most schools in the country do not have the necessary infrastructure, such as ramps, elevators, or disabled-friendly washrooms, to accommodate students with physical disabilities. This makes it difficult for students in wheelchairs or with mobility impairments to move around the school premises and attend classes. Lack of accessibility also extends to the classroom, with many schools lacking the necessary assistive resources, such as Braille materials or audio devices, for students with visual or hearing impairments. This not only hinders their learning but also creates a sense of exclusion and isolation for these students.
Inadequate Support and Resources:
Another major challenge faced by students with disabilities in the Gambian education system is the lack of adequate support and resources. Students with disabilities often require specialized support and accommodations to fully participate in their education, such as extra time for exams or the use of assistive technologies. However, most schools in the country do not have the resources or trained personnel to provide these accommodations. This results in students with disabilities struggling to keep up with their peers and falling behind in their studies. Moreover, the lack of support and understanding from teachers and fellow students can also lead to a negative impact on the students’ mental health and well-being.
Negative Attitudes and Stigma:
Unfortunately, students with disabilities in the Gambian education system also face negative attitudes and stigma from their peers and teachers. This can range from bullying and discrimination to lower expectations and limited opportunities. Due to the lack of awareness and understanding about disabilities, students with disabilities may be labeled as “lazy” or “dumb” and may face constant criticism and discouragement from their teachers. This can have a significant impact on their self-esteem and confidence, making it even more difficult for them to succeed academically.
Negative attitudes and stereotypes towards students with disabilities in the Gambian society. Due to a lack of awareness and understanding, these students are often stigmatized and excluded from the mainstream education system. This not only affects their self-esteem but also creates a sense of isolation and marginalization. As a result, many students with disabilities choose to drop out of school, depriving themselves of the opportunity to learn and grow.
Limited Access to Higher Education:
Another major challenge faced by students with disabilities in the Gambian education system is the limited access to higher education. Many students with disabilities are unable to complete their primary or secondary education due to the challenges mentioned above. For those who do manage to complete their education, they face barriers when it comes to accessing higher education institutions due to the lack of accommodations and support. This further restricts their opportunities for employment and personal growth.
Moving Towards Inclusion:
It is clear that students with disabilities in the Gambian education system face numerous challenges that hinder their access to quality education. However, there is hope for a more inclusive education system. The first step towards this is raising awareness and understanding about disabilities among students, teachers, and the community as a whole. Schools need to invest in infrastructure and resources to make their premises and classrooms accessible for students with disabilities. Educators should also receive training on inclusive teaching techniques and how to provide appropriate accommodations to students with disabilities. Furthermore, the government must take proactive steps to enforce and implement inclusive education policies, ensuring that all students have equal opportunities to learn and thrive.
In conclusion, students with disabilities in the Gambian education system face a multitude of challenges that hinder their access to quality education. However, with the right measures in place, we can work towards creating a more inclusive and equitable education system. By breaking down barriers, increasing awareness and understanding, and providing the necessary support and resources, we can ensure that every student, regardless of their abilities, has the opportunity to reach their full potential and contribute to society.
Challenges face by persons with visually impairment in the society
People with visual impairments face numerous limitations and challenges in their everyday lives due to the presence of open gutters in society. These open gutters pose significant barriers to the movement and independence of individuals with visual impairments, making it difficult for them to navigate public spaces and access essential services.
One of the primary limitations posed by open gutters is the increased risk of accidents and injuries for individuals with visual impairments. Without the ability to see potential hazards, such as open gutters, people with visual impairments are at a higher risk of falling into these hazardous openings, leading to serious injuries or even fatalities. This creates a constant sense of vulnerability and fear while navigating public spaces, further limiting their freedom of movement and independence.
Moreover, the presence of open gutters significantly restricts the accessibility of public areas for people with visual impairments. Sidewalks and pathways with open gutters become inaccessible and unsafe, forcing individuals with visual impairments to either rely on assistance from others or avoid these areas altogether. This limitation restricts their ability to freely access essential services, such as public transportation, healthcare facilities, and educational institutions, further isolating them from full participation in society.
Additionally, the lack of proper infrastructure to address open gutters in society reflects a broader issue of neglect and discrimination against individuals with visual impairments. It underscores the systemic barriers and ableism that perpetuate their exclusion from public spaces and reinforces the need for inclusive and accessible urban planning and design.
In conclusion, the presence of open gutters in society poses great limitations for the movement of persons with visual impairments, restricting their freedom, safety, and accessibility. Addressing this issue requires a concerted effort to prioritize the needs of individuals with visual impairments in urban planning and infrastructure development, ensuring that public spaces are inclusive and accessible for all. By taking proactive measures to eliminate open gutters and create barrier-free environments, society can empower individuals with visual impairments to navigate their surroundings with dignity and independence.
Samba Jaiteh
Disability rights activist
The Gambia