“Educated women raise educated families.” In Pakistan, the pervasive nature of such regressive beliefs reduces girls’ education to an optional inconvenience borne by their parents until they possess the bare minimum academic skills necessary to qualify for marriage and help their own children with their homework.
Under this absurd logic, educating a daughter is only valued as long as she has marriage and motherhood on the cards in the near future. Therefore, when societal stigmas and reproductive myths surrounding disability diminish the marriage prospects for girls with special mobility needs, many young women on wheelchairs are doomed to spend the rest of their lives in illiteracy.
Where female literacy in the country remains low regardless of ability, data obtained from the report titled “The Missing Third of Pakistan” published by the Pak Alliance for Maths and Science (PAMS) indicates that nearly 83 per cent of female children with disability are out of school. Conversely, only 17 per cent of girls with disabilities are in school, which is roughly three quarters of the national literacy rate among girls above the age of 15.
Where stereotypes surrounding both girls’ education and disability can partly explain the abysmal trend, the failure of the government to cater to the special infrastructural, mobility, transport, hygiene and safety needs of female children with physical disabilities has only heightened their academic exclusion, relegating them to a life of socio-economic deprivation and isolation.
“Although some efforts have been made by the state, such as the opening of special education schools at the district level, they are more or less insufficient. The teachers lack training in special education while the schools are generally inaccessible, especially when it comes to toilets. Either there are no policies ensuring education to differently-abled girls, or the existing ones are not being implemented,” opined Anbreen Ajaib, an Islamabad-based women’s rights activist.
Inadequate data, facilities and infrastructure
The first step towards improving literacy among differently-abled female children would involve identifying the exact number of girls with disabilities that are out school, which unfortunately, no state organization across the country has been able to gather till date.
“UN statistics show that approximately 15 per cent of Pakistan's population consists of individuals with disabilities. However, we have no accurate data on the number of out-of-school children with disabilities,’ confessed Farman Ali, Deputy Director of the Department of Empowerment of Persons with Disabilities, Karachi region.
Going by the estimates obtained by the Dawah Academy for Special Children, almost 90 per cent of children with physical disabilities are out of school, primarily due to the scarcity of special education schools in Sindh, which are catering to only 4,500 differently-abled students.
Sources claim that out of 66 educational institutions established in Sindh by the Department of Empowerment of Persons with Disabilities, most do not offer education beyond matriculation.
According to data, only eight educational institutions are registered for students with disabilities in Karachi, where just 40 female students appeared for the matriculation exams in 2023 followed by 64 in 2024. The ratio of female students dropped further for the intermediate level, where from across six registered colleges, only 27 girls took the exam in 2023 while 33 appeared for the exam in 2024.
In Punjab, date obtained from the Department of Special Education, revealed that out of a total of 3000 differently-abled children studying at special schools, only 839 were girls. Unsurprisingly, the department too had no data on the number of out of school girls with disabilities.
According to the spokesperson, currently 303 institutions have been established by the Special Education Institute. At present, the on-ground reality is that there are only three functional institutions for disabled children at the middle level with two at the high school level. Apart from these, there are no public institutions to provide basic education to differently-abled children.
Miles up north in Khyber-Pakhtunkhwa and its merged areas, data from the Social Welfare Department K-P revealed that only 364 girls with physical disabilities were enrolled across schools in the province.
Imran Takkar, a children’s rights activist from Peshawar, confirmed that the scarcity of trained teachers, accessible learning materials, and basic facilities had complicated education for girls living with disabilities. “Those in the rural and remote areas are particularly disadvantaged since travelling to far-off specialized institutions can be both financially and physically challenging for families,” said Takkar.
Concurring with Takkar, Farida Shaheed, the United Nations Special Rapporteur on the right to education, also believed that government schools were not equipped with the teachers and materials necessary for facilitating students with disabilities. “Teachers are not trained on the educational needs of students with disabilities, while educational materials are seldom available in alternative formats, such as Braille, large print, accessible multimedia, Easy Read, plain language, or sign language,” regretted Shaheed.
The intersection of gender and ability
The concept of intersectionality predicts that the secondary status of a subordinated individual or community is magnified when they happen to be situated at the intersection of two or more marginalized identities. For instance, a differently-abled girl will be dually targeted by both ableism and chauvinism, ending up with a lower societal status and lesser educational opportunities than those afforded to a differently-abled boy or an able-bodied girl.
According to Anbreen Ajaib, Executive Director at Bedari, an NGO working on women empowerment, gender stereotypes and societal attitudes significantly contributed to the exclusion of girls with disabilities from education. “Generally, girls are discouraged from pursuing education beyond the primary level, and for those with disabilities, the barriers are even greater. Many families view girls with disabilities as a "curse" or "burden" and see education as irrelevant to their lives, often believing it won’t change their future prospects. This perspective leads to these girls being deprived not only of education but also of social value, with their aspirations and potential ignored,” observed Ajaib.
Agreeing with Ajaib, Qari Saad Noor, a disability rights activist from K-P, also felt that societal taboos surrounding disability prevented parents from educating their differently-abled daughters. “While some destitute parents are forced to leave their daughters on the roads to beg, those from well-off households keep them locked up in their homes out of shame,” revealed Noor.
Sharing her views on the matter, Shaheed, who is also a feminist human rights activist highlighted the fact that numerous challenges hindered the education of girls with disabilities, starting with the compounding of a general view in our cultural normative framework that girls did not require education. “This belief is intensified when it comes to girls with disabilities since many a times their families are just too ashamed,” claimed Shaheed, who further revealed that during a research she conducted during COVID-19, women living with disabilities underscored the need to educate their own families about their disability.
Menstrual hygiene and WASH facilities
Given the countless stigmas surrounding menstruation, girls reaching menarche are often rushed through the critical transition into womanhood with minimal guidance and assistance from both mothers and teachers. Yet where able-bodied girls may eventually figure out the peculiarities of placing a sanitary napkin correctly, for those with physical disabilities, avoiding an embarrassing stain at school during that time of the month can become a challenge.
According to a report published by the UNICEF, girls with disabilities are often seen as asexual and are rarely given information on their reproductive health and managing their period independently. Furthermore, inaccessible water, sanitation and hygiene (WASH) facilities also act as a major barrier hindering girls with disabilities from attending school.
“Gender stereotypes label girls with disabilities as asexual, leaving them neglected and excluded from personal and educational growth,” noted Ajaib.
Speaking of the specific challenges faced by girl children with disabilities in managing menstrual hygiene at school, Ajaib highlighted the lack of accessible restrooms with WASH facilities.
“In Pakistan, girls with disabilities face severe barriers to education, including bullying and stigmatization, which discourages their attendance and hinders their learning. This is aggravated by the fact that menstrual hygiene facilities like toilets are often inaccessible, making it difficult for these girls to manage their hygiene needs with privacy and dignity,” said Ajaib.
“Since menstrual management is a taboo subject in Pakistan, schools may also be reluctant or refuse to provide personal assistance with toileting to menstruating girls with disabilities,” added Shaheed, Executive Director at Shirkat Gah, a gender justice organization.
Risk of gender-based violence and transportation issues
In societies with a high incidence of violence against women (VAW), self-defence programs offer training on a variety of manoeuvres and moves which can help a girl or woman escape a dangerous encounter. However, no punch or kick can come in handy for a victim who is bound to a wheelchair.
According to UN Women, women with disabilities face similar forms of gender-based violence to women without disabilities, but at significantly higher rates, more frequently, over a longer period of time and at an increased risk of severe injury. Furthermore, according to the United Nations Population Fund (UNFPA) girls and young women with disabilities may face up to 10 times more violence than those without while the European Parliament found that women with disabilities were four times more likely than other women to suffer sexual violence.
“Girls with disabilities are vulnerable to harassment however, due to prevailing misconceptions, their reports are often not believed, leaving them unprotected and unsupported. Fearing harassment, families tend to keep these girls overly protected at home, which further isolates them. Ironically, this protection doesn’t shield them from abuse, as some face harassment and violence from untrained caregivers,” highlighted Ajaib.
Ajaib believed that instead of fostering empowerment, the prevalent approach towards girls with disabilities tends to rely on sympathy, offering little in terms of meaningful support. “While most districts have a single school dedicated to special education, these are often geared towards boys and are located far from girls' reach. The lack of accessible transportation further limits these girls' ability to attend school, leaving them excluded from the educational opportunities they deserve,” lamented Ajiab.
Expanding on Ajaib’s analysis, Shaheed, also felt that access to safe transport was a major obstacle facing all girl students especially those with disabilities who may need escorts or helpers to accompany them.
Prioritizing education for girls with disabilities
The law of diminishing marginal utility governs that the value of a thousand-rupee bill depends on the socioeconomic status of the person receiving it. While an employee with a six-figure salary might barely notice the amount credited to their account, for a beggar on the road chasing odd coins throughout the day, a benefactor offering the same amount would signal a day of celebration. Thereby, investing in the education of girls with disabilities as a priority will yield much higher returns to schooling than those expected from the education of girl’s without disabilities, uplifting the dually marginalized group both socially and economically in the coming future.
Ajaib believed that denying education to girls with disabilities was a violation of their fundamental rights and signaled a failure of the state to uphold its international commitments to inclusive education.
“Education is essential for girls with disabilities to unlock their potential and our experience has shown that when given proper opportunities, girls with disabilities can achieve remarkable outcomes. Educating them enables self-sufficiency, helping them become independent, skilled contributors to their families and communities rather than a perceived "burden." Furthermore, as they gain skills and enter the workforce, they strengthen the country's economy and set examples that challenge stereotypes. Failing to educate them, however, perpetuates a cycle of dependence, marginalization, and missed opportunities for societal growth and economic development,” urged Ajaib.
Expanding on the pitfalls of denying education to girls with disabilities, Professor Raheel Karim, former Head of the King Edward Medical College, revealed that neglecting the educational needs of children with disabilities can often lead to the development of mental health issues. “Despite possessing the same potential as other children, children with disabilities are discriminated against by parents and society, discouraging their personal growth and preventing them from becoming productive citizens,” noted Karim, currently serving as a psychiatric consultant in the United Kingdom.
In light of the overall stigma associated with children with disabilities, Ajaib was of the opinion that in order to promote education, teachers required targeted training, not only in teaching methods for students with disabilities but also in fostering an inclusive and supportive environment. “This includes breaking down stigmas and ensuring all students understand and respect disability as part of human diversity. Furthermore, providing scholarships to girls with disabilities is essential to help them cover transportation costs, making regular attendance more feasible for families who might otherwise keep them at home,” she added.
Ajaib went on to highlight that addressing the intersection of gender and ability in the country’s education system required a commitment to making all schools inclusive and accessible, a process, which in her opinion could start by adapting school infrastructures to support physical disabilities. “Once schools are physically accessible, they should be progressively equipped to support other disabilities, including visual and hearing impairments, with specialized resources and assistive technologies,” implored Ajaib who also believed that with education, girls with disabilities could better manage personal hygiene and protect themselves against harassment, reducing their vulnerability.
Role of parents, teachers, media, and the state
Battling illiteracy among girls with disabilities is impossible without the combined efforts of parents, teachers, the media, and the government, who all have an essential role in supporting the education of differently-abled girls, by creating and promoting a more inclusive environment.
Ajaib expressed her view that parents of differently-abled girls can play a pivotal role by actively advocating for their daughters’ rights to education and pushing against societal stigmas that discourage them from attending school. By providing emotional support, encouraging independence, and seeking educational opportunities, parents can empower their daughters and instill confidence in their abilities.
“Secondly, teachers are crucial in creating an enabling environment within schools. With proper training in special education and inclusive teaching practices, teachers can provide tailored support to differently-abled girls, ensure their participation, and foster a positive classroom culture. Teachers can also raise awareness among other students, promoting empathy and understanding,” she claimed.
“Furthermore, the government has the responsibility to make inclusive education a priority. This includes implementing policies that make all schools accessible, providing specialized resources, and training teachers to meet diverse needs. The government should also monitor policy implementation to ensure accessibility standards are met across schools,” suggested Ajaib.
Ajaib went on to highlight the media’s ability to shift societal attitudes by raising awareness about the potential of differently-abled girls and the importance of their education. In her opinion, media campaigns can highlight success stories, break down misconceptions, and encourage families and communities to support these girls while simultaneously holding institutions accountable for providing inclusive education, sparking broader societal support for this cause.
“Another important stakeholder is civil society organizations. These organizations can play an effective role by acting as watchdogs, providing technical assistance to the government in developing and implementing policies, and raising awareness through community outreach programs. By introducing public-private partnerships, the government and civil society organizations can share resources and bridge gaps to ensure inclusive education for all,” noted Ajaib.
On a similar note, Farida Shaheed, who is also a sociologist proposed a comprehensive approach to tackling the discrimination facing girls with disabilities and promoting their education. “Orientation sessions must be organized for parents, siblings and other household members of girls with disabilities. Similarly, mass public awareness campaigns must be initiated through social media to promote acceptance of girls with disabilities. Furthermore, the government must support schemes for girls with disabilities so that families consider them as an asset and not a burden,” claimed Shaheed.
“By combining these efforts, Pakistan can ensure that differently-abled female children have the chance to thrive in school and to fulfill their potential in society,” concluded Ajaib, who is also an expert on social justice and human rights.