This article is written by a student and reflects their individual perspectives and opinions. It does not constitute an official representation of the Raoul Wallenberg Institute. The content provided here is for educational and informational purposes only, and readers should be aware that it does not necessarily align with the official position of the institute. Readers are encouraged to independently verify information and seek guidance from appropriate academic authorities when necessary. The authors bear full responsibility for the content presented in this blog and any potential consequences resulting from it.
This article was written by Lia Meilyawati, an intern at RWI. She has a bachelor’s in Visual Communication Design from the Institute of Technology Nasional (ITENAS) and a Master’s in Interaction design from Malmö University. Lia is interested in design, technology, children’s rights, and education.
Celebrating International Day of Persons with Disabilities: Raising Awareness for Children with Disabilities in Asia
Every year, on December 3rd, the International Day of Persons with Disabilities (IDPD) calls on us to reflect on the rights and well-being of people with disabilities worldwide. It’s a day to raise awareness about their challenges and push for a more inclusive world where everyone is treated with dignity and respect regardless of ability. As an Indonesian national working as a communication intern at the Raoul Wallenberg Institute, I feel especially compelled to raise awareness about the struggles experienced by children with disabilities in Asia — and to explore how we can work together to support their rights and aspirations.
The Struggles Children with Disabilities Face in Asia
Across Asia, children with disabilities continue to fight for fundamental rights that many of us take for granted. Although international agreements like the United Nations Convention on the Rights of the Child (UNCRC) and the Convention on the Rights of Persons with Disabilities (CRPD) support inclusion, there is still a huge gap between policy and reality. The barriers they face, whether political, economic, social, or cultural, are many and complex.
Barriers to Education: Education is one of the biggest challenges for children with disabilities in Asia. For example, in Indonesia, only 12.26% of children with disabilities aged 5 to 19 are enrolled in formal education (Coordinating Ministry for Human Development and Cultural Affairs, 2022). This results from a lack of trained teachers, insufficient resources, and cultural stigma. The situation is similar in neighbouring Vietnam, where only one in ten children with disabilities attends secondary school, and just 3% of schools offer the necessary infrastructure for inclusive learning (UNICEF et al.).
Healthcare gaps: Healthcare is another critical area where children with disabilities are left behind. Many rural areas in Asia are underserved, making it difficult for families to access the specialized care their children need. Research highlights that many rural communities face barriers such as distance, cost, and a shortage of medical services, making it difficult for families to obtain the care their children need (Anggraini, N.,2023). This situation is particularly concerning for children with disabilities, who often require specialized and ongoing medical treatment to thrive.
Social Stigma and Exclusion: Disabilities are seen as something to be ashamed of in Asian society, which leads to social exclusion and discrimination. These attitudes not only harm the mental health of children but also limit their opportunities in life. I have seen first-hand how cultural stigma can isolate children, keeping them from participating in their communities and reaching their potential. In my own family, we had the experience of seeing first-hand the challenges and impacts of a family member whose developmental disability was not properly diagnosed as a child and, therefore, suffered in mental health.
Progress and Hope: Bridging the Gaps
Despite the challenges, there is hope. Positive changes are happening across the region, driven by governments, NGOs, and international organizations working together to make progress.
Inclusive education is a bright spot in this movement, with steady progress being made across the region. For instance, in Indonesia, significant progress has been made in establishing inclusive schools, with over 2,250 schools supporting integrating students with disabilities. While this is a step forward, there remains a need to continue focusing on improving the quality of education and ensuring that these schools are well-equipped to meet the diverse needs of all students. The World Bank highlights that challenges still exist in fully meeting the educational needs of children with disabilities, particularly in ensuring appropriate support and resources in rural areas (World Bank, 2021).
Changing the cultural narrative surrounding disabilities is critical to building an inclusive society. Awareness campaigns, such as Plan International’s Disability Awareness Toolkit and the “See the True Me” Campaign, help challenge stigma and encourage acceptance. These resources empower communities to see children with disabilities not as burdens but as individuals with immense potential who can contribute to society in unique and meaningful ways.
Inspiring Success Stories
Amongst all the challenges, there are many inspiring stories of children with disabilities overcoming the odds. In Vietnam and Indonesia, inclusive education programs have made a life-changing impact on children’s lives. For example, in Vietnam, a critical project in Danang focused on integrating children with disabilities into mainstream classrooms. This initiative helped raise community awareness, improve teacher training, and adapt school infrastructures, enabling better educational outcomes (Ha et al., 2020). A pilot program assessing the needs of disabled students in Indonesia conducted by Wahana Inklusif Indonesia Foundation strides in delivering better learning outcomes. This initiative has focused on training teachers, improving infrastructure, and developing inclusive education policies to help children with disabilities attend school and receive the support they need (World Bank, 2024). These stories prove that when children with disabilities are given the opportunity and support, they can excel in every area of life.
In conclusion
It is still a work in progress to achieve goals to provide equal and inclusive rights for people with disabilities, and on this day, I urge all of us to contribute. We all have a part to play in advocating for the rights of children with disabilities. Whether volunteering, donating or raising awareness, every small effort can make a difference. Let us work together to support initiatives that improve access to education and healthcare while also breaking down the cultural stigma that still holds children with disabilities back. In this way, we can help build a world where, truly, no child is left behind.
References
Anggraini, N. (2023). Healthcare Access and Utilization in Rural Communities of Indonesia. Journal of Community Health Provision, 3(1), 14-19. https://doi.org/10.55885/jchp.v3i1.214
Coordinating Ministry for PMK. (2022, June). Pemerintah wajib penuhi hak pendidikan inklusif bagi penyandang disabilitas. Kementerian Koordinator Bidang Pembangunan Manusia dan Kebudayaan Republik Indonesia. https://www.kemenkopmk.go.id/sites/default/files/artikel/2022-06/Pemerintah%20Wajib%20Penuhi%20Hak%20Pendidikan%20Inklusif%20bagi%20Penyandang%20Disabilitas.pdf
Disabled People’s Association. (2016). See The True Me campaign. Disabled People’s Association. https://dpa.org.sg/see-the-true-me-campaign/
Humanium. (n.d.). Children of Indonesia. Retrieved November 20, 2024, from https://www.humanium.org/en/indonesia/
Ha, N. X., Villa, R. A., Tạc, L. V., Thousand, J. S., & Muc, P. M. (2020). Inclusion in Vietnam: More than a quarter century of implementation. International Electronic Journal of Elementary Education, 12(4), 343-356. https://files.eric.ed.gov/fulltext/EJ1242479.pdf
United Nations. (1989). Convention on the Rights of the Child. UNICEF. https://www.unicef.org/child-rights-convention/convention-text
United Nations. (2006). Convention on the Rights of Persons with Disabilities. OHCHR. https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities
Singal, N. (2021). Education of children with disabilities in the South Asian context. In the Handbook of Education Systems in South Asia (pp. 1487-1509). Springer.
UNICEF. (n.d.). Inclusive education. UNICEF Viet Nam. Retrieved November 20, 2024, from https://www.unicef.org/vietnam/inclusive-education.
Plan International. (2022). Disability awareness toolkit: Asia. Plan International. https://plan-international.org/uploads/2022/01/disability_awareness_toolkit_asia_english.pdf
World Bank. (2021, October 19). Realizing schools that unlock the potentials of Indonesian children with disabilities. World Bank. https://www.worldbank.org/en/news/feature/2021/10/19/realizing-schools-that-unlock-the-potentials-of-indonesian-children-with-disabilities
World Bank. (2024, February 19). How Indonesia is including students with disabilities in school in rural Indonesia. World Bank. https://www.worldbank.org/en/news/feature/2024/02/08/how-indonesia-is-including-students-with-disabilities-in-school-in-rural-indonesia
Featured image by EyeEm from Freepik