When the University of Kashmir appointed Rohi Jan, a 100% visually impaired scholar, as Assistant Professor in Education, it wasn’t just an appointment—it was a statement. It symbolized a shift in our collective understanding of merit, inclusion, and equity. Her success, while deeply personal, reverberates far beyond individual achievement—it raises vital questions about accessibility, opportunity, and the kind of academic culture we wish to create.
The Larger Picture: Inclusion in Education: Higher education has long been seen as a space of enlightenment and progress. Yet for many students with disabilities, the journey through this space is riddled with invisible hurdles. The appointment of a visually impaired scholar like Rohi Jan marks more than an individual accomplishment; it serves as a lens to examine how inclusive—or exclusive—our academic systems truly are. While laws and policies advocating for persons with disabilities exist, the actual practice of inclusion often lags behind. Access to scribe support, assistive technology, flexible learning materials, and barrier-free environments remains inconsistent. This milestone challenges universities to move beyond symbolic gestures and toward systemic change.
Journey with Purpose; Struggles, Systems: Behind every remarkable achievement lies a journey often marked by silent resilience. For Rohi Jan, the road to becoming an Assistant Professor was not paved with ease. From the early years of her education, she encountered barriers that many overlook—difficulty in accessing study material, a lack of assistive support, and the constant need for others’ help during examinations. These challenges were not the result of her disability, but of a system still learning to accommodate difference. One such incident she has spoken about publicly involved her B.Ed. entrance exam, where the absence of a structured provision for scribes led to an unusual and distressing situation—a tea-maker being assigned to write her paper. When she questioned this decision, she was told that no provision existed for external scribes, and that she should accept what was given. Incidents like these, though they may appear isolated, reflect deeper systemic gaps in how institutions address accessibility and inclusion. Yet, despite these hurdles, Rohi chose not to retreat but to rise. She qualified both the UGC-NET and SLET exams, and is now pursuing a PhD in Education at Jawaharlal Nehru University, New Delhi. At each step, she confronted systems that were not always prepared to support her, but she also encountered individuals who made a difference—teachers, mentors, and peers who saw her potential, not her limitations.
“Inclusion is not a favor—it is a right. And this right must be upheld not by intention alone, but by action. The journey ahead calls for collaboration between policymakers, educators, students, and the community to reimagine education as a space where no one is left behind. Rohi Jan’s story gives us a glimpse of what such a future can look like. Let it not remain a rare exception, but become a reflection of the norm we strive toward—one appointment, one policy, one act of inclusion at a time.”
The Power of Mentorship, Support: Success rarely unfolds in isolation. Behind many academic milestones lies the quiet but transformative presence of mentors who guide, support, and uplift. In Rohi Jan’s case, her journey through higher education was shaped not only by her own determination but also by the positive influence of academic mentors who believed in her capabilities. She has spoken with deep appreciation about the role her PhD supervisor played in recognizing her potential and supporting her scholarly ambitions. This support, often taken for granted by others, can be pivotal for students with disabilities who navigate educational systems not designed with their needs in mind. Mentorship that is inclusive, empathetic, and empowering becomes a cornerstone for equity in education. Building truly inclusive academic environments demands more than policy reform—it calls for a culture of care, where mentors become allies, and institutions become enablers of dreams, not barriers to them.
Inspiration Beyond Disability: A Message for All: Rohi Jan’s journey is not only a source of inspiration for persons with disabilities—it is a call to all of us to rethink the way we define strength, success, and determination. Her story reminds us that limitations are often imposed not by the body, but by societal attitudes and systemic neglect. Yet even within these constraints, one can choose to dream—and to act on those dreams. Her message to others in similar situations is clear: “Set aside your disability, focus on your dreams, and success will follow.” It’s a powerful statement, not because it denies the existence of challenges, but because it affirms the power of purpose. She speaks not from a place of denial, but of deep understanding—that real change begins when we believe in our potential, even when the world does not.
Towards A More Inclusive Tomorrow: Rohi Jan’s appointment is not the end of a journey—it is the beginning of many conversations that must happen across universities, government bodies, and society at large. It signals what is possible when systems open up and when talent is allowed to thrive without prejudice. But for every Rohi who breaks through, there are countless others still waiting on the margins, held back by invisible barriers and outdated mindsets. As a scholar in the field of special education, I have come to understand that inclusion is not a favor—it is a right. And this right must be upheld not by intention alone, but by action. The journey ahead calls for collaboration between policymakers, educators, students, and the community to reimagine education as a space where no one is left behind. Rohi Jan’s story gives us a glimpse of what such a future can look like. Let it not remain a rare exception, but become a reflection of the norm we strive toward—one appointment, one policy, one act of inclusion at a time.
(The Author is a Research Scholar at the Department of Education, Guru Nana Dev University Amritsar. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
Moomin Ahmad Rather
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