Disability is not a bad word but its misuse as a derogatory insult is indeed objectionable. Equally problematic is the reluctance to openly discuss “disability,” treating it as if it were a taboo subject.

In an era where there is emphasis on political correctness, well-intentioned individuals often resort to euphemisms, such as “special needs” or “differently-abled,” or worse, “handicapped” or “challenged” — words deeply engraved in the common man’s vernacular.

Examining these terms reveals their limited benefit to the extensive community of people with disabilities in Pakistan. For instance, “special needs” may be seen as a way to soften the impact when discussing disabilities, yet it implies that individuals with disabilities have unique requirements, dismissing that everyone possesses varying, unique needs.

Consider two individuals entering a building: one using steps and the other a wheelchair ramp. They both need to enter the building, both have distinct needs and labelling one as “challenged” or having “special needs” unfairly characterises individuals with disabilities, as everyone faces challenges influenced by their environment and societal attitudes.

There is a pressing need for society to look at the ways lack of infrastructure and even derogatory language contributes to marginalising those with disabilities and address them

In our example, the person using the steps easily goes in, while the person using the wheelchair often struggles with the ramp, built at an awkward and inconvenient 45 or 50 degree angle. The challenge is amplified in Pakistan, where inadequate infrastructure, such as poorly designed ramps in this scenario, and a lack of enforcement of accessibility laws, contribute to the struggles faced by people with disabilities.

In February of 2014, the State Bank of Pakistan issued an order titled, ‘Accessible Banking Infrastructure for Special Persons’, part of which stated: “Wherever possible, make arrangements to construct ramps at the entrance of existing branches and ATM cabins to allow easy access to special persons and wheelchair users.” Despite these guidelines, the absence of accessible, usable ramps remains glaring, hindering the daily activities of those who require them.

Just recently, on February 8 during the elections, many voters — young and elderly — with disabilities had to walk or navigate their wheelchairs around speedbumps and potholes in narrow alleyways to get to their polling stations, at times to find out either their polling stations had been changed, or that their allocated room was on the first floor, with obviously no elevator access.

In moments like these, or in our previous example, one is left thinking that it is not entirely the person who is disabled, but the system that disables the person.

Some ways for those without physical disabilities to support peers with disabilities in public spaces are as simple as not taking over the accessible parking spots and offering easily accessible spaces on public transport or elevators. Public and private offices and other buildings should facilitate visitors and employees by providing disabled access doors or wheelchair access doors, or doors wide enough for wheelchairs to pass through, and installing elevators that have an accessible control panel that can be used with one’s feet.

Having large print displays, Braille and tactile guidance paths on floors could also be helpful for those with visual impairments. Unfortunately, there is little to no representation of people with disabilities in mainstream media as well, which limits advocacy, so it is important to amplify their voice wherever possible.

This accessibility issue is particularly stark for individuals with invisible disabilities. According to the 2023 census, among Pakistan’s 241 million people, 6.2 percent have various disabilities — whether physical, mental, intellectual, developmental, cognitive, or sensory. Sadly, signs of invisible disabilities, which are not immediately apparent, especially in school-age children, often go unnoticed or are dismissed due to societal taboos associated with the term “disability.”

Hence, children with invisible disabilities, such as autism spectrum disorder or developmental delays, often get called names such as “slow” or “dumb,” and become targets of bullying. Often, children with invisible disabilities are unable to express and communicate their needs appropriately using words and end up having meltdowns, which is quickly classified as difficult behaviour. This behaviour is unintentionally reinforced both at home and in the classrooms, when not dealt with promptly or properly.

Moreover, the lack of teacher training and knowledge exacerbates the situation, preventing effective adaptations and preventive measures in classrooms. Teachers are usually not aware of the signs and red flags that indicate a child may have an invisible disability and, therefore, the child does not get timely intervention.

The Punjab Special Education Policy of 2020 has its goal “to improve quality of education for children with [Special Education Needs and Disability] through need-based training of teachers and non-teaching staff, effective provision of rehabilitative services, and assistive devices”, and aims to enhance education quality for children with disabilities. However, the apparent lack of implementation and follow-up poses a significant obstacle.

The policy document also acknowledges the gaps and constraints, such as an inadequate number of special education institutions, transport facilities or access from home to school, especially for children in rural areas, and the infrastructure of special education institutions. However, the policy implementation timeframe stated is 2020 – 2030, of which three years have already passed.

A continuous professional development programme, a plan to set teacher competency standards, and teacher-training aligned with modern child-centred pedagogical approaches are promised in the document.

Talking about language use and the pressing need for its review, the four categories of disabilities, according to the 2021 Disability Statistics on the Pakistan Bureau of Statistics (PBS), are “blind”, “physical disability”, “deaf & dumb”, and “mentally retarded.” The word ‘retard’, literally meaning a delay or a hold back, now equates to a slur. It is a hurtful derogatory word intentionally used today as an insult.

The R-word, as well as other words stemming from or used for disabilities such as goonga [dumb], behra [deaf], andha [blind], or ‘Mongol’, are just ableist remarks used as snarky insults. While there is no reason to believe that the folks over at PBS had any malicious intentions, because that is just what the categories always have been, it is a sincere hope that the dated language and terminology changes in the legislature, and then eventually in our lexicon.

To address all these challenges, our nation requires a fundamental shift in mindset to champion the rights and needs of people with disabilities. It is crucial to reflect on the impact of our words and actions on the broader community.

Derogatory language and discriminatory jokes made at the expense of people with disabilities, as well as overly euphemistic expressions and not saying you-know-what, only further marginalises the disabled community. Educational institutions, both public and private, must prioritise professional development for teachers to create inclusive and supportive classrooms.

The need to create awareness for educators and provide trainings to enhance their knowledge and skills is dire. A collective effort to support neglected people with disabilities can trigger positive societal change. It is our hope that, as a nation, we can offer meaningful support to those who have been ignored for far too long.

The writer is an educational therapist and can be reached at mariyamyousafs@gmail.com

Published in Dawn, EOS, March 10th, 2024