A Nepali teenage girl writes in a notebook while sitting in a red wheelchair

Girls with disabilities deserve access to inclusive education

Through an inclusive education project in Nepal, Rabina finally has the chance to learn alongside other students.

Rabina, 19, was born with cerebral palsy. As a girl with disabilities from a low-income family, she was unable to go to school. Her parents were unaware children with disabilities could access education. Disability is stigmatized in communities like hers, where there are no inclusive schools. As a result, Rabina lacked both mobility and education for years.

That’s changing since she met a community officer working with the Empowering a New Generation of Adolescent Girls with Education (ENGAGE) project, managed by Humanity & Inclusion and Voluntary Service Overseas along with local partners in Nepal. The project seeks to empower more than 2,000 girls who are not enrolled in school—including those with disabilities—through education across three districts in Nepal’s Terai region. It is supported by UK Aid’s Girls Education Challenge Fund.

“I think that many people with disabilities in our community are still deprived of their rights and the support they need to gain their independence,” Rabina explains. “They need to be involved in projects like ENGAGE, which can be life-changing for them.”


Rabina’s opportunity to learn

In a medical camp organized by the ENGAGE, teams assessed Rabina’s needs and provided her with a wheelchair and toilet chair along with training in how to use them correctly. Soon, she will receive another, custom-made wheelchair that will help her move around even more easily.

A community officer also paid regular visits to her home to meet with her family. After a series of discussions and counseling, Rabina’s parents agreed to let Rabina join an intermediate class to prepare her to attend school. ENGAGE supplied her with the necessary learning materials.

“Thanks for supporting me with a wheelchair and a toilet chair; they really made a difference to my life,” Rabina says. “Thank you for providing counseling to my parents. They started to see me as their daughter with a future and have helped me learn.”

Rabina has completed her intermediate class, learning basic literacy skills and developing a strong interest in drawing and art. She is gaining self-confidence and wants to go to school to take her learning a step further. She will soon join a classroom where children with and without disabilities learn and play together.

“Rabina’s life has changed a lot since she joined the ENGAGE project,” explains Suman Buda, a community officer who works with Rabina. “She had never been to school and was totally illiterate. Now I feel very happy for her because she can read her lessons and write.”

Rabina’s parents are pleased with the progress she has made in her studies, and they are participating in a training program to learn how to better support their daughter. Now, they see her as a woman with ambitious plans for the future. Rabina’s neighbors are more welcoming, too, inviting her to social activities and rituals. This means Rabina is more involved in her local community, and she feels more confident than ever.

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