school dedicated to children with disabilities is helping its students access education in Umerkot. Operating under the Department of Special Education and Rehabilitation Centre for Persons with Disabilities, Shewani Mohalla, Umerkot, this school is helping the children study against the odds.

There are 57 students enrolled in the school, of which 18 are girls and 39 boys. The school provides support to children with disabilities from the first to eighth grades. Following the government syllabus, this middle-level school caters to students aged 5 to 14. Nearly 60 percent of the children are Hindu and the rest Muslim.

Established in 2011, this school originated from a government initiative. It is currently funded by the Sindh government through the Department of Special Education and Rehabilitation Centre for Persons with Disabilities. When the school started, it had only 15 students. Over time, the dedicated team at this school has encouraged parents to trust them, leading to increased enrollment.

Understanding the unique needs of CWDs in Umerkot, the Government of Sindh has made efforts through a distinctive initiative to ensure their access to education. They have provided pick-and-drop services, facilitating the commute for these children who may encounter additional difficulties in travelling to and from school. This not only ensures their safety but also reflects a commitment to inclusivity.

While the efforts are commendable, there is a shortfall, as one van is not sufficient for 57 children; it accommodates less than 20. It can only transport a limited number of students. Additional provisions are needed to ensure proper pick-up and drop-off services for these children. A request has been made to the DPED Mirpurkhas director; who has promised to provide another van within months.

Recognising the financial strain that disability can impose on families, the government has introduced a monthly stipend of Rs 2,000 for these students. This stipend is a crucial lifeline for families struggling with the extra costs associated with raising a child with a disability.

It not only addresses immediate financial concerns but also empowers families to prioritise education as a fundamental right for their children.

In addition to providing transportation and financial support, the school also offers specially designed lunches for the students. Offering a nutritious meal at noon not only contributes to the overall well-being of these children but also ensures that they have the energy to concentrate on their studies.

This initiative reflects a holistic approach to addressing the multifaceted challenges faced by CWDs in the pursuit of education. However, there is a need to consider more choices. The school can implement a rotating menu system, providing a variety of options. It is essential to put more effort into ensuring proper hygiene and offering a diverse range of food items to cater to the preferences and nutritional needs of the students. Both vegetarian and non-vegetarian lunches are served. Chicken is included two days a week.

While the efforts are commendable, there is a shortfall, as one van is not sufficient for 57 children; it accommodates less than 20. It can only transport a limited number of students. Additional provisions are needed to ensure proper pick-up and drop-off services for these children.

A crucial factor in the school’s success is its dedicated and passionate teaching staff. Teachers undergo specialised training to understand and deal with the diverse needs of these students.

Two of the on-staff teachers have degrees in special education.

One of the teachers, Gotan Kumar, received training in sign language from the Sindh Special Education Teachers Training Academy in Kotri. He is thus better equipped to work effectively and is actively observing the impact of his improved skills on the learning experience of students with impaired hearing.

Bharat Kumar Maheshwari, a junior special education teacher, has a primary goal of mainstreaming and fostering responsible citizenship. The focus is on community-based responsibility, acknowledging that these students are no less capable than others.

Seeta Kolhi was enrolled on September 24, 2022, with no prior education. She has made significant progress, learning and experiencing an improved sense of well-being. Currently 10, she is happily engaged in her studies and aspires to become an officer.

Abdul Razzaque Khaskheli, a teacher’s assistant, says that they are taking care of the children as parents would. They address conflicts among the students and provide not only educational support but also essential items such as shoes, dresses, bags and pencils.

The primary challenges for the school is infrastructure. Currently, the school operates in a government building with limited space. Recognising this issue, the government has allocated a plot near the District Headquarters Hospital. However, the plot requires proper construction to meet the specific needs of students and provide a conducive learning environment for their well-being.

The school faces significant challenges in providing sufficient sports facilities for its students. Physical activities and sports are integral for the holistic development of all students with disabilities. The lack of suitable space hampers the school’s ability to establish and maintain sports facilities, limiting opportunities for students to engage in physical activities.

The constriction of the building requires the approval of Board of Revenue. Streamlining administrative procedures and addressing any preventing delays can contribute to the efficient functioning of the institution.

In Sindh, where issues related to disability education are widespread, the school in Umerkot serves as a beacon for effective and compassionate education. By highlighting the success stories of students who have overcome obstacles, the school contributes to a larger narrative that challenges preconceptions about the capabilities of children with disabilities.

The school is in need of support. This includes the services of a physiotherapist, a speech therapist, an occupational therapist, a psychologist, digital systems and the installation of a solar electric system.

An additional van is required to improve the transportation access. In accordance with classroom protocols, a teacher required for every 10 students to assure learning quality. These children require the same level of attention as other students.

The writer is based in Umerkot. He has more than 13 years of experience in the development sector. He can be reached at shewaram@live.com