Youth persons with Disabilities (YWD) are often the most neglected sections of society. While the disability discourse has generated some material on the children and on the adults with disability and the literature on gender has highlighted the cross-cutting impact of disability on women, there is really Not much of a body of literature on the YWD.
A UNICEF (1999: 1) report stated that, “Adolescents and youth with disabilities are among the neediest and most overlooked of all the world’s children”. Consistently across the globe, especially in developing countries, mainstream policies and programmes working with young people seem to overlook the needs of those with disabilities, while efforts aimed at people with disabilities tend to focus either on children or adults. Thus the unique social, psychological and physiological concerns of young people with disabilities tend to go unaddressed and this situation is reflected in the more recent In working with young persons with disabilities it is important to and their significant others, this research will explore the local meanings that persons with disabilities and others around them attach to disability, poverty and education. It will focus on the role that education and other enabling factors play in helping young people with disabilities make transitions into adulthood and in some instances move out of poverty.
Given that WHO estimates suggest that there are between 120-150 million children, adolescents and youth with disabilities and UNICEF reports that “with half of the world’s population under 15 years old, the number of adolescents and youth with disabilities can be expected to rise markedly,” we are actually neglecting a significant section and undermining their capabilities.
The participation of this group remains hugely restricted- in education, in employment and they encounter social isolation and prejudice. This exclusion often has societal support, their marginalization is formally sanctioned. Very little is known about the lived experiences of these people- that area remains blurred. This is more so for the YWD in the rural areas as absence of schools/ facilities for special education mean that as children, most are denied access to education. This further impedes their access to decent livelihood entrenching them in poverty and deprivation.
Needless to say, more qualitative studies need to be undertaken to capture the experiences of the youth and find ways to mainstream the same. The existing studies point how marginalization of the YWD results in a situation where even when the YWD contribute to family kitty, such contributions are not recognized or acknowledged, partly because they are not given work directly but are passed on work by relatives and family members. Neither is their contribution towards undertaking household chores recognized, even though their participation means that the other members of the family are freed on the responsibility and can take up other work.
What is the way ahead? Documenting and recording experiences and a focus on the strengths and capabilities of the YWD, an engagement with the process of identifying and removing barriers and constraints to participation- these are the first steps. Really these are not unachievable – time consuming yes, but impossible, no.
What can be done to tap the potential of the YWD in India?
-Ipsita Basu