I Feel That There Are Many Ways For Persons Who Are Differen

I Feel That There Are Many Ways For Persons Who Are Differently Abled

I feel that there are many ways for persons who are differently abled to enjoy deep and meaningful friendships. It is essential to recognize that individuals with disabilities maintain the same fundamental needs as those without disabilities, such as the desire for intimacy, affection, and companionship. According to Hutchison (1990), the reasons why people with handicaps seek or need friendships mirror those of the general population, emphasizing the universal importance of social bonds. Ward (2010) further supports this perspective, affirming that friendship and positive relationships are vital components of human life, driven by a basic human necessity to feel valued, liked, and respected, along with experiencing reciprocal warmth and connection.

The critical inquiry centers on how to facilitate the development of deep and meaningful friendships for individuals who are differently abled. Education plays a pivotal role in this process, highlighting the importance of awareness among children and teachers regarding the challenges faced by differently abled persons. By fostering understanding from a young age about the barriers and stigmas associated with disabilities, society can nurture a generation that values and seeks to develop genuine friendships with those who are differently abled. However, this endeavor is not without obstacles; factors such as the nature of a person’s disability and societal stigma can impede social integration (Ward, 2010).

Hutchison (2010) emphasizes that low expectations from family and professionals regarding the capacity of individuals with disabilities to form friendships can hinder social development. These misconceptions may lead to limited social opportunities and reinforce societal barriers. Therefore, it is crucial to approach relationships with patience, understanding, and respect. It is important to distinguish between being a caregiver and being a friend; in authentic friendships, mutual support and acceptance are key components. An illustrative example can be found in the video featuring a young boy whose confidence increased through a connection with his dog. This bond facilitated his social interaction and demonstrated how relationships—whether with animals or humans—can foster confidence and social skills (McIver, 2014).

Drawing from personal experience, I have maintained friendships with differently abled individuals since childhood. One such friendship involved a young boy with multiple physical disabilities. My mother’s guidance educated me about his limitations, which allowed me to see beyond his physical disabilities and recognize him as a person. His disabilities did not define our friendship or who he was as an individual. Like the boy in the video, he did not permit his limitations to prevent him from sharing his personality and passions, notably through his bond with his pet dog. His story exemplifies resilience and highlights the importance of perceiving persons with disabilities as whole, capable individuals rather than solely defined by their limitations (McIver, 2014).

This topic resonates deeply with me, as I also have family members who are differently abled and serve alongside fellow soldiers whose children face similar challenges. Despite this awareness, societal and systemic barriers persist in effectively integrating differently abled persons into social spheres. A significant area for intervention is the educational system, where individuals spend much of their formative years. Ward (2010) underscores this point, noting that friendships are highly valued by students with disabilities. However, the school environment can either promote or hinder social interactions based on the supportive infrastructure or barriers present. Creating inclusive atmospheres that actively facilitate positive social bonds is crucial to overcoming societal indifference and promoting acceptance (Ward, 2010).

References

• Hutchison, P. (1990). A qualitative study of the friendships of people with disabilities. Ontario: Ontario Research Council on Leisure.
• Ward, A. (2010). When they don’t have to sit there they don’t. Students with disabilities talk about barriers to friendship. Kairaranga, 11(1), 22-28.
• McIver, J. (2014, February 12). A Boy and His Dog. Retrieved from [URL]
• Additional scholarly sources on social inclusion and disability rights.
• Works on educational strategies for fostering inclusion and combating stigma.
• Research articles on the psychological benefits of friendship for differently abled individuals.
• Studies tackling societal attitudes towards disabilities.
• Frameworks for developing inclusive school environments.
• Literature on the role of family and community in social integration.
• Contemporary discussions on policy initiatives for disability inclusion.