Looking beyond disability

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Thursday, August 10, 2006

Persons with learning disabilities often experience life within their own group, segregated from mainstream society. However, opportunities for meaningful interaction with their non-disabled peers can bring invaluable insights for both parties, writes M.L. WONG

MALAYSIANS are well-known for their caring nature, often donating generously to worthwhile charitable causes. However, people with disabilities desire more than such financial support – they want our empathy, not just sympathy.

As the parent of a special needs child and a frequent chaperon for groups of people with disabilities when they organise trips into the community, I have often observed the way onlookers react to such presence in their midst.

On seeing a person with disabilities, they often display expressions varying from shock, surprise, discomfort, wariness, to curiosity and friendliness. However, their reaction, whatever it may be, is always laced with an underlying expression of pity.

As an observer, I have often wondered: do they really see the individual behind the disability?

From my personal experience, I would say most onlookers can't. They often chose to ignore the person with disabilities by talking over him, addressing simple personal questions about his name or age, to the chaperon instead.

Recently, 86 students majoring in Convention & Events Management from Sunway University College's School of Hospitality, Tourism and Leisure Management (SHTLM) were given the experience of partnering 16 intellectually challenged teens from the Special Education Class of SMK Bandar Sunway, in various organised activities.

The SHTLM students were required to organise a fund-raising event as part of their course work, so such assignments were nothing new to them. The main challenge this time around was that the students were asked to work with their special needs peers, instead of just handling over a cheque at the end of the event.

I saw it as a good opportunity to put a face to learning disabilities for the college students, many of whom admitted they had never been in such close proximity with learning disabled individuals.

As expected, there was an initial period of adjustment. Some of the college students obviously didn't know how to manage their special buddies, treating them as if they were made of brittle glass. But by the end of the event, they had gelled as a group. And with all the teens wearing the same t-shirts, it became quite difficult to separate the two groups at first glance.

SHTLM student Daniel Lee Wei Ren, who was the project manager of the event, said that his group had participated with an open mind and discovered the intellectually challenged teens to be no different from them.

“For most of us, this is the first time we are working with people with special needs,” said Lee. “We didn't know what to expect initially, but found out eventually that we are very much alike.”

Another SHTLM student, Clarise Ching Yuen Ying, who was on the main organising committee admitted that initially they were a bit apprehensive as to how the special teens would react.

“We were surprised when we met them. They are classified as intellectually challenged but they don't really appear like they are having any disabilities at all,” said Ching.

Ching added that the special teens were so enthusiastic about the whole event. “Actually, they created the excitement and motivation for us to see the project through.”

Changing public perception of people with disabilities requires a paradigm shift in mindset that cannot be achieved overnight.

However, it is up to all of us involved with disabilities issues, whether parents, educationists, supporters or people with disabilities themselves, to be proactive agents of change in restoring individualism to people with disabilities.

Administrative-wise, we conveniently label people with disabilities, particularly learning disabled individuals, whether for classification and/or budgetary reasons.

When we pigeon-hole them into categories of disorders or conditions, we risk not looking at the individuals behind the label.

One parent commented that when his son was sitting for a public examination, he became really upset when he noticed the standardised examination paper came with an extra label – “calon istimewa”. It tags him as a special needs or disabled candidate.

For this young gentleman, who has grown up in inclusive education, and guided from young to be an active participant of his community, that extra tag made him feel that he had been unfairly judged and found wanting.

He expressed his fears that he would be adversely measured or even discriminated against by potential employers, even though he achieved 2As and 3Bs in that public examination.

When it comes to labelling people with disabilities, I am often reminded of this incident when a boy with Down syndrome looked at his social welfare card and said: “I am not terencat akal (mentally retarded), I am just Down Syndrome.”

I remember thinking that this individual has accepted his condition, in the same way, as someone who has diabetes, hypertension or cardiovascular disease. He has come to terms with the fact that he has to live with his Down syndrome and its related issues. However, he is not willing to be tagged and labelled as less than his peers.



One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. Feedback on the column can be sent to dignity@tm.net.my For enquiries of services and support groups, please call Malaysian Care ( 03 90582102) or Dignity & Services ( 03-7725-5569).


Dipetik dari:
http://thestar.com.my/lifestyle/story.asp?file=/2006/8/10/lifefocus/15078309&sec=lifefocus