By Abdullateef Abdullateef (YES 2016-2017, Nigeria, placed by AFS in San Antonio, TX)

During my exchange year, I took a robotics class with a student who had an intellectual disability. He was one of the quickest learners and top students in that class, which inspired me greatly. My interactions with him opened my eyes to the challenges faced by people with disabilities (PWDs) and how technology can empower them.

In my home state of Kaduna, PWDs often encounter significant barriers, particularly in accessing quality education and employment. This reality motivated me to apply for a YES Alumni Grant to bring a sense of empowerment to people with disabilities in my community.

In Nigeria, approximately 13% of the population reportedly has a disability, and the unemployment rate for individuals with a disability is alarmingly high, especially among young adults. While technology offers an avenue for economic empowerment, PWDs are often excluded from technology education programs. The Tech 4 People with Disabilities project sought to bridge this gap by providing 35 individuals with disabilities essential tech skills. The participants, who were from diverse backgrounds, all faced significant barriers to education and employment due to their disabilities. This initiative gave them a rare opportunity to gain hands-on experience with cutting-edge technology in a supportive environment.

The program was officially launched at Almara Tech Hub in Kaduna, where participants attended an orientation session covering the basics of computer skills and information and communication technology (ICT). We offered three key tech tracks: data analysis, web development, and graphic design.

For five weeks participants attended practical, interactive, and engaging training sessions. Classes featured real-time tasks, peer collaboration, and milestone projects, ensuring the learning process was immersive. The third week was particularly exciting, as participants worked on specific tasks in preparation for their final project presentations. This phase fostered teamwork and boosted participants’ confidence as they applied their new skills to solve practical challenges.

At the graduation ceremony, participants showcased their skills through live project presentations. The event was attended by notable government officials, including the Commissioner of Education (represented by the Director-General of Kaduna State Schools Quality Assurance Authority) and the Senior Special Adviser to the Governor on ICT. Their presence underscored a growing commitment to improving the educational ecosystem for people with disabilities.

Beyond acquiring technical skills, the project created a sense of belonging and empowerment among participants. One participant from the graphic design track shared: "I have learned so much from this program, not just technical skills but also the importance of teamwork. The environment was so supportive, and I feel more confident in myself and my abilities."

One of the volunteers also shared their experience, stating: "I started learning ASL to communicate better with the participants. I witnessed their incredible progress throughout the program. Volunteering here has helped me make new friends and appreciate inclusivity more deeply."

The immediate success of the project is evident. Almara Tech Hub pledged free access to its facilities for all participants, enabling them to further develop their skills and gain practical experience in the tech industry. Moreover, government representatives at the graduation ceremony expressed their support for creating more opportunities for PWDs, amplifying the initiative’s long-term impact. We are currently exploring follow-up programs to provide advanced training and mentorship for participants.

This project has been a profound learning experience for me. It reaffirmed the power of community and the importance of advocating for PWDs. With the right tools and support, everyone—regardless of how they engage with the world—can contribute meaningfully to the tech world. My hope is that this project will serve as a catalyst for change within our community. We aim to continue this project annually, offering advanced skills training and expanding its reach to empower even more people.

I would like to extend my heartfelt gratitude to the U.S. Department of State, Bureau of Educational and Cultural Affairs, the YES Program, and IRIS, whose support made this project possible. I am also deeply thankful to my project team, instructors, interpreters, partners, and the Ministry of Education for creating a safe and effective learning environment.