To the warrior parents, teachers and therapists

She counsels the parents, she said. When other children are achieving milestones and are ready for graduation, parents of special needs children go through their own emotional journey.
The question is not about comparisons. The concern is, 'What after us?'
They worry about social exclusion and try hard to ensure their children gain as much as they can to catch up with the real world.
The experts define special needs children as individuals requiring tailored support due to physical, developmental, behavioural, or emotional conditions that affect their learning, mobility or daily functioning. These conditions, which may be permanent or temporary, range from autism and ADHD to cerebral palsy and sensory impairments.
They might require specialised education (IEPs), therapies, and accommodations to reach their full potential.
Sometimes parents feel guilty and wonder if they are to blame, and at times they are made to feel that way. Their experience is complex, featuring profound love, pride, sadness, frustration, exhaustion and most importantly, resilience.
The parents have to navigate through two worlds. Their child's world and the reality — the one in which they belong and they work hard to build a bridge. The special education schools are trying to build a bridge of inclusivity in society.
The emotional landscape is deep because many parents experience chronic sorrow. There can be recurring grief. The parents become lifelong caregivers in some cases.
The parents of a child with special needs are always on alert. They have to be teachers, nurses, therapists, administrators and so on. They have to learn the rights of children with special needs.
The recently-issued law on the rights of persons with disabilities provides equal opportunities in education, healthcare, employment, and social participation, guaranteeing inclusion and equality.
The law guarantees all persons with disabilities the right to education without discrimination.
It is clearly stated that educational institutions are required to provide appropriate learning environments, specialised services, and trained staff to support students according to their physical, mental, and sensory abilities. In addition, it also mandates that curricula be adapted to suit the individual needs of learners, ensuring inclusive education at all levels.
The law states that a specific percentage of scholarships and study grants, both within Oman and abroad, will be allocated to students with disabilities, in coordination with the Ministry of Education and other competent authorities.
The legislation also calls for the creation of policies and programmes for the educational inclusion of persons between four and 22, supported by rehabilitation and training services.
Parents must be relieved that there is a mechanism in place and their child is not alone. Oman's law also looks into social welfare in addition to health care. One constant worry for the parents is about the future.
According to the new law, employment provisions oblige public institutions to reserve at least 5 per cent of job vacancies for qualified persons with disabilities. Private employers with more than 40 employees are also required to meet the same quota. 'Workers appointed under these provisions are entitled to equal pay, benefits, and reasonable workplace adjustments.'
One has to have qualifications to secure jobs. Here the law further grants persons with disabilities access to vocational training, financial support, and entrepreneurship programmes.
The law also provides the concession of reduced working hours for employees who have a disability or care for a family member with one. All these facilities guarantee a life of independence.
The law requires authorities to provide medical and psychological rehabilitation and preventive and therapeutic services and to equip homes with suitable medical facilities when necessary.
Socially, the law guarantees the right to marriage and family life on an equal basis with others. It requires the provision of accessible housing and community support for those unable to.
Even with all this support, inner confidence is a quality best provided by parents and family members along with teachers and therapists. The more the child steps out and interacts, the wider the confidence and scope.
At the exhibition at the Care and Special Education Oman, students showcased their work as artists, photographers, jewellery makers, horticulturalists, and chefs, etc.
Maybe the world is not built for accessibility or neurodiversity yet. But we have begun the journey.
The children and parents need support to make this shift a reality. The parents need not suffer or worry silently.
Inclusivity in schools is highly significant to develop empathy and understanding amongst all students.
The parents, teachers, therapists, and students are breaking barriers and creating unique milestones.
After all, well-being is not just about maintenance and survival but about growth and development.

Lakshmi Kothaneth

The writer is senior editor of Observer