Readers’ Voice: Unseen Potential
Differently-abled children often carry remarkable abilities that go unnoticed or undervalued by mainstream society. Misconceptions, lack of awareness, and inadequate support systems obscure their potential.
This letter seeks to highlight their “hidden” strengths and propose inclusive strategies to help them become valued, productive members of society.
Children with disabilities are frequently viewed through the lens of limitation rather than possibility. Yet many possess unique cognitive, emotional, and creative talents.
For instance, individuals with autism may exhibit exceptional memory or pattern recognition; children with Down syndrome often show profound emotional intelligence and warmth; and those with physical disabilities may develop exceptional resilience and problem-solving skills.
These qualities reflect a different way of experiencing the world. Recognising and nurturing such talents requires a shift in mindset — from focusing on deficits to valuing diverse abilities.
Unfortunately, systemic barriers persist: inaccurate or late diagnoses, standardised education models that fail to accommodate diverse learning needs, and limited access to specialised tools and trained professionals. Such challenges not only hinder the growth of differently-abled children but also deprive society of their contributions.
Early intervention is critical. Developmental screenings, psychological evaluations, and inclusive assessments can identify both strengths and needs.
Individualised Education Plans (IEPs), supported by trained educators and therapists, enable personal and academic growth. Technology, such as communication devices and adaptive learning software, can further enhance learning experiences.
True inclusion goes beyond physical integration. It means classrooms that accommodate varied learning styles, awareness programmes that foster empathy, and vocational training that prepares differently-abled youth for employment. Legislative frameworks like the Rights of Persons with Disabilities Act and the UN CRPD offer the necessary legal backing.
The world is full of inspirational examples: Stephen Wiltshire, an autistic savant, draws detailed cityscapes from memory; Arunima Sinha, a leg amputee, became the first woman with a prosthetic limb to summit Everest. These stories demonstrate that the issue is not a lack of ability, but rather a lack of vision.
By shifting perceptions, improving support, and designing truly inclusive environments, we can empower differently-abled children to flourish and redefine what it means to be “able.”
Abdul Samad Channa
By email