Working with real heroes, a world away

By Sarah Alam
Posted 1/8/16

The true heroes in the world are those who go against all odds to make a difference. Heroes come in all types of packages. They may be those who work to better the lives of others, whose selfless …

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Working with real heroes, a world away

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The true heroes in the world are those who go against all odds to make a difference. Heroes come in all types of packages. They may be those who work to better the lives of others, whose selfless deeds often, unfortunately, go unnoticed, and who are ardently committed to the pursuit of freedom. However, on a smaller, but just as important scale, they are those who face personal adversity with a smile and work hard to free themselves from any obstacles standing in the way to the best form of themselves. Not many perceive education as freedom, but in a developing country, such as Bangladesh, education is the difference between poverty and self-improvement. While ignorance leaves people in shackles, education gives people the key to unlock their full potential. It gives hope for a better future, awareness of the world, and the tools to make a meaningful difference. Those people courageous enough to make that freedom a reality are heroes. The students and educators that I worked with in Bangladesh are the epitome of such true heroes.

In the past few years and hopefully many more to come, as the youth ambassador of the Massachusetts-based non-profit organization SHEBI (Society to Help Education in Bangladesh, International), I have been working to provide assistance for developing and improving education among the people of Bangladesh, one of the most densely populated countries in the world. Due to this, I travel to the beautiful country of Bangladesh at least once a year and help schools specializing in special-needs education for children with developmental disorders. Working with children and educators, I determine their needs and work to fulfill them to the best of SHEBI’s ability. SHEBI’s guiding principles include empowering underprivileged residents of Bangladesh through education and training, allowing them to independently shape how they live. Poverty is a painful reality for the majority of Bangladeshi families, handicapping them financially and even emotionally. Disabilities are also a major handicap for many people, restricting people from reaching their full potential. SHEBI provides a platform for combating the restrictions posed by poverty and disability through education and training, supporting and working with various schools in Bangladesh with similar missions. SHEBI even helped lead construction of a four-story high school that doubly functions as a cyclone shelter. This is a necessity for the people of Chittagong, Bangladesh, since deadly tropical cyclones are not uncommon there. Working with SHEBI has allowed me to better connect with and understand my parent’s homeland and see a different side of life that I was never really exposed to while growing up in Rhode Island. Not only has this given me a better sense of the myriad problems facing children in Bangladesh, it has made me more grateful for my education and more determined to help such underprivileged children as much as I can.

Background

Out of the over 158 million people living in Bangladesh, it is estimated that 2.6 million children in Bangladesh have some type of disability or impairment, such as autism spectrum disorder (ASD), deafness, and blindness. Although some progress has been made in the area of special-needs education and support for disabled people, there is still a long way to go. The Persons with Disabilities Rights and Protection Act in Bangladesh was enacted by the Bangladesh Parliament in 2013 to protect the rights of those with various handicaps. The types of disabilities mentioned in this Act include ASD, physical disabilities, psychosocial disorders, visual impairment, speech disabilities, intellectual disabilities, hearing impairment, cerebral palsy, and Down syndrome. While this law does protect rights to education, training, proper health service, accessibility in community and in modes of transportation, and discrimination-free employment opportunities, it is nothing if not properly enforced and understood. It is important to increase common knowledge of disabilities and provide educators with more training on how to best help children with disabilities and understand what they go through. Laws and governmental regulations are nothing without support and enforcement as well as a more educated and aware public. There remains much ignorance and stigma surrounding disabilities and ASD in Bangladesh, which prevents people suffering from such challenges from getting the assistance they need. The increasing rate of ASD worldwide underscores the need for greater support and awareness of the condition and the obstacles facing those who have it.

Even in America ASD is a very common disability, affecting one out of 68 children according to the CDC. ASD may be characterized by impaired communication skills, difficulty with social interaction, and restricted/routine behavioral patterns, interests, or activities. One of the hardest things about accommodating children with ASD is the fact that each individual’s case is unique; there is no one “typical” child with autism. There are no definitive causes or cures except for probable associations with genetics and environmental stresses. Certain medications are prescribed to help with symptoms like anxiety and depression, but the only treatment for other impairments are behavioral and speech therapy. One of the best ways to integrate children with ASD into a stable lifestyle is through education, through which they may develop some feelings of independence. Also important is public awareness of challenges faced by those with ASD to increase the comfort of those with ASD. If people are aware of how to best accommodate those with ASD, it will be much easier for such individuals to lead their lives as normally as possible.

Experiences with SHEBI

While working with SHEBI, I have been able to see firsthand how ASD can affect children and their families in different ways. Seeing their optimism and strength inspires me to lead my own life better. I have seen how people with ASD do not let it handicap them. Despite facing such obstacles, each student faces each challenge with enthusiasm. Two major partners of SHEBI are the Nobodhara School, whose head office is located in the city of Niketon, and the Scholars Special School, located in the Mohammadpur district of the capital city Dhaka. Both schools help facilitate children with ASD in different ways. The Nobodhara School offers an integrated environment, in which there are also many students without disability. Thus, those with disability can be exposed to those without and vice versa, and they are able to form friendships and support groups. The Scholars Special School is specialized for those with ASD, offering a different atmosphere in which all students receive education and vocational training as well as immersion in the arts-through drawing, painting, and dance. Both schools have dedicated faculty who truly care about their students. I talked to various teachers and administrators and was amazed by their compassion and immense dedication to helping their students. They all expressed their dreams for their schools but lamented their practical limitations in fulfilling those goals.

Visiting the Niketon head office of the BRAC Nobodhara School

While talking to teachers in the Niketon head office of the Nobodhara School, I listened to them explain that there remains a societal stigma around special-needs children. This prevents many parents, especially those in rural areas, from seeking help for their children, in fear of social consequences and humiliation. This way of thinking promotes a culture of ignorance about disabilities and prevents parents from fully understanding the condition of their child. In addition, many educators require more information on not only the best methods for creating an accessible learning environment for special-needs children, but also on the disability itself and how it impairs students themselves both mentally and physically.

SHEBI had conducted a series of teaching seminars on ASD to educators in Bangladesh, and many teachers who had partaken in them noted how helpful they were. They expressed enthusiasm for more programs similar to that, saying that such discussions are essential for better understanding autism and other disabilities. One teacher wisely noted, “Knowing more about what difficulties the students face as a result of their disability is most helpful in creating a productive learning environment for them.”

Visiting Scholars Special School

Visiting the Scholars Special School for Special Needs Children in Mohammadpur was the most different experience during my time in Bangladesh because of my interaction with several students and teachers, as school was in session. Even though only a few students were able to come, due to hartals (mass protests and strikes), seeing and interacting with the students in their classroom setting was an amazing experience. First, I talked with Manju Banerjee, the longtime headmaster and president of the school, who has come to the school every day it has been in session since its very start. She explained how since most of the students at Scholars Special come from middle class families, it receives very little government support compared to other larger schools with wealthier families. For instance, since teachers’ salaries are not covered by the government, they must be paid by the school. Although the teachers are kind enough to accept little pay, they also must support themselves and their family. As a result, Scholars Special has a very tight budget and is in need of more classroom materials, teaching aids, and toys/games for children to play with. They also expressed interest in partaking in seminars to learn more about autism and other disabilities, as SHEBI had provided in the past. In addition to teaching, the school provides counseling at school and occasional home visits if needed. They also focus on vocational training to provide students with the tools to become financially independent. Thus, the school not only helps to educate students but also help them develop skills to use in the work force. Every teacher genuinely loves to help the children and their families and it is evident in their smiles. The whole aura of the school, despite its meager resources was that of hope, with beautiful student artwork lining the walls and handmade decorations all over. Just being in that supportive environment made me feel completely at ease.

Interacting with the students was an even greater pleasure, each one of them was endearing and kind. After talking to the teachers and Mrs. Banerjee, I was led upstairs to where most of the classrooms were. The teachers explained that every morning the students are led in some type of exercise to start the day. Other activities include singing, art, block printing, sewing, making wax candles, painting and designing earthen pots, cooking, and baking. Many female students also partake in traditional dance classes. I especially cherish a memory of one student, Aasha, presenting a traditional Bengali dance. When I first walked into the classroom, I noticed that Aasha was sitting in the corner rocking back and forth slightly, keeping to herself. When I introduced myself to her, speaking in Bangla, and asked her name, she avoided my gaze and quietly said “Aasha.” When a young teacher gently spoke to her and asked her if she would like to dance, she smiled and repeated, “Dance, yes, dance.”

While dancing, she lost all of the shyness she had when I first met her. Instead, she was filled with pure joy, moving around the room with grace and poignancy. After the dance was over, she took a bow and the whole room erupted into claps, all of the other students cheering her on. She looked around at all of us, and covered her face with her hands, tears of happiness streaming down her face. I walked up to her, and personally told her how much I loved the dance. She looked into my eyes and gave me a hug. As I hugged her back, I felt humbled by the joy that these children find in every little activity, feeling ashamed of how much I took for granted in my own life. In Bangla, Aasha means hope, and this young girl definitely brought hope into my own life. My eyes teared up thinking of how simple these children’s wishes were. They cherish everything they have and content themselves with it. Her happiness inspired me to want to be able to give them more and see them even happier.

Then, the teachers gave us a tour of the classrooms and small playroom. One boy asked me what my name was, and in Bangla I replied, “My name is Sarah, what is yours?” “Rahim!” he exclaimed. He showed me a piece of artwork that he made and before I even had a chance to remark on how beautiful it was, he asked me what my name was again. Confused, I replied again, “My name is Sarah.” A teacher explained to me that repeating words and phrases was one of the symptoms of autism. Every few minutes Rahim would again ask me my name and patiently I would reply “Sarah” every time. As I walked around the classrooms, I thought of the schools of my childhood. The relative excesses of schools in the USA saddened me, since the students here deserve just as much, if not more. In the USA, schools have playgrounds and games in every classroom, many of which are thrown away after a few years of use. Instead of throwing such materials away, it would be more beneficial to send them to schools in need, such as Scholars Special. SHEBI has engaged in such programs and sends materials to various schools in Bangladesh, but needs the help of more schools to donate. Seeing the dedication of the teachers at Scholars Special and talking to the students is a memory I will truly cherish.

A Reflection

Visiting all of these people, who care so deeply about helping underprivileged students and their families, inspired me to do as much as I can to help them. Their selflessness and determination to help, despite all of their limitations, awed me. Although education is readily accessible in the USA, it is regarded as a luxury for those not part of the wealthy class in Bangladesh. While we moan every time we hear the alarm for school in the morning, there are tens of students who wish they would be given the same opportunities we have been so lucky to have. The problems that students in Bangladesh face are unimaginable to me, coming from a country where the government actively works to make education accessible, affordable, and inclusive. Although the Bangladeshi government has made laws regarding education for the disabled, much more must be done not only by the government, but also by the people of Bangladesh in order to make inclusive education for everyone a reality. Real change will come when everyone is aware of the issues at hand and works together to resolve them. By supporting and following in the footsteps of these real-world heroes, we can truly make a difference.

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