When Systems Disable People

Ali Nawaz Rahimoo

Tharparkar: Disability is not a bad word. Yet, in everyday conversation, it is often misused as a derogatory insult—a practice that is both harmful and objectionable. Equally problematic is the reluctance to openly discuss disability, treating it as a taboo topic, as if naming it somehow imposes it on society.

In an era where political correctness is emphasized, well-meaning individuals often resort to euphemisms such as “special needs” or “differently abled,” or worse, outdated terms like “handicapped” or “challenged,” which remain embedded in popular language.

A closer examination of these terms reveals their limited usefulness for the vast and diverse community of people with disabilities in Pakistan. While “special needs” may be intended to soften discussion, it inadvertently suggests that people with disabilities are unusual or wholly separate from the rest of society.

In reality, everyone has unique needs shaped by their environment and circumstances. Labelling individuals as “challenged” or “special” risks oversimplifying complex realities and perpetuating stereotypes.

Globally, the understanding of disability has evolved beyond narrow medical definitions to embrace social and human rights perspectives. The United Nations (UN) has been central to this shift. Since the 1970s, it has sought to reposition disability as a matter of equal opportunity and human dignity, rather than a condition to be “fixed.”

The World Programme of Action Concerning Disabled Persons, adopted in 1982, emphasized rehabilitation, prevention, and inclusive policies. A watershed moment came in 2006 with the adoption of the Convention on the Rights of Persons with Disabilities (CRPD), which established a comprehensive international framework to protect the rights, dignity, and full participation of people with disabilities.

Countries ratifying the CRPD committed themselves to eliminating discrimination and enabling participation in every facet of society.

National legislation has often led the way in translating these principles into practical measures. The United States, for example, introduced the Americans with Disabilities Act (ADA) in 1990—the first comprehensive civil rights law explicitly designed to prevent discrimination against people with disabilities.

The ADA set standards for employment, public services, transportation, and communication, providing a model that influenced legislation worldwide. Earlier laws, such as the Rehabilitation Act of 1973, laid the foundation for this landmark achievement.

In the United Kingdom, the Disability Discrimination Act of 1995, later incorporated into the Equality Act, provided protections against discrimination in education, employment, transport, and access to services.

In Pakistan, the evolution of disability rights has been gradual but significant. The Disabled Persons (Employment and Rehabilitation) Ordinance of 1981 introduced employment quotas and focused on rehabilitation, marking early recognition of economic and social rights.

The National Policy for Persons with Disabilities (2002) broadened the scope to include education, healthcare, accessibility, and social inclusion. More recently, the ICT Rights of Persons with Disabilities Act, 2020 adopted a modern, rights-based approach, guaranteeing access to education, employment, healthcare, public participation, and infrastructure in the Islamabad Capital Territory.

Provinces followed suit with laws aligned with international standards, including the Sindh Empowerment of Persons with Disabilities Act (2018), the Balochistan Persons with Disabilities Act (2017), and the Gilgit-Baltistan Persons with Disabilities Act (2019), all addressing education, employment, healthcare, and accessibility.

Employment quotas remain a central tool in promoting inclusion. Pakistan’s national policy reserves two percent of jobs for persons with disabilities, with provincial variations—three percent in Punjab and up to five percent in Sindh and Balochistan in some sectors. The Supreme Court has affirmed that these quotas apply to both public and private sectors, underscoring the legal obligation to ensure equal opportunities.

Education, however, remains a pressing challenge. While Pakistan has established special education institutions at federal and provincial levels, inclusive education within mainstream schools remains inadequate.

Many schools lack physical accessibility, trained teachers, assistive technologies, and sufficient learning resources. This limitation disproportionately affects children with invisible disabilities, such as autism spectrum disorders or developmental delays.

Often labelled as “slow” or “difficult,” these children are at risk of bullying and social exclusion, while their educational needs remain unmet. The Punjab Special Education Policy (2020) aims to address these gaps through teacher training, rehabilitative services, and assistive devices, yet weak implementation has delayed meaningful change.

Infrastructure is another critical barrier. Consider two individuals approaching a building: one uses steps, the other a wheelchair ramp. If the ramp is steep, poorly designed, or blocked, the person using a wheelchair faces unnecessary obstacles.

In Pakistan, this is not a hypothetical scenario. Even after the State Bank of Pakistan issued guidelines in 2014 for accessible banking infrastructure, many ATMs and branch entrances remain inaccessible.

During recent elections, voters with disabilities navigated potholes, speed bumps, and first-floor polling stations without elevators. These examples demonstrate that it is often not the individual who is disabled, but the system itself that disables them.

Accessibility extends beyond physical infrastructure. Public and private spaces must include wide doors, elevators with accessible control panels, Braille signage, tactile guidance paths, and priority parking. Representation in mainstream media also remains minimal, limiting advocacy and public awareness. People with invisible disabilities face further marginalization due to social taboos and ignorance.

According to the 2023 census, Pakistan has a population of 241 million, with 6.2 percent living with some form of disability—physical, cognitive, developmental, sensory, or related to mental health. Yet official language often remains outdated and offensive, with terms such as “mentally retarded” still in use, despite being widely recognized as derogatory.

To address these challenges, society must reimagine disability through a lens of inclusion and respect. Words matter. Derogatory jokes, ableist language, and euphemistic avoidance only reinforce marginalization.

Educational institutions must prioritize teacher training in inclusive pedagogy, recognize signs of hidden disabilities, and implement appropriate support mechanisms. Public and private spaces must comply with accessibility standards, and laws must be enforced consistently.

Ultimately, fostering an inclusive society requires a fundamental shift in mindset. Recognizing disability as a matter of human rights—not pity—enables the creation of meaningful support systems.

When society removes physical, social, and attitudinal barriers, it empowers individuals to participate fully and equally. By challenging outdated language, redesigning infrastructure, and amplifying the voices of people with disabilities, Pakistan can build a society where disability is neither a stigma nor a limitation, but a natural part of human diversity.

Disability is not the problem; our collective indifference is.

The writer is a social development professional based in Umerkot, Sindh. He can be contacted on anrahimoo@gmail.com.

The article is the writer’s opinion, it may or may not adhere to the organization’s editorial policy.

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