12.09.2014

Afghanistan: Enabling Children with Disabilities to Go to School

Providing activities to deepen people’s understanding of disabilities together with improvements of various school facilities

In Afghanistan, which has been suffering continuous conflicts for years, there are a lot of people living with disabilities due to damage caused by landmines and unexploded ordnance (UXOs). AAR has been spreading the knowledge on how to protect themselves from landmines and UXOs to villagers and school children, while providing support to victims and persons with disabilities.

AAR has installed ramps and constructed accessible lavatories to make it easier for children with disabilities to attend school in Khwowaja Sayaran Public School and Sediqi Public School in Parwan Prefecture.

Nangaray (19), who is visually impaired, is delighted with the newly-installed ramp, which made it much easier for to come to school. With Tamin (right), AAR’s local staff member (September 11th, 2014)
Together with the facility improvements, we provide activities for people to deepen the understanding of those with disabilities. In Afghanistan, there exists an idea deep-rooted among people that disabilities are a kind of shame, and should be held back from the public eye. A number of children with disabilities are unable to go to school, as parents also hold such an idea. All children, with or without disabilities, are entitled to education. In an effort to urge people to realize this and raise public awareness, we visit villages and schools to hold workshops. Our top priority is to enable children with disabilities to enjoy studying in schools with ramps and new accessible lavatories to meet their needs.

AAR visits villages and schools holding workshop to raise awareness about persons with disabilities. (June 23rd, 2014)
These activities have been supported by your generous contribution and a subsidy from Japan Platform (JPF).

【Reporter】 Tamim SHAMS, AAR Kabul Office

Japanese-English translation by Ms Motoko Komai
English editing by Mr Allan Richardz

The article on this page has been translated by volunteers as part of the AAR Volunteer Programme. Their generous contributions allow us to spread our activities and ideas globally, through an ever-growing selection of our reports from the field.