FOR CHILDREN WITH DISABILITIES, INCLUSIVITY IS ABOUT BREAKING BARRIERS, BOTH PHYSICALLY AND EMOTIONALLY

By Morapedi Sibeko.

• A learning tour of Japan by officials and caregivers from the Department of Social Development has provided valuable lessons about how community-based care and inclusion go together.
• Japan has demonstrated that inclusion for children with disabilities is not confined to the classroom; it is thoughtfully woven into every stage of a child’s life.
• In a world too quick to separate and shelter, the Department of Social Development also advocates for inclusion.

When Koji Aoki’s son Takeshi was born with Down syndrome, his world shifted in an instant.

Overcome with emotion after receiving the diagnosis, he turned to his wife and tearfully said, “This boy has Down syndrome.” Her calm reply, I know, does it matter? grounded him in a way he never expected. In that moment, fear and confusion melted away, replaced by a conviction to walk an inclusive path.

Takeshi’s early years were marked by hospital visits and health concerns, but his parents insisted on enrolling him in the same Early Childhood Development Centre as his sister.

There, among peers, Takeshi built relationships that no teacher or adult could replicate.

Over time, he joined sports teams, made phone calls to his friends, despite his articulation challenges, and formed bonds that still last today.

Takeshi now works in a local business with colleagues who sometimes call him “slow”. But every morning, he gets up and goes back.

His daily rhythm is extraordinary on the surface, but to his father, it reflects a lifetime of quiet triumphs over exclusion and misunderstanding.

Watching his son grow, Aoki came to understand a deeper truth. “People live through their relationships with others,” he says. “It is only through shared experiences, being together, that we develop restraint, empathy, and a sense of self.”

This attitude is echoed in the work of South Africa’s Department of Social Development, which continues to prioritise the rights and inclusion of children with disabilities, particularly outside of the formal education system.

Community-based care and inclusion go together

For Portia Qondani, a Department of Social Development social worker and member of the current South African delegation visiting Japan, Takeshi’s story holds valuable lessons about how community-based care and inclusion go together.

“In many of our rural areas, families of children with disabilities still struggle with acceptance,” says Qondani. “It is not just about access to services, although that is a major issue in remote communities, it is also about breaking through ignorance and stigma.”

Qondani, from the Northern Cape, is passionate about community-based care support for children with disabilities and believes that programmes like Respite Care are essential.

“Parents care day and night without rest. These programmes offer relief and create spaces for families to speak honestly about their frustrations, fears, and hopes,” she explains.

“Caring for a child with a disability takes extraordinary patience. Families need to know they are not alone.”

The Department of Social Development’s work in this area aligns with the 2016 White Paper on the Rights of Persons with Disabilities, which promotes inclusion and an enabling environment, community participation, and accessible services across the life cycle.

From Japan, another voice, Rumiko Suzuki, a mother and disability rights advocate, echoes the value of peer inclusion.

Her son, now 50 and with intellectual disabilities, grew up in inclusive environments.

“It’s more natural for children to do the same things as their peers,” she says.

“Developmental timing can never be replaced or retrieved. Being among others at the right time matters.”

During the learning exchange in Japan, the South African delegation has observed that inclusion for children with disabilities is not confined to the classroom only; it is thoughtfully woven into every stage of a child’s life, from early development to community participation and supported adulthood.

These experiences are relevant for the Department of Social Development’s own efforts to support children with disabilities.

Community-based programmes offer a vital alternative, not as a substitute for education, but as an equally important support structure in a child’s growth.

As part of her work, Qondani sees the transformation that happens when children with disabilities feel seen. “Children with disabilities have rights like all other children. It is our duty as government and as the community to make sure these rights are upheld,” she says.

There are no shortcuts to inclusivity. However, as Takeshi’s story demonstrates, it starts with the conviction that children with disabilities are deserving and capable of happiness, friendships, and purpose.

In a world too quick to separate and shelter, the Department of Social Development continues to advocate for inclusion in practice. In this Mandela Month, we are reminded of Madiba’s own words: “The true character of society is revealed in how it treats its children.”

For children like Takeshi and for the families raising children with disabilities, a more inclusive society begins with understanding, support, and the courage to grow together.