Harvey Kadyanji, The Young Innovator from Tanzania. We Need Him For Inclusive Design In Our Inclusive Nation

Two Waterford techies have emerged among the winners in a worldwide contest for young innovators.

Harvey Kadyanji (Tanzania) and Timothy McDermott (Australia/Swaziland) created a language application called SiSwApp, which has earned them a US$5000 grant and the chance to travel to Thailand.

Harvey and Tim entered the 2013 International Telecommunications Union (ITU) World Young Innovators Competition after seeing it advertised in a Swazi newspaper earlier this year. 

The judges were looking for talented young social entrepreneurs aged between 18 and 26 who could provide ICT-based solutions to developmental challenges.   

Over 600 applicants from 88 countries applied. In July 2013, Harvey and Tim were told that they had made it into the top 15 semifinalists. They then had to submit a 5000-word business proposal and emerged among the top 10 winners.

In mid-November 2013 they will travel to Bangkok, where they will showcase their idea and engage with mentors, leaders in the technology field and other young innovators. They will also collect their prize money, which will be used to develop their project.

Harvey Kadyanji, Principal Stephen Lowry and Tim McDermott

SiSwApp is a smartphone app which is aimed primarily at iOS and Android mobile platforms. It promises to help users by offering contemporary features such as a translator (English to SiSwati and vice versa) with an integrated audio database. Other features include a comprehensive learning tool with topics and themes specific to Swazi culture; links to tourist hotspots in Swaziland and an advertisement platform for local entrepreneurs.

Harvey and Tim’s achievement was announced at a recent Assembly at Waterford. The two students spoke about the app’s functionality and thanked staff members Ms Lisa Mbuli, Mr John Storer, Mr Martin Mwenda and Mr Polycarp Wekesa for their guidance.

Harvey and Tim hope to progress from concept to startup soon and to launch the application in February 2014.

Source: http://www.waterford.sz/News-and-Events/674-Waterford-Techies-Wow-Judges

JE, NI NANI AJUAYE KUWA KESHO NI ZAMU YAKE YA KUWA MLEMAVU?

Miongoni mwa vitu vinavyomwogopesha binadamu kwenye maisha yake ni ulemavu. Ulemavu hauzoeleki kwa watu ambao si walemavu isipokuwa kwa wenye ulemavu tu. Mtu akiambiwa kuwa anaweza kuwa mlemavu kama asipotimiza jukumu fulani basi atafanya kila aina ya juhudi kutimiza hilo jukumu ili mradi tu aepuke ulemavu. Yupo rafiki yangu mmoja ambaye ni mwalimu wa watoto wenye mahitaji maalum, siku aliyoenda kuonana na mkurugenzi wa halmashauri ya wilaya yake akiomba ruzuku kwa ajili ya watoto wa shule aliambiwa hakuna hela. Mwalimu huyo alipomtolea mfano wa wazi na kumwuliza, “Je, wewe au watoto wako wangekuwa wenye ulemavu ungekuwa unajibu kama unavyonijibu leo hii?” Jibu la haraka kutoka kwa mkurugenzi huyo lilikuwa ni kutoa maagizo kwa wasaidizi wake ili wampe huyo mwalimu fedha alizohitaji ili kuepuka laana inayoweza kumpata, yaani ulemavu.

Mfano mwingine wa dhahiri

Rafiki zangu wawili ambao ni vipofu walisafiri kutoka Chuo Kikuu cha Dar es salaam hadi mitaa ya Kigogo hapohapo Dar es Salaam, na mwenyeji wao aliwauliza hivi; “kutoka huko mlimani hadi hapa kigogo nani amewaleta?” Rafiki zangu vipofu wakajibu; “tumekuja peke yetu”. Majibu ya mwenyeji wao kwa hisia kali alijibu; “jamani, Mungu wa ajabu sana, utadhani nao ni watu vile!”.

Vilevile yupo mwalimu mmoja ambaye naye ni kipofu, wakati anakwenda kuanza kazi alikataliwa na walimu pamoja na wanafunzi wa shule hiyo- wakidhani hawezi kufundisha kwa sababu ya upofu wake. Yule mwalimu kipofu baada ya kujitambulisha aliwauliza swali dogo tu kwa kusema “mara ya mwisho mlisoma mada gani na mliishia wapi?” Wanafunzi wakamwelekeza mada waliyosoma na mahali walipoishia. Yule mwalimu akafundisha kwa muda wa dakika 10 tu na akawaambia “kwaherini, nadhani sitaingia hili darasa kwa kuwa hamko tayari niwafundishe tangu mlipojua niko hapa shuleni kwenu”, kisha akaenda kukaa ofisini. Cha ajabu baada ya dakika 5 kupita, wanafunzi walituma wajumbe watano kwenda kumwomba mwalimu aendelee kufundisha hilo darasa kwani hapo awali hawakujua kuwa anaweza kufundisha.

Nitoe mfano mwingine wa mkuu wa wilaya moja hapa nchini. Mtawala huyu alitembelea shule fulani na kukuta walimu kadhaa wasio vipofu, na lengo la kiongozi huyo lilikuwa ni kuwapata wanafunzi wa kusimama barabarani kwa ajili ya kuupokea mwenge wa uhuru. Mkuu huyo wa wilaya aliuliza, “mkuu wa shule yuko wapi?”, akaelekezwa kuwa mkuu wa shule pamoja na uongozi wake wa juu hawapo, bali majukumu yote ameachiwa mwalimu wa zamu. Mkuu huyo wa wilaya akataka kuonana na huyo mwalimu wa zamu ili awapeleke wanafunzi kuupokea mwenge, ndipo walimu wale wakamjibu mkuu huyo wa wilaya kuwa mwalimu wa zamu ni mtu asiyeona (kipofu). Hoja iliyotoka kwa mkuu huyo wa wilaya ilikuwa, “Je, huyo mwalimu anawafundisha vizuri watoto wetu? Asije akatuharibia watoto wetu kitaaluma” (mwalimu kipofu aliyasikia mazungumzo hayo akiwa chumba cha ofisi mojawapo kwa kuwa mkuu huyo wa wilaya hakuingia ofisini).

Kwanza kabisa, niwatake radhi wasomaji wangu kwa kutokutaja majina halisi ya watu hawa na mahali walikokuwa. Kusudi si kuumbuana, kuchongeana wala kusemana vibaya. Lengo kuu hapa ni kujua kwa hakika kuwa haya matukio kwa watu wenye ulemavu yanatokea pande za watu wa kawaida, wasomi na viongozi wa nchi hii na kwingineko duniani kunakofanana  na utamaduni wetu huu.

Lakini hoja yangu ya msingi si kuwalaumu ni kwanini hawa wananchi, watawala na wasomi walitenda haya, bali ni kubainisha sababu zipi na vigezo vipi viliwasukuma kusema na kutenda hayo tuliyoyaainisha. Hebu sasa tuchunguze sababu zinazopelekea watu hawa kusema maneno na kufanya vitendo vinavyotafsiriwa kuwa havifai miongoni mwa binadamu.

Utamaduni

Kimaana, utamaduni ni mambo yote yanayojenga maisha ya mwanadamu. Ndiyo jumla ya njia na mbinu zote azitumiazo mwandamu ili aweze kuishi na kupambana na mazingira yake. Utamaduni ndio humuumbia mwanadamu uwezo wa kufikiri, ndio kipimo cha ufahamu wake. Mojawapo ya vipengele muhimu kwenye utamaduni wa jamii yoyote ile ni lugha.

Matumizi ya Lugha na Watu Wenye Ulemavu

Haya ni matumizi ya lugha kwenye jamii zetu ambayo yanaashiria dhahiri kuwa kwenye jamii zetu watu wenye ulemavu wamekuwa wakifikiriwa vibaya kunakopelekea vitendo viovu dhidi yao. Hapa chini ni baadhi ya methali kongwe kwenye jamii zetu ambazo zimehusika kwa namna moja ama nyingine kuchangia vitendo viovu juu ya watu wenye mahitaji maalum, hususan, watu wenye ulemavu.

1.    Kipofu hamwelekezi kipofu mwingine kwa mwenge

Hii ina maana kwamba watu vipofu hawawezi kaa pamoja na kupangilia mambo yahusuyo maisha. Hawawezi elekezana njia za mafanikio katika maisha.

2.    Kummulikia kipofu ni kumaliza mzigo wa nyasi na wala awezi kuona

Hapa tunapata maana ya moja kwa moja kuwa jamii zisipoteze muda na raslimali kuwekeza kwa mtu aliye kipofu (au mtu yeyote mwenye ulemavu). Mfano mmojawapo wa uwekezaji kwa watu wenye ulemavu ni pamoja na kutowasomesha shule.

3.    Nduguyo akifa sikio utapata shida kuita

Katika methali hii tunaona jinsi jamii inavyoogopa ulemavu na kubainisha jinsi mtu mwenye ulemavu anavyohesabika kuwa ni mzigo kwenye jamii zao.

4.    Kumwimbia kiziwi ni kumaliza nyimbo bure

Kuimba, kwa maana ya kisanaa ni kuleta burudani, kupendezesha mtu, kumfanya mtu awe na furaha katika maisha yake. Katika methali hii wanajamii wanaonyana kuwa wasifanye lolote kwa kuwapendezesha watu wenye ulemavu.

5.    Agana na nyonga kabla ya kuruka

Hii ni methali inayoonyesha ubaguzi kwa watu wenye ulemavu wa viungo. Mtu aliyelemaa kiuno hawezi agana na nyonga yake. Maana halisi ya kuagana na nyonga ni kufanya maandalizi kabla kuanza kufanya jambo lolote kwa vitendo. Je, watu wenye ulemavu hawawezi kufanya mambo yao kimaisha kwa kupangilia?

6.    Mzee (mgonjwa au mlemavu) anajifahamu mwenyewe au Aliye dhaifu yapasa ajifahamu mwenyewe.

Hii methali inatufundisha tabia mbaya ya kuwatenga watu wenye ulemavu.

7.    Asiyesikia la mkuu huvunjika guu

Kuvunjika guu ni laana kwa mujibu wa methali hii. Hivyo inaonyesha kuwa watu wote waliopata matatizo yaliyopelekea ulemavu wao ni matokeo ya laana ya kutokuwa wasikivu.

8.    Ukila na kipofu, usimshike mkono

Hii methali inahimiza wanajamii kutengana, kutokuwa karibu na watu wenye mahitaji maalum. Tufanye mambo kimyakimya ili watu wenye ulemavu wasijeiga na kufanikiwa kama watu wengine wasio na ulemavu.

9.    Ni bora uwe nacho cha thamani ndogo kuliko kukosa kabisa

Ni methali ambayo ilitumika kuwafariji watu/familia ambazo zilizaa watoto wenye ulemavu. Waliambiwa kuwa japo mtoto mwenye ulemavu si bora kama watoto wengine lakini ni bora kuliko wangekosa kabisa huyo mtoto.

10. Hata kama ni jinga litengenezee upinde

Methali hii ilitumika kuwafariji watu waliokuwa  na watoto waliokuwa na ulemavu ya kuwa motto ni mtoto hata kama ana ulemavu anastahili sehemu yake ya urithi toka kwa baba na mama.

Methali zingine kuhusu watu wenye ulemavu na dhana ya ulemavu

11. Usimwonyeshe kipofu njia

12. Katika nchi ya vipofu, chongo ni mfalme

13. Sikio la kufa halisikii dawa

14. Kichaa huponywa, ujinga hauponywi

15. Asiyesikia husafiri mbali sana, maana hata akiambiwa anakokwenda hatasikia

16. Kula na kipofu ni sawa na kula peke yako

17. Apendaye, chongo huita kengeza

18. Kipofu hadanganywi jicho

19. Mbona wanidanganya kana kwamba nina chongo?

20. Sijali hata akiwa na usaha masikioni, si mwanangu

21. Ukioga pamoja na mjinga hutakati

22. Hata kama ni mjinga ni wako

23. Kwa matendo haya uliyonitendea, kama hukufa utalemaa

24. Ngongo ni zuzu na Ngomisho ni zuzu

25. Kichaa huponywa, ujinga hauponywi

26. Heri kufa macho kuliko kufa moyo

27. Jicho ni moja, nalo laingia mchanga

28. Nduguyo akifa sikio utapata shida kuita

29. Afadhali kuchakaa nguo kuliko kuchakaa akili

30. Asiyekiuno naye huvua

31. Ukienda na mwenye chongo nawe jidai chongo

32. Mtu asiyekamilika viungo au akili, ukimtania hudhani unamtukana

Hitimisho

Ni nani ajuaye kuwa kesho atapoteza macho, masikio na viungo vingine? Nani ameandikiwa kuwa mlemavu?

Hii misemo imegharimu na kupelekea ugumu wa maisha pale inapotokea vinara wa matumizi ya kukejeli watu wenye ulemavu nao wapatapo ulemavu. Wanaumia viungo na saikolojia yao. Wengi wao hupata magonjwa mengine kama msongo wa mawazo na hata kufa, si kwa sababu ya ulemavu, bali ni mwangwi wa matumizi mabaya ya lugha kwenye jamii.

Hitaji pekee la kizazi cha sasa ni kupata shule thabiti za mawazo (school of thoughts) zitakazoweza kubainisha ukweli na uhalisia wa utamaduni wetu. Si shule hizi za mawazo zinazosisitiza kuenzi kazi za mababu zetu bila kuona athari katika ulimwengu wa sasa (contemporary world). Utamaduni ndio umekuwa adui mkubwa kwa maisha ya watu wenye ulemavu. Japo utamaduni unapofika kilele chake cha makuzi huwa ni mgumu kama chuma cha pua, lakini juhudi za dhati zikifika tutaweza kuubomoa na kuupandikiza utamaduni wetu pendwa. Penye nia pana njia na kila lenye mwanzo halikosi mwisho.

"Tufikiri Kijumuishi ~~~ Tutende Kijumuishi ~~~ Tujenge Taifa Jumuishi"

NYAKATI ZITATUAMBIA KUWA UKWELI WA LEO SI LAZIMA UWE UKWELI WA KESHO

Jamii Zetu na Mitazamo Juu ya Watu Wenye Ulemavu:

Ni muda muafaka kabisa kwa kila binadamu kujua kuwa binadamu ni binadamu tu. Amezaliwa na binadamu mwenzake na wanaendelea kuzaliwa binadamu kutoka kwa binadamu mwingine. Katika historia ya maisha ya binadamu, hakuna binadamu aliyewahi zaa kiumbe kingine zaidi ya binadamu mwenzake. Utofauti huja wakati binadamu anapozaliwa akiwa na maumbile tofautitofauti.

Binadamu huyu huwa mrefu na mwingine kinyume chake, yaani mfupi; Yule ana rangi nyeusi na mwenzake ni nyeupe; huyu amezaliwa na viungo vyote na mwingine amezaliwa kapungukiwa viungo vya mwili. Pia binadamu wote wana mwanzo na mwisho unaofanana; wote huzaliwa na mwisho wao ni mauti. Bado tena hawa binadamu wana mahitaji ya msingi yanayofanana, yaani chakula-malazi-mavazi. Utofauti huu haumpi mtu mmoja kuwa na sifa ya binadamu na mwingine kuikosa hiyo sifa. Naendelea kusema kama kibwagizo kwa msisitizo kuwa “binadamu aliyezaliwa na binadamu ni binadamu, na ana haki ya asili kwa kuwa amebahatika kuzaliwa binadamu na kwamba binadamu wote wana haki sawa mbele ya sheria ya mwanadamu na ile ya ki-Mungu.

Muasisi wa taifa la Tanzania (zamani ikiitwa Tanganyika), Mwalimu Julius Kambarage Nyerere, tarehe 18/02/1974, aliwahi sema maneno mazito juu ya kutetea ubinadamu wa watu wenye ulemavu ambao kwa karne nyingi umegubikwa na dhana potofu. Hii ni kwa sababu mtu anaweza akaigiza anazungumza ukweli kwenye jukwaa na baadae akiwa chini ya jukwaa akatekeleza kinyume na kauli yake ya jukwaani. Alisema hivi:

“Wasiojiweza wa nchi hii wanachohitaji sana ni nafasi ya kushiriki kwa ukamilifu na kwa usawa katika mambo ya nchi yao. Kulemaa miguu au mikono maana yake siyo kwamba mtu yule sasa ni mtu nusu. Maana yake tu ni kwamba yako mambo fulani kilema huyu hawezi kuyafanya; na kwa hiyo ziko kazi fulani hawezi kuzifanya, na matumaini fulani, ambayo hawezi kuwa nayo. Lakini yako mambo mengi mengine ambayo angeweza kufanya kama sisi tulio na viungo vyetu kamili tungemsaidia ayafanye. Vivyo hivyo kwa mtu aliye kipofu, au aliye kiziwi.

Watu hao si wapumbavu, wala si magogo, eti kwa sababu tu ya vilema vyao. Wanahitaji msaada wetu kuwawezesha kuvishinda vipingamizi walivyo navyo, na kuwawezesha kuyafanya kwa ukamilifu yale mengine wanayoweza kuyafanya”.

Pia rais mstaafu wa Jamhuri ya watu wa Afrika ya kusini, Nelson Mandela, 4 Disemba 1995, Johannesburg wakati akifungua michezo kwa watu wenye ulemavu wa viungo vya miguu alisema hivi juu ya ulemavu:

“…to recognise the presence of disability in our human midst as an enrichment of our diversity”.

Kwa tafsiri yangu isiyo rasmi:

“…kuutambua uwepo wa ulemavu katikati ya binadamu kama utajirisho wa utofauti wetu”.

Biblia, kitabu ambacho binadamu anaamini ni matokeo ya maagizo ya Mungu kwa mwanadamu kimezungumza mengi juu ya ulemavu na watu wenye ulemavu. Angalia mafungu machache kutoka kwenye hiki kitabu kitakatifu.

Mambo ya Walawi 19:14, Biblia imeandikwa hivi:

“Usimlaani kiziwi, wala usitie kwazo mbele ya kipofu, bali umche Mungu wako; mimi ndimi

Bwana”.

  Pia katika kitabu cha Kutoka 4:10-17, Biblia imenena wazi kuwa ni kusudi la Mungu kuweka huo utofauti:

 “Bwana akamwambia, Ni nani aliyekifanya kinywa cha mwanadamu? Au ni nani afanyaye mtu kuwa bubu au kiziwi, au mwenye kuona, au kipofu? Si mimi Bwana?”

Katika kitabu cha Injili ya Yohana 9: 2 & 3 (Yohana 9: 2, 3) tunasoma maneno haya:

“Wanafunzi wake wakamwuliza, Rabi, ni yupi aliyetenda dhambi, hata mtu huyu azaliwe kipofu? Yesu akajibu, Huyu hakutenda dhambi, wala wazazi wake; bali kazi za Mungu zidhihirishwe ndani yake”.

Ni swali zuri sana na liko wazi likidokeza mtazamo wa jamii walimoishi kipindi hicho. Wanafunzi wa Yesu hawakuwa na shida ya kujua ULEMAVU ni matokeo ya dhambi au la, kwani tayari walikuwa wanafahamu hivyo kuwa mtu kupata ulemavu ni matokeo ya dhambi. Shida yao kubwa ilikuwa kujua ni nani hasa aliyetenda dhambi kati ya aliyezaliwa kipofu au wazazi waliomzaa huyo kipofu.

Yesu alikuja na majibu yaliyowashangaza, pia  majibu haya yalibadilisha mtazamo wa wanafunzi wake. Majibu ya YESU yalikuwa hivi:

 “Huyu hakutenda dhambi, wala wazazi wake; bali kazi za Mungu zidhihirishwe ndani yake”.

Kwa tafsiri nyingine ya maneno ya Yesu ni kwamba si wazazi au mtoto aliyezaliwa akiwa na ulemavu ni wenye dhambi, bali hayo ni matokeo na makusudi ya uumbaji wa Mungu. “…bali kazi za Mungu zidhihirike (zionekane wazi, zitofautiane na kazi zingine zisizo za ki-Mungu) ndani yake (ndani ya huo uumbaji)”.

MAPITO MBALIMBALI AMBAYO BINADAMU WENGINE WALIYAPITIA KAMA HAYA YA WATU WENYE ULEMAVU

Wanawake na mfumo dume

Hili ni kundi la binadamu ambalo kwa miaka mingi lilikuwa likidharauliwa, kubezwa, kuonekana hawawezi, si binadamu kamili na hata kufikia hatua ya wazi ya kumtawala na kumnyanyasa kama siyo binadamu mwenzake. Kundi hili liliwezeshwa na limeweza na tumeweza kushuhudia wanawake wakifanya mambo makubwa kwenye jamii, wameaminiwa uongozi kwenye jamii, wamesoma na wanaheshimika kwa ubinadamu na uwezo wao. Hebu tuwataje wanawake wachache maarufu; Angel Merkel (chancellor wa Ujerumani), Ellen Johnson Sirleaf (rais wa Liberia), Joyce Banda (rais wa Malawi), Asha Rose Migiro (naibu katibu mkuu mstaafu wa umoja wa mataifa), (Anne Makinda (spika wa bunge la Tanzania) nk.

Ubaguzi wa rangi

Kwa miaka mingi ubaguzi wa rangi ulikuwa umetanda juu ya dunia nzima. Mfano mzuri ni watu wa Jamhuri ya Afrika ya kusini ambako makaburu waliweka sera za kibaguzi hadi hapo mnamo mwaka 1994 walipopata kiongozi mzalendo Nelson Mandela. Tumeshuhudia pia nchini marekani watu weusi walivyobaguliwa, na jinsi Martin Luther King alivyopambana hadi kuuawa kwa harakati zake. Lakini sasa yupo rais mwenye rangi nyeusi nchini humo aitwaye Barrack Obama.

Ukoloni

Nchi nyingi za Afrika, Latin America na Asia zimetawaliwa na wazungu kwa muda mrefu sana. Mfano mmoja mzuri sana kwa bara la Afrika ni nchi ya Msumbiji ambayo ilitawaliwa na taifa la Ureno kwa muda takriban miaka 500. Ni mateso mengi waliyapata waliotawaliwa. Lakini mwisho wa siku tumeshuhudia nchi hizi ziko huru japo matokeo ya ukoloni huo bado yanaonekana kwa mbali. Kinachozingatiwa hasa ni kujitawala wenyewe wenye nchi.

Uundaji wa Kizazi Shupavu na Vita dhidi ya Wanyonge (Creation of the World Master Race & the War Against the Weak)

Hili ni tukio lililoanzia ulaya na kisha kusambaa nchi za Amerika na Asia. Mchakato huu ulianzishwa na mwanasayansi wa uingereza Sir Francis Galton (1822–1911), akiamini kuwa upo uwezekano wa kutengeneza kizazi imara duniani. Walitenga jamii kwenye makundi mawili makuu, yaani wasiofaa (unfit) na wanaofaa (fit). Upande wa wanaofaa kwenye jamii walikuwa ni wasomi na matajiri wasio na hitilafu za kimaumbile. Kundi la pili la wasiofaa kwenye jamii lilijumuisha watu wote wasio matajiri, na watu wote waliokuwa na ulemavu wa aina yoyote ile. Ili kuonesha kuwa ni kweli walidhamiria na mpango huo Adolf Hitler wa Ujerumani aliwatumbukiza watu wenye ulemavu kwenye chemba ya gesi na wakafa wote waliowekwa humo akiwatuhumu kuwa ni walaji wasio na matumizi (useless eaters).

Hitimisho

Matukio haya yote yaliyofanywa na binadamu waliojiona kuwa wao ni bora kuliko wengine yalifika kwenye wakati ulioonyesha ukweli kuwa watu wanawake ni binadamu halali kama wengine, watu weusi ni jamii ya binadamu ambayo nayo yastahili kupewa heshima yake ya kiutu. Pia kwenye mchakato wa ukoloni binadamu wa Afrika, Latin Amerika na Asia nao walipewa hadhi ya kujitawala, na hata kwenye mchakato wa kutengeneza kizazi bora ulioanzishwa na Francis Galton bado napo binadamu aliyeonekana kuwa “unfit” alipewa hadhi ya kuwa “fit”, japo bado kundi la watu wenye ulemavu  liko nyuma kuachiwa huru. Jamii zetu nyingi zinawaona watu wenye ulemavu kuwa hawafai, ni mzigo kwa familia na taifa kwa ujumla.

Kwa kuonyesha kuwa tatizo kwa watu wenye ulemavu bado ni kubwa ni pale matukio mbalimbali yanapotokea kwa watu wenye ulemavu na familia zenye watu wenye ulemavu. Tumeshuhudia albino wakiuawa kinyama kuashiria kuwa bado hawatambuliwi kuwa ni binadamu kwenye jamii wanamoishi. Pia tumekuwa mashaihidi juu ya mahusiano mabaya ya wanandoa mara azaliwapo mtoto mwenye ulemavu. Wazazi wa kiume wamekuwa ni wepesi wa kuwakataa watoto wenye ulemavu wakidhani ni laana imeingia kwenye nyumba. Vilevile tumeshuhudia watu maarufu wapatapo ulemavu hupotea kabisa kwenye ramani walizokuwemo, mfano kwenye siasa. Tumekuwa mashahidi jinsi jamii zenye watoto wenye ulemavu zinavyotupiwa kila aina ya lawama kwa kuzaa watoto wenye ulemavu, familia hizo zinakosa raha, zinafadhaika na hata wakati mwingine kuamua kujidhuru kama vile kunywa sumu, kujinyonga nk.

Ninaamini kuwa wakati na ukweli kwa pamoja vitasema dhahiri juu ya watu wenye ulemavu. Itafika wakati ambapo watu wenye ulemavu watakomboka kama walivyofanikiwa binadamu wengine. Wakati upo binadamu wawalaanio watu wenye ulemavu watatia neno la Baraka juu ya hao watu wenye ulemavu. Wakati upo tutakapoongea lugha moja katika maeneo yote yamfaayo binadamu kama vile mahakamani, hospitalini, kwenye uwaziri na hata ikulu. Maana wakati huo binadamu watatambuliwa kwa ubinadamu wao na si kwa maumbile. Ndipo tutakaponyamaza kusema na kuacha kuandika mambo ya kufikiri kijumuishi, kutenda kijumuishi, na kuhimizana kujenga taifa jumuishi. Wakati huo binadamu wote watakuwa wamejawa na fikira na matendo jumuishi na hakutakuwa na binadamu atakayemhimiza mwenzake juu ya hilo kwani nyakati za uhalisia zitakuwa zimetimia kwa binadamu wote.

Tumalizie kwa kufahamu ya kuwa; Mungu amemuumba mtu kwa namna ambayo maisha yake yapitie majira na nyakati. Hii ni kwa sababu ulimwengu huu umeumbwa ili ufanye kazi kwa kufuata majira na nyakati. Kwa kuwa imeandikwa:

“Muda nchi idumupo, majira ya kupanda, na mavuno, wakati wa baridi na wakati wa hari, wakati wa kaskazi na wakati wa kusi, mchana na usiku, havitakoma ”(Mwanzo 8:22).

“BINADAMU ATABAKIA KUWA BINADAMU MILELE YOTE KAMA ASILI YAKE ILIVYO SASA”

Kwa maoni nitafute kupitia hapa kwa mawasiliano haya:
sokime2012@gmail.com
+255655410031
+255766750941

GET INFORMED ABOUT "OTHER HEALTH IMPAIRMENTS"- THE DANGEROUS CATEGORY OF DISABILITY:

By definition, "Other health impairments" (OHI) is a disability category included in the Individuals with Disabilities Education Act (IDEA). Other health impairment means having a disability caused by disease, condition, disorder, or injury that substantially affects strength, vitality, or alertness. To be identified with other health impairment, the student's condition must cause a substantial impact on his educational performance. This means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that result in limited alertness with respect to the education environment. A student with attention deficit disorder, for example, who is distracted by the everyday classroom environment and who cannot pay attention may be diagnosed with other health impairment if the problem is severe enough to affect his learning.

Causes of Other Health Impairments

Other Health Impairments can be results of side-effects due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell, anemia and tourette syndrome, and that adversely affects a child’s educational performance. The following bellow are explanations these causes.

Epilepsy

According to the Epilepsy Foundation of America, epilepsy is a physical condition that occurs when there is a sudden, brief change in how the brain works. When brain cells are not working properly, a person’s consciousness, movement, or actions may be altered for a short time. These physical changes are called epileptic seizures. Epilepsy affects people in all nations and of all races.

Symptoms include: “blackouts” or periods of confused memory; episodes of staring or unexplained unresponsiveness; involuntary movement of arms and legs; fainting spells with incontinence or followed by excessive fatigue; or odd sounds, distorted perceptions, and feelings of fear that cannot be explained.

Hemophilia

A child with hemophilia problem

Hemophilia is a rare, inherited disorder in which your blood does not clot properly. As a result, people with hemophilia may bleed after an injury for a longer time than those without the disorder. It is a myth that persons with hemophilia bleed to death from even minor injuries. In truth, the condition ranges mild to severe. Symptoms include: excessive bleeding, excessive bruising, easy bleeding, nose bleeds, and abnormal menstrual bleeding. Bleeding can also be internal, especially in the knees, ankles, and elbows. With very few exceptions, this disorder usually occurs only in males.

Lead poisoning

A child being affected by lead poisoning

Lead can build up in the body over a period of months or years. Even a small amount of lead in the body can cause serious problems—hence, the term lead poisoning. Being exposed to lead-based paint or paint dust is the most common avenue to lead poisoning. Children under the age of six are especially vulnerable, because their mental and physical abilities are still developing. Signs of lead poisoning are rather nonspecific, sometimes making diagnosis more difficult. Symptoms include: irritability, loss of appetite, weight loss, sluggishness, abdominal pain, vomiting, constipation, unusual paleness from anemia, and learning difficulties.

Leukemia

Normally, the bone marrow in our bodies produces white blood cells to defend against infections. Leukemia develops when the marrow produces too many white blood cells and what’s produced are abnormal. Leukemia is considered a cancer of the bone marrow and blood. There are four types. According to the Leukemia & Lymphoma Society, the most common type in children under 19 years of age is Acute Lymphocytic Leukemia (ALL).

Symptoms of ALL include: tiredness or no energy, shortness of breath during physical activity, pale skin, mild fever or night sweats, slow healing of cuts and excess bleeding, black-and-blue marks (bruises) for no clear reason, pinhead-size red spots under the skin, aches in bones or joints (for example, knees, hips or shoulders), and low white cell counts. A child showing any such symptoms should visit a healthcare professional for examination, to identify the cause.

Nephritis

 Nephritis means that one or both of a person's kidneys are inflamed. The kidneys are very important organs in the body, because they clean the blood by filtering out excess water, salt, and waste products from the food we eat. Nephritis may be due to infection, but it’s more commonly associated with autoimmune disorders that affect the major organs of the body. Individuals with lupus, for example, are at much higher risk for developing nephritis.

Rheumatic fever

Rheumatic fever can develop as a complication of untreated or poorly treated strep throat or scarlet fever. Symptoms include: fever; pain in one joint that moves to another joint; red, hot, or swollen joints; small, painless nodules beneath the skin; rapid, fluttering, or pounding heartbeats (palpitations); shortness of breath; a painless rash with a ragged edge; jerky, uncontrollable body movements, most often in the hands, feet, and face; and unusual behavior, such as crying or inappropriate laughing.

It is very important to treat rheumatic fever, because it can cause permanent damage to the heart, especially the valves. Diagnosing the condition usually involves a physical exam by the doctor, who will look for signs of tender or swollen joints, the tell-tale rash, and abnormal heart rhythm.

Typically, the doctor will also do a blood test for strep throat. Antibiotics are the usual treatment for rheumatic fever, to eliminate the strep bacteria from the system. It’s not unusual for a person to take low-dose antibiotics continually for years (especially the first 3 -5 years after the first episode) to prevent rheumatic fever from coming back.

Sickle cell anemia

Children with sickle cell problems

Anemia, in general, is a condition where an individual’s blood has less than a normal number of red blood cells or the red blood cells themselves don’t have enough hemoglobin (which carries oxygen throughout the body). Sickle cell anemia is one type of anemia where the hemoglobin is abnormal and the red blood cells often become shaped like the letter C, making them sickle-shaped (like a crescent). This shape makes it hard for the red blood cells to pass through small blood vessels, causing pain and damaging organs. Symptoms include chronic anemia and periodic episodes of pain (in the arms, legs, chest, and abdomen).

Tourette syndrome

A person characterized by tourette problems

Tourette syndrome is a disorder characterized by tics (involuntary, rapid, sudden movements) and/ or vocal outbursts that occur repeatedly. The tics can range from simple (e.g., rapid eye-blinking, facial grimacing, shoulder-shrugging) to complex (involving several muscle groups, such as hopping, bending, or twisting). Vocalizations can also range from simple (throat-clearing, sniffing, grunting) to complex (involving words or phrases).

Tourette syndrome is an inherited disorder that is first noticed in childhood, usually between the ages of 7 and 10. The syndrome occurs in boys four times more than in girls. It is estimated that 2% of the world population has Tourette syndrome. This may be a conservative estimate, since many people with very mild tics are unaware of them and never seek medical attention. However, effective medications are available for those whose symptoms interfere with functioning.

Conclusion

Other Health Impairments have side-line effects to an individual if not early identified, early intervened and well prepared set of specialized programs. The child or any person who suffers from this category of disability may adversely be affected socially, economically and culturally. There is, therefore a need to work together as the community to help each other on how benefit each other’s interactions. The respective governments should set programs to include these people with other health impairments, identifying this problem as early as possible and set intensive intervening planned programs.

References

http://nichcy.org/wp-content/uploads/docs/fs15.pdf

"Think Inclusively ~~~ Act Inclusively ~~~ Create an Inclusive Nation"

Do You Know This Category of Disability?

ORTHOPEDIC IMPAIRMENT: 

The term includes impairments caused by a congenital anomaly, impairment caused by disease (example, poliomyelitis, born tuberculosis), and impairments from other causes (example; cerebral palsy, amputations, and fractures or bums that cause contractures). This type of disability affects a child’s educational performances.

Under federal law (IDEA), an orthopedic impairment means a severe bodily impairment that adversely affects a child's educational performance. An orthopedic impairment involves the skeletal system-bones, joints, limbs, and associated muscles.

CAUSES OF ORTHOPEDICS

The term includes impairments due to the effects of congenital anomaly (examples; clubfoot, absence of some member, rheumatoid Arthritis.), impairments due to the effects of disease (examples; muscular dystrophy and bone tuberculosis.), and impairments from other causes (example; cerebral palsy, amputations, and fractures or burns that cause contractures).

Sub-categories of orthopedic impairment

v  Congenital Anomaly ( Club Foot)           

v  Diseases (Muscular Dystrophy)

v  Other Causes ( Injuries)

CLUB FOOT

Clubfoot describes a range of foot abnormalities usually present at birth in which a person’s foot is twisted out of shape. The term "clubfoot" refers to the way the foot is positioned, like the head of a golf club. Clubfoot is a common birth defect.

 

Causes

The cause of clubfoot isn't known, but scientists do know that clubfoot isn't caused by the position of the fetus in the uterus.

Treatment

Treatment begins soon after birth since babies’ bones are so flexible.  Treatment methods include:

Stretching and casting

This entails manipulating the foot into a correct position and casting it to maintain that position. Repositioning and recasting occurs every week for several weeks. After the shape of the foot is realigned, it's maintained through stretching exercises, special shoes or splinting at night for up to two years.

Surgery

Some severe cases of clubfoot may require surgery. An orthopedic surgeon can lengthen tendons to help ease the foot into a more appropriate   position. After surgery; the child needs to wear a brace for a year or so to prevent recurrence of the deformities. Even with treatment, the defect may not be totally correctable, but treatment usually improves the appearance and function of the foot.

EFFECTS TO LEARNING DOMAINS

Psychomotor

Walking on the side of their feet. This may also cause their calf muscle not grow properly.

Cognitive

 Many children that have clubfoot often go through many surgeries at a very young age. This could cause them to often miss school and be behind.

Affective

The child may worry about their body image as they get older.

MUSCULAR DYSTROPHY

Muscular Dystrophy refers Muscular Dystrophy diseases, Duchenne is the most common.

to a group of genetic, hereditary muscle diseases that weaken the muscles which facilitate the movement of the human body.  There are nine

Causes

These conditions are inherited, and the different muscular dystrophies follow various inheritance patterns. The best-known type, Duchenne Musculary Distrophy (DMD), is inherited in an X-linked recessive pattern, meaning that the mutated gene that causes the disorder is located on the X chromosome, one of the two sex chromosomes and is thus considered sex-linked.

Treatment

There is no known cure for muscular dystrophy; therefore there is no specific treatment. Inactivity can worsen the disease. Physical Therapy, occupational therapy, speech therapy and orthopedic instruments (e.g., wheel chairs, standing frames) may be helpful

Symptoms

Progressive Muscular wasting (weakness), Poor Balance, Frequent Falls, Walking Difficulty, Calf Pain, Limited Range of Movement, Muscle Contractures, Respiratory Difficulty, Drooping Eyelids, Scoliosis, Inability to walk.

Muscular Dystrophy’s effect on three domains

Psychomotor

The onset of Muscular Dystrophy will begin with a child who may start to stumble, have difficulty going up stairs and begin to walk on his toes.  As time goes on they might lose the ability to walk.  A child may need to use a wheel chair or leg braces.

Cognitive

Children with Muscular Dystrophy do not really show signs of poor cognitive skills.

Affective

The child may also worry about their body image as they get older. And begin to become very angry towards other and self because his/her condition may be getting worse.

INJURIES

Injuries can include broken or fractured bones, sever burns, sprained joints, and pulled muscles. Anything that is short term and keep a student for performing normal activities.

Causes

Causes can vary from falls, sports accidents, play ground accidents, or any other accidental injury that causes a person to be impaired for some time.

Treatment

Depending on the injury treatment varies. For a broken leg, a cast would be put on for a period of time, then taken off and the person might have some type of therapy.

Effects of injuries on three domains

Psychomotor

Depending on the injury, an individual will lose the ability of using the injured limb.

Cognitive

Usually there is no cognitive effect but if a child has some brain damage they could experience memory loss.

Affective

Some students might now start feeling of being left out.

Conclusion

This category of disability dangerous and its effects to an individual can adversely affect human personality if not intervened early. Parents should be carefully to assess their newly born babies; sports men and women must make sure there are safety environments for their games; and also people should generally be active to observe some controllable risk factors for Orthopedic disability.