Opinion / Columnist
'Youths with disabilities'
27 Mar 2018 at 11:48hrs | Views
Greetings to all, especially to the young compatriots of our beautiful Zimbabwe. Today our focus group will be young people who are blind, deaf, those with mental or physical disabilities. Henceforth in this article, I will refer to them all as 'youths with disabilities'. With Zimbabwe being part of United Nations community, it is inevitably bound by its agreements. For that very reason, our discussion will be embedded on the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).
Article 24 of the charter looks at Education-related rights of persons with disability. In part, it reads 'States Parties recognize the right of persons with disabilities to education. With a view to realising this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life-long learning'. Some questions springing to mind are, 'How probable is it to have an inclusive education system at all levels in a society still viewing persons with disability as subnormal?' and 'Are teachers not trained in special needs education able to deal with scholars with disability as effectively as they should?' Unless households, families and communities change, the education system will not be in favour of scholars with disability.
The same part of this treaty obliges member-states of the United Nations to ensure 'The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity'. One would ask; is the full potential of youthful persons with disability being tapped in Zimbabwe? There are doubts. Many of them have become a forgotten lot, just being home, unproductive and stripped of their dignity. One would view this as potential going to waste. Perhaps there is need to interrogate ourselves, as a nation, on how best these people's potential can be tapped, given the national trajectory at hand. Only after utilising their potential can youths with disability attain self-respect, self-worth, and the consolidation of respect for civil liberties, fundamental freedoms and deliver genuine human diversity. Government, persons with disability, various civic organisations representing people with disability ought to work as a united force towards the development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential. Furthermore, the stakeholders have to facilitate the effective participation of persons with disabilities in a free society.
The above can only materialise if and when there is active promotion for persons with disabilities to fully and effectively participate in the conduct of public affairs, without discrimination and on an equal basis with others.
mokhumivalela@yahoo.com
Mokhumi Valela holds a Bachelor of Arts degree majoring in Sociology & Politics from the University of South Africa and has the physical disability of cerebral palsy.
Article 24 of the charter looks at Education-related rights of persons with disability. In part, it reads 'States Parties recognize the right of persons with disabilities to education. With a view to realising this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life-long learning'. Some questions springing to mind are, 'How probable is it to have an inclusive education system at all levels in a society still viewing persons with disability as subnormal?' and 'Are teachers not trained in special needs education able to deal with scholars with disability as effectively as they should?' Unless households, families and communities change, the education system will not be in favour of scholars with disability.
The same part of this treaty obliges member-states of the United Nations to ensure 'The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity'. One would ask; is the full potential of youthful persons with disability being tapped in Zimbabwe? There are doubts. Many of them have become a forgotten lot, just being home, unproductive and stripped of their dignity. One would view this as potential going to waste. Perhaps there is need to interrogate ourselves, as a nation, on how best these people's potential can be tapped, given the national trajectory at hand. Only after utilising their potential can youths with disability attain self-respect, self-worth, and the consolidation of respect for civil liberties, fundamental freedoms and deliver genuine human diversity. Government, persons with disability, various civic organisations representing people with disability ought to work as a united force towards the development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential. Furthermore, the stakeholders have to facilitate the effective participation of persons with disabilities in a free society.
The above can only materialise if and when there is active promotion for persons with disabilities to fully and effectively participate in the conduct of public affairs, without discrimination and on an equal basis with others.
mokhumivalela@yahoo.com
Mokhumi Valela holds a Bachelor of Arts degree majoring in Sociology & Politics from the University of South Africa and has the physical disability of cerebral palsy.
Source - Mokhumi Valela
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