Are disabled people abused in society?

To understand this better, we can apply the analytical lens of political scientist Mancur Olson, who explored the concept of “abuse” as a factor influencing societal behavior. Olson’s work focuses on how individuals and groups operate within systems of power and how these systems impact their opportunities and well-being through rational choice.

In Olson’s framework, abuse can be seen as a manifestation of power imbalances within a society. When we broaden the term “abuse,” it encompasses more than just direct mistreatment; it also includes the subtle, systemic power relations that disadvantage certain groups. Abuse, in this context, is not just about overt harm but also about the lack of access to resources and opportunities, which reflects a deeper power disparity.

For many disabled individuals and those living in poverty, this power imbalance becomes evident. They often lack the same access to resources, social networks, and opportunities as those who are more privileged. This disparity is not merely an individual failing but a reflection of systemic issues where power and resources are unevenly distributed.

Using Mancur Olson’s perspective, he suggests that the state of being “helpless” is deeply entwined with these power relations, as it is rational and logical not to change things and keep the status quo (see Olson’s 1967 The Logic of Collective Action)

It highlights that what we often perceive as individual weakness or dependency can be a consequence of broader societal dynamics. In this light, the helplessness of the disabled and impoverished is not solely an individual condition but a symptom of the larger societal structures that fail to provide equal opportunities and support.

The question then arises, why do we like to abuse the disabled, the poor, the weak etc? Is it not time that we wake up and resolve this?

Youm e Azadi, also known as Independence Day, is a significant occasion for every citizen of a nation. It represents Pakistan’s hard-earned freedom and sovereignty from the British Raj.

However, for persons with disabilities, the concept of Azadi (freedom) extends beyond political independence; it encompasses the right to live with dignity, equality, and full participation in postcolonial society.

For much of history, we have been told that the Sun never sets on the British Empire, a phrase that symbolized the vastness and power of colonial rule. Yet, despite the vast territories and wealth controlled by the British Empire, true freedom was absent for millions of people across the globe who were subjected to oppression, exploitation, and denial of basic human rights, and to this date.

The purpose of being Azad (free) is not merely about breaking the chains of colonialism or foreign domination.

For persons with disabilities, being Azad means breaking the chains of societal barriers, prejudice, and discrimination that have long restricted their full participation in all aspects of life. It means having the freedom to access education, employment, healthcare, and public spaces without facing physical, social, or institutional obstacles.

True independence for persons with disabilities also involves the freedom to make choices about their own lives, to have their voices heard, and to contribute to the community as equal citizens. It is about the right to live independently, to enjoy the same opportunities as everyone else, and to be treated with respect and dignity.

Are we (the disabled) really Azad in society in Pakistan and within the West? I do not think this is the case? We may be in factions within the Western Hemisphere, but certainly, we are not free.

On this Youm e Azadi, let us remember that the struggle for independence is not complete until every member of society, regardless of ability, can experience the true essence of freedom in their societies.

More often than not, we harbor the misconception that disabled individuals have limited goals and a restricted understanding of how to advance in life. While it is true that certain disabilities may impose specific challenges, it is a gross oversimplification and a disservice to assume that all individuals with disabilities are constrained by these limitations.

Educational Aspects

In formal workplaces, educational settings, or any other environments, we often make several assumptions about disabled individuals:

• Must strictly adhere to a timetable.
• Do not like to be disturbed.
• Receive too many benefits.

These assumptions are overly simplistic and fail to recognize the diverse needs and preferences of disabled people.

For instance, we recall a situation in Gilgit where one of our students could not afford a notetaker or scribe for an exam and, as a result, was unable to take it on that day. This example highlights a critical question: where are we, as a community, for that particular individual in their time of need?

Even in the West, some students complain about disabled peers receiving extra time for exams. These critics often fail to realize that disabled individuals do not always have access to the necessary facilities and support they require.

Social Aspects

Even when disabled individuals try to be social, there are circumstances that others may not fully understand. Three common types of these circumstances are:

1. How to Act Socially: Disabled individuals may find it challenging to navigate social interactions in the same way as non-disabled people. This can be due to physical, sensory, or cognitive limitations that affect how they communicate, move, or interpret social cues. For instance, a person with a hearing impairment might struggle to follow conversations in a noisy environment, while someone with a mobility issue might find it difficult to participate in activities that require physical movement.
2. Understanding Social Norms: Social norms can be complex and unwritten, making them difficult for some disabled individuals to grasp or adhere to. This can result in misunderstandings or social awkwardness. For example, a person with autism might have difficulty interpreting body language or facial expressions, leading to miscommunications. Similarly, someone with a mental health condition might find it challenging to engage in social situations due to anxiety or depression.
3. Limitations Imposed by the Condition: The nature of a disability often imposes specific limitations that can hinder social participation. These limitations can range from needing to take frequent breaks due to fatigue to requiring assistive devices that might not be readily accommodated in social settings. For instance, a person with a chronic illness might have fluctuating energy levels, making it hard to commit to social plans. Someone using a wheelchair might face physical barriers in environments that are not fully accessible.

Understanding these challenges is crucial for creating inclusive and supportive social environments. By recognizing and addressing the unique needs of disabled individuals, we can foster greater empathy and inclusion in our communities.

Community Aspects

As an official of a non-profit organization, we face numerous challenges in both educational and social aspects that limit our ability to reach the right donors and officials who will support our cause. These limitations stem from several factors:

Educational Constraints:

• Lack of Awareness: Many potential supporters are not fully aware of the specific educational needs and barriers faced by disabled individuals. This lack of understanding can result in insufficient funding and resources directed towards our programs.
• Resource Limitations: We often struggle with limited resources, making it difficult to create comprehensive and impactful educational materials and campaigns that could attract and inform potential donors.
• Accessibility Issues: Ensuring that our educational content is accessible to all, including those with disabilities, requires additional resources and expertise, which can be challenging to obtain.

Social Barriers:

• Stigma and Misconceptions: Persistent stigma and misconceptions about disability can deter potential donors and officials from engaging with our cause. These social barriers can make it difficult to communicate the real needs and potential of disabled individuals.
• Networking Challenges: Building relationships with influential donors and officials often requires extensive networking, which can be hindered by societal biases and the lack of inclusivity in many professional circles.
• Visibility and Reach: Our organization may struggle to gain visibility in broader social circles, limiting our ability to connect with a wider audience who might support our mission.

Practical Limitations:

• Communication Barriers: We sometimes have to reach out to intermediaries who connect us with potential donors and supporters. This indirect approach can dilute our message and reduce the impact of our communication.
• Limited Direct Access: Directly accessing high-profile donors and officials is often challenging, as they may have gatekeepers or busy schedules that prevent us from making contact.
• Reliance on Networking: We frequently rely on existing networks and connections to reach new supporters, which can limit our growth and diversification of donor bases.

To address these challenges, we must employ strategic approaches, such as increasing awareness and education about disability issues, building inclusive networks, and enhancing our outreach efforts. By doing so, we aim to overcome these barriers and successfully connect with the right donors and officials who will support our cause and help us achieve our goals.

A more practical example is that I send out emails, and no one responds. This lack of response can be attributed to several factors, including educational, social, and logistical challenges. What I fear is that people do not consider what the other, in this case, the disabled person, thinks. That is up to the individual.

If it were me, I would say:

“Dear X,

I’m sorry, but I am unable to support you at this time. Perhaps you could try reaching out to someone else, such as Y.

Best regards, [Your Name]”

Simple as that. Even donors can use apps such as ChatGPT to write a simple email.

• Misconceptions about disabilities can indeed perpetuate discrimination and hinder social inclusion. In South Asia, where cultural norms and awareness levels vary, addressing these misconceptions becomes even more critical. Some reading this article may have these misconceptions, but as a DPO we have to raise awareness of personal individual development in Gilgit Baltistan.

• Presenting here are the misconceptions with facts. Some of the headings are loosely translated from Urdu to English.

Poor fellow can not read or write or listen

• The typical social discourse when anyone sees a disabled person is that they are not able to read or write.

• Remember that stereotypes are not always accurate representations of individuals or the complex realities of the modern world.

Consider the cases of Shah Zuhaib, Muhammad Rafi and Mustafa Kamal, who belong to the Ghizer and Diamer regions of Gilgit Baltistan.

Shah Zuhaib, the individual next to Farhan and Ali Ahmed has now joined KIU and has started taking Speical Education classes which in turn will help shape future policy of the Speical Education Dept in KIU campuses across Gilgit Baltistan.

Muhammad Rafi seen in the image below is now close to graduating in Sociology due to Goodwill Skills. Dr Zubair then HOD Sociology at KIU Praised the efforts of Gilgit Baltistan’s Goodwill Movement in not just motivating Rafi but also developing a pathway for the new batch of disabled students in KIU Gilgit Campus.

Mustafa Kamal has joined our Goodwill team (seen below), advancing the rights of disabled persons across Gilgit Baltistan. He is dedicated to Goodwill and particularly to the Ghizer region where he wants further development for PWDs.

What about women – Surely Disabled women are excluded from your project

The short anwser is no. Disabled women get equal treatment as disabled men in the centre. As a matter of fact our two female students, Khushan and Mehnaz have graduated from the centre and have found opporunities in freelancing and the Speical Education Complex of Gilgit Baltistan.