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A Wheelchair and a Way Back to School
Each morning, twelve year old Chisomo could hear the school bell from her family’s home.
She listened as children passed along the road, talking and laughing on their way to class. She recognized many of their voices and wished she could travel with them.
Chisomo was born with a physical disability that affected the strength and movement in her legs. She had never been able to walk independently, but from an early age, she showed a strong desire to learn.
When she was younger, her mother carried her to school whenever possible. On other days, relatives and neighbors helped with the journey. Chisomo loved mathematics, enjoyed reading aloud, and looked forward to spending time with her classmates.
But as she grew older, carrying her became increasingly difficult.
The road to school was long and uneven, while steps at the entrance made the building difficult to access. Without a wheelchair or accessible transportation, Chisomo began missing more classes.
Eventually, she stopped attending altogether.
When Disability and Poverty Create Barriers
Chisomo lived with her mother and two younger siblings in a rural community in Malawi.
Her mother earned a modest income selling vegetables and household goods at the local market. What she made had to cover food, healthcare, clothing, school materials, and other essential household needs.
A suitable wheelchair was far beyond what the family could afford.
Her mother continued carrying her for short distances, but taking her to school every day was no longer physically possible. It also meant closing her market stall, losing income, and finding someone to care for the younger children.
“I wanted my daughter to continue learning, but as she grew, I could no longer carry her that distance every day,” her mother explains.
Chisomo’s disability did not prevent her from learning.
The barriers surrounding her did.
Without suitable mobility equipment, accessible transportation, and an inclusive school environment, a bright and determined girl was being excluded from education.
Weeks away from the classroom became months.
Chisomo tried studying at home with old exercise books and materials borrowed from friends. But she missed her teachers, classroom discussions, and the opportunity to ask questions.
She began wondering whether she would ever return.
More Than a Wheelchair
Through Global Aider’s Education and Disability Inclusion initiative, Chisomo’s situation was identified in partnership with her family, teachers, and community leaders.
She received a properly fitted manual wheelchair selected according to her size, posture, environment, and mobility needs. Her family also received guidance on safe use and basic maintenance.
For Chisomo, sitting in the wheelchair brought a new sense of independence.
But the wheelchair alone could not remove every obstacle.
The school entrance still had steps. The classroom provided little space for movement, and the path became especially difficult during the rainy season.
When Poverty Makes Prevention Difficult
Working with local partners and school leaders, practical improvements were made. A ramp and handrails were added at the entrance, an accessible space was created inside the classroom, and a suitable desk was arranged for Chisomo.
Teachers received guidance on inclusive classroom participation so she could receive support without being separated from her classmates or treated as less capable.
Family members, neighbors, and school volunteers also developed a plan to help her travel to and from school more consistently.
Returning to the classroom was no longer only a dream.
It became possible.
Her First Day Back
On the morning of her return, Chisomo woke before her mother called her.
She carefully placed her notebooks inside her school bag and repeatedly asked whether it was time to leave.
As she approached the school, several classmates ran to welcome her. One carried her bag while another walked beside her wheelchair.
When Chisomo reached the entrance, she used the new ramp to enter the building.
It was a simple journey, but it represented a major change.
For the first time, she could enter her classroom without being carried over the steps.
At first, Chisomo felt nervous. She had missed important lessons and feared that the other students had moved too far ahead.
Her teacher helped her review previous work, while classmates shared notes and explained the lessons covered during her absence.
Before long, Chisomo began raising her hand again.
Rediscovering Her Confidence
Returning to school restored the confidence Chisomo had begun to lose.
She resumed studying mathematics and soon discovered that she could still solve many of the problems her classmates found difficult. She participated in reading exercises, joined group assignments, and spent break periods laughing with friends instead of remaining isolated at home.
Her teachers noticed her determination.
So did the other students.
Some classmates were initially unsure how to include her in games and school activities. With encouragement from teachers, they began finding ways for Chisomo to participate rather than assuming her disability made participation impossible.
The experience created a wider conversation at the school about dignity, inclusion, respect, and equal opportunity.
Chisomo was not asking to be treated as helpless.
She was asking for the same opportunity to learn and contribute.
A Future Within Reach
Today, Chisomo attends school regularly and continues catching up on the lessons she missed.
She remains one of the most enthusiastic mathematics students in her class and helps her younger siblings with their homework at home.
She hopes to work with computers one day and create technology that makes life easier for people with disabilities.
Her mother has also been able to return more consistently to her market stall because she no longer has to carry Chisomo throughout the day or remain home simply because her daughter lacks safe mobility.
The wheelchair gave Chisomo greater independence.
The accessible school environment, educational support, and involvement of her family and community gave her something equally important: a genuine opportunity to build her future.
The Impact
The disability inclusion initiative helped provide:
A properly assessed and fitted wheelchair
Help catching up on missed lessons
Support for regular school attendance
A ramp and handrails at the school entrance
Basic health consultations
Inclusive education guidance for teachers
Greater awareness and acceptance among students
Guidance on safe wheelchair use and maintenance
Help Remove Barriers to Education
Your support can help provide mobility equipment, accessible learning environments, and practical support to children who have been excluded from school.