I wait alone at the bus stop, anticipating the special bus for students with disabilities. As my classmates laugh and run to catch their bus, I feel the weight of isolation—a stark reminder that I am different. But then, Dr. Quint, the school principal, notices me waiting by myself.
Instead of walking past, he makes a simple yet profound choice—to wait with me. Day after day, he offers encouragement, support, and even convinces me to sing a song with him. This small act of inclusion—choosing not to let me wait alone—makes all the difference (Wiley, 2024).
This small but meaningful childhood moment reminds me of the power of inclusion, especially during times of change. Since the COVID-19 pandemic, the understanding of empowerment has evolved significantly. This article explores how some of these changes have reshaped empowerment, highlighting the new skills needed for independence.
The Importance of Skill Development in a Changing Landscape
In 2018, the concept of empowerment emphasized building the skills needed to navigate challenges. This included learning to ask for help, seeking out resources, and collaborating with others to reach shared goals (Wiley, 2018). However, the arrival of the pandemic in 2020 dramatically shifted this focus. Suddenly, people were thrust into an unfamiliar environment where empowerment meant adapting to new realities and discovering innovative ways to connect and succeed.
Just as Dr. Quint’s actions empowered me during a difficult period, the pandemic revealed the critical need for self-empowerment and skill development. As life shifted online, adapting and acquiring new abilities became essential. The disruption of routines forced people to navigate uncharted territory and embrace new challenges.
Before the pandemic, attending school meant being physically present in a classroom, surrounded by classmates and led by teachers in a structured environment. This routine was drastically disrupted when students were thrust into virtual learning, where the clear distinction between school and home life began to fade. Students had to swiftly adapt, learning to navigate their time and responsibilities without the usual framework of a traditional school day. The transition demanded more than just acquiring new technical skills; it also called for an increased level of self-discipline and independence.
Social connections, once developed through face-to-face interactions, have increasingly shifted to being maintained through screens. Skills that were once effective in a physical classroom had to adapt and continue to evolve to suit this new digital landscape. Previously, asking for help involved simply raising a hand in class; now, it requires navigating email, mastering platforms like Zoom, and utilizing various online resources (Hammel et al., 2008; Wiley, 2024).
Digital literacy—the ability to use and understand digital technologies—is now more crucial than ever. With the shift to remote work, mastering platforms like Zoom and managing digital communication are essential. Staying productive from home has become a vital skill. This change highlights the need for new skill building, especially in virtual communication. It is now a significant part of daily life.
For people with disabilities, these changes have brought new challenges and continue to do so. Advocating for accessible technologies has always been important, and it remains more critical than ever. Digital spaces needed to be inclusive in the past, and they must continue to be so today. The skills that were valuable in 2018 still matter, but they must evolve to meet the demands of our increasingly digital environment.
Inclusion and Resilience in a Post-Pandemic World
The COVID-19 pandemic has redefined empowerment, particularly in virtual settings. The shift to online spaces required unprecedented adaptability and skill, especially for individuals with disabilities. While these changes have improved accessibility in many ways, they have also exposed significant gaps in existing systems. Ensuring that digital platforms remain inclusive and accessible is more crucial than ever.
Focusing on skill development has been vital in navigating these changes. When combined with a commitment to inclusion, it paves the way for individuals to succeed in an evolving landscape. Advocacy for better accessibility and recognition of diverse needs are crucial for this ongoing effort.
Just as Dr. Quint’s small act of inclusion made a significant impact, intentional actions can drive meaningful change. This article calls for everyone to contribute to fostering inclusion. Whether in virtual or face-to-face interactions, we all have the power to ensure that no one is left behind.
References
- Friedman, C., & Rizzolo, M. C. (2017). Friendship, quality of life, and people with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 30(1), 23-34.
- Hammel, J., Magasi, S., Heinemann, A., Whiteneck, G., Bogner, J., & Rodriguez, E. (2008). What does participation mean? An insider perspective from people with disabilities. Disability and Rehabilitation, 30(19), 1445-1460.
- Wiley, K.A. (2018). Empowerment: Fostering the skills to thrive. Wiley’s Walk. Retrieved from https://wileyswalk.com/2018/02/16/empowerment-fostering-the-skills-to-thrive/
- Wiley, K.A. (2024). From isolation to empowerment: The transformative power of inclusion in education. Wiley’s Walk. Retrieved from https://wileyswalk.com/2024/05/12/from-isolation-to-empowerment-the-transformative-power-of-inclusion-in-education/
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