In Pakistan, the state of education for children with disabilities is marred by neglect, systemic failures, and harsh societal realities. While the country faces numerous challenges in its broader education system, the plight of children with disabilities is particularly dire, with their right to quality education often ignored or diminished. Pakistan is home to over 31 million people with disabilities, many of whom are children. However, only a fraction of them have access to any form of education. According to the Pakistan Bureau of Statistics, a mere 14% of individuals with disabilities are literate, which highlights the vast educational exclusion these children face.
The most glaring issue is the lack of accessible infrastructure. Mainstream schools are largely unequipped to accommodate children with physical disabilities. Basic facilities like ramps, accessible classrooms, or transportation services are absent, making it physically impossible for these children to attend school. For those with cognitive or sensory disabilities, such as autism or hearing impairments, there is a severe shortage of specialized teachers, teaching tools, and adaptive technologies. Even the few special education centers in Pakistan suffer from underfunding, outdated curricula, and a lack of essential resources, leaving children without the support they need to learn and thrive.
Economic challenges further exacerbate this grim situation. Families of children with disabilities, often from low-income backgrounds, cannot afford the high costs of special education, which includes therapies, assistive devices, and personalized teaching. Public special education institutions, which are supposed to offer free services, are either too few in number or poorly equipped. On the other hand, private schools, which do offer better facilities, are accessible only to the affluent, leaving most disabled children excluded from quality education.
Social stigma compounds these challenges. Disabilities are still viewed with suspicion, shame, or as a social burden in many communities. In rural areas, children with disabilities are often hidden away, as families fear judgment from society.
This leads to further isolation and prevents many from pursuing education.
Without urgent reforms in policy, teacher training, and infrastructure, the dream of quality education for children with disabilities in Pakistan remains distant. These children continue to face an uphill battle for the basic right to education, leaving them marginalized and forgotten in a system that is meant to uplift them.