The phrase ‘disability is no inability’ one that is widely used, mostly during campaigns to promote the rights of people with disability. However, many of us do not take time to unpack this message and be able to relate it to our own environment. Yet if we took time to reflect on this, we would be able to do something to make the world a better place for people with disability. As Rwanda on December 3 joined the global community in celebrating the day dedicated to people with disability, we are reminded of our individual and collective roles in ensuring the rights of our compatriots with disability are fully respected, and it does not require much and everything begins and stops at inclusion. ALSO READ: GBV: Activists call for inclusivity of people living with disability For instance, years back, children born with disability would be locked up in their family homes, and the few lucky ones were sent to some of the few available schools dedicated to people with disability where some would even stay, removed from their families and communities. However, according to a study by UNICEF, putting children with disability in an exclusive institution from where they can access education was found to be detrimental to their growth and it is instead advocating for them to be included in the mainstream education system. ALSO READ: Rwanda looks to new efforts for supporting persons with disability The UN agency says that inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive by valuing the unique contribution students of all backgrounds bring to the classroom and allowing diverse groups to grow side by side, to the benefit of all. Indeed, you cannot talk about inclusion of people with disability in the work place before tackling this institutionalized learning because a problem is best tackled from the bottom up. ALSO READ: New policy to promote inclusion for students with disabilities in TVET schools It helps to preach inclusion to people who sat in the same class as those with disability than those who did not, because they do not know the potential they possess and will therefore not be inclined to give them a fair chance. It is therefore important that schools, both government and private, are encouraged to put in place the necessary infrastructure and other resources necessary to accommodate learners with disability so that they sit in the same classroom with other age mates. From there, it will be easier for the workplace to absorb them.
