State of the World's Children 2013 - Unicef
State of the World's Children 2013 - Unicef
State of the World's Children 2013 - Unicef
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PERSPECTIVE<br />
Open <strong>the</strong> doors to<br />
education – and employment<br />
By Ivory Duncan<br />
Born in 1991, Ivory Duncan<br />
is pursuing a degree in<br />
Communications Studies from<br />
<strong>the</strong> University <strong>of</strong> Guyana. She<br />
advocates for <strong>the</strong> rights <strong>of</strong> youth<br />
with disabilities through <strong>the</strong><br />
Leonard Cheshire Disability Young<br />
Voices network and volunteers<br />
at <strong>the</strong> National Commission on<br />
Disability in Guyana.<br />
Like me, countless o<strong>the</strong>r young<br />
people with disabilities are<br />
striving towards a future that<br />
cannot be taken for granted.<br />
Will we overcome <strong>the</strong> physical<br />
and financial barriers to<br />
higher education? If we make<br />
it through to graduation from<br />
university or vocational school,<br />
what jobs await us? Will we<br />
have equal opportunity, or face<br />
discrimination? Will we get<br />
<strong>the</strong> chance to prove ourselves<br />
in <strong>the</strong> competitive world <strong>of</strong><br />
employment? And if not, how<br />
are we to be full citizens and<br />
producers, members <strong>of</strong> society<br />
in equal standing with those<br />
who do not have disabilities?<br />
I lost my right leg following a<br />
traffic accident when I was 15<br />
years old. My parents, people<br />
<strong>of</strong> humble means, persevere in<br />
helping to meet my expenses<br />
so I can pursue a university<br />
education, even as <strong>the</strong>y try to<br />
raise two o<strong>the</strong>r children with<br />
disabilities. Life can be hard,<br />
but I am grateful for my good<br />
fortune: I have a loving family<br />
and am working to accomplish<br />
my dream <strong>of</strong> getting a degree<br />
and having a career.<br />
Fulfilling our dreams takes<br />
effort not required <strong>of</strong> young<br />
people without disabilities. To<br />
get from home to <strong>the</strong> university,<br />
I have no option but to go<br />
by taxi because <strong>the</strong> only o<strong>the</strong>r<br />
way would be to take a boat or<br />
cross <strong>the</strong> Demerara Harbour<br />
Bridge, nei<strong>the</strong>r <strong>of</strong> which I can<br />
do in my wheelchair. Paying<br />
for a taxi is expensive, and my<br />
parents struggle to make ends<br />
meet. Attending university<br />
is also a physical challenge.<br />
It is difficult making my way<br />
to classes because <strong>the</strong> classrooms<br />
are <strong>of</strong>ten not accessible<br />
to wheelchair users. There are<br />
long flights <strong>of</strong> stairs, and when<br />
I finally manage to get to a<br />
class, I am tired and frustrated<br />
and find it hard to focus on<br />
<strong>the</strong> lectures. But I am trying<br />
because I know it is better to<br />
try and fail than to fail to try.<br />
The challenges begin long<br />
before reaching higher education.<br />
<strong>Children</strong> with disabilities<br />
can easily become shut-ins,<br />
hidden away from society and<br />
unable to attend school or<br />
make a meaningful contribution<br />
to society. They should be<br />
encouraged to attend mainstream<br />
schools if possible,<br />
while special schools that<br />
include vocational training<br />
and support services should<br />
also be available. Specialneeds<br />
schools should <strong>of</strong>fer a<br />
78<br />
THE STATE OF THE WORLD’S CHILDREN <strong>2013</strong>: <strong>Children</strong> with Disabilities