Ramp up for an Inclusive Life

Seven-year-old Ali used to watch other children play without joining them. Shy and hesitant to communicate, he often stayed close to his mother and found it difficult to interact with other children. Like many children with disabilities, the thought of starting school felt overwhelming for both Ali and his family.

Everything began to change when Ali joined the School Preparedness Group, one of the key activities of our Ramp up for an Inclusive Life project.

For four months, Ali learned alongside children with and without disabilities in an inclusive and supportive environment. Together they explored numbers, colors, animals, shapes, and other early learning topics while also developing the social and communication skills that are just as important for a successful start at school. Through games, creative activities, and group learning, Ali gradually became more confident, made friends, and discovered the joy of learning with others.

Today, Ali eagerly greets his classmates every morning, participates in group activities, and proudly shares his drawings. His transformation has been remarkable.

One afternoon, as his mother came to pick him up, Ali smiled and said,

"I like coming here because I have friends. When I go to school, I won't be afraid anymore."

His mother shared,

"Before joining the group, I worried about how Ali would manage in school. Now I see him becoming more independent every day. He talks about his friends at home and is excited to start first grade. This program has prepared not only Ali, but our whole family for this important step."

Ali's story reflects the experience of 12 children with disabilities who participated in our inclusive School Preparedness Group during this reporting period. For many of them, this was their first opportunity to learn, play, and build friendships with peers before entering primary school.

The group does much more than prepare children academically. It helps them develop confidence, communication skills, independence, and familiarity with classroom routines, making the transition to first grade smoother and less stressful. At the same time, children without disabilities learn empathy, respect, and the value of inclusion by growing and learning together from an early age.

Our work extends beyond the classroom. We continue to raise awareness among school principals, teachers, parents, and community members about the importance of inclusive education and ensuring that every child feels welcomed and valued at school.

During recent meetings with principals and teachers who participated in our inclusive education trainings in previous years, many shared encouraging examples of progress. They reported that children receiving home-based education are now more frequently visited by teachers and invited to school celebrations, cultural events, and other social activities. These efforts help children stay connected with their peers and reinforce their sense of belonging within the school community.

These encouraging changes show that attitudes toward disability and inclusion are gradually improving. More teachers recognize that every child has the right to education in an accessible, supportive, and discrimination-free environment.

Every child who joins our School Preparedness Group takes an important step toward independence, confidence, and inclusion.

Thanks to the generosity of our GlobalGiving supporters, children like Ali are not only preparing for their first day of school, they are also building friendships, discovering their potential, and beginning their educational journey knowing they belong.

Dear lovely friends,

With your generous support, our project continues to make schools in Rudaki district more accessible and inclusive for children with disabilities. As part of this effort, ramps and accessible restrooms have been constructed in educational institutions, helping remove physical barriers that previously prevented many students from fully participating in school life.

One meaningful example of this change can be seen at one of the schools, where 12 students with disabilities are currently enrolled. Among them is Mustafa, a 9th grade student who uses a wheelchair.

Before the project, Mustafa faced difficulties at school every day. The entrance to his classroom had steep stairs, making it impossible for him to enter independently. His classmates had to carry his wheelchair into the classroom. As a teenager, this situation made him feel shy and uncomfortable, especially in front of his peers, and he began attending school only three days a week. Although the school had a newer building, it was also inaccessible due to the large number of high steps. The school also had no accessible restroom for students or teachers with physical disabilities.

Thanks to the support provided through this project, an accessible ramp and a disability-friendly restroom were built at the school. These improvements have already had a direct and visible impact. Mustafa is now able to attend classes every day and enter the classroom in his wheelchair without assistance. Other students with disabilities, as well as teachers with physical limitations, are also benefiting from these new facilities.

The changes have also been welcomed by the wider community. Parents, teachers, and local community have expressed their appreciation and pride in seeing the school become more inclusive.

In the past, people with physical disabilities often faced difficulties attending school events and activities. Today, access has improved not only for students, but for the wider community.

This progress reflects the core goal of our work: to ensure that children with disabilities can learn in safe, accessible, and dignified environments. We are grateful to all donors who made this possible. Your support is not only improving infrastructure, but also helping create equal opportunities, strengthen inclusion, and restore confidence for children who deserve full access to education.

With the best wishes

Sobirjon

Tajikistan