In a quiet but powerful ceremony on Wednesday, a new chapter in inclusive education was written. The launch of a Science, Technology, Engineering and Mathematics (STEM) club for children with disabilities at the Exceptional Learners Centre in Region Two (Pomeroon-Supenaam) marks more than just the expansion of a programme; it signals a deliberate, thoughtful, and commendable step towards genuine inclusion, equity, and opportunity for some of the most underserved youths in our country.
Spearheaded by the Guyana Council of Organisations for Persons with Disabilities (GCOPD), in collaboration with the Exceptional Learners Centre and with generous support from ExxonMobil Guyana, this club is part of a wider national initiative aimed at empowering children with disabilities through the transformative potential of STEM. This partnership is a model of what private-public collaboration should look like — unified in purpose, rich in impact.
Too often, the discourse around education and development excludes persons with disabilities, or relegates them to the margins. But the GCOPD–ExxonMobil Guyana STEM programme does precisely the opposite. It confronts exclusion, and offers not charity, but opportunity; not sympathy, but empowerment. By integrating children with disabilities into the world of STEM — an area of ever-growing importance — the programme acknowledges their inherent potential and asserts their right to participate fully in society’s advancement.
STEM education is a gateway to countless career paths, and is foundational to solving real-world problems. For children with disabilities, access to this realm is not just about education: it is about preparing for independent, productive lives in a future where adaptability and innovation are key. Through hands-on exposure to robotics, coding, and environmental science, as well as essential life skills like public speaking, teamwork, and critical thinking, these students are being given tools not just to learn, but to lead.
The remarks delivered at the launch were as meaningful as they were inspiring. ExxonMobil Guyana’s Community Relations Advisor LaShauna Prescott emphasized the value of breaking down barriers and creating inclusive spaces for learning. She rightly noted that initiatives such as this one allow students to explore passions and prepare for futures that are not defined by their disabilities, but by their abilities.
Ganesh Singh, Programme Manager of GCOPD and a steadfast advocate for disability inclusion, underscored the long-term value of instilling life skills alongside technical knowledge. In an era where employability is as much about collaboration and problem-solving as it is about academic proficiency, such an approach is both timely and necessary.
Equally compelling was the gratitude expressed by Shabana Prashad, Headteacher of the Exceptional Learners Centre. Her appreciation is a reminder of how deeply this initiative resonates with educators on the ground, who have long advocated for inclusive, differentiated learning opportunities.
It is also worth noting that the STEM club launch was not an isolated effort, but part of a growing network of over 20 such clubs across the country since the programme’s inception in 2020. Each club represents a commitment to dismantling systemic barriers and rewriting the narratives too often assigned to children with disabilities.
This is a testament to what can be achieved when advocacy meets action, when corporate citizenship is harnessed for public good, and when education policy becomes inclusive in both vision and practice.
The GCOPD has proven itself not only as a powerful voice for disability rights, but as an architect of capacity-building programmes that have tangible impact. Its leadership in this initiative is commendable, as is the steadfast support of ExxonMobil Guyana, whose investment in human potential deserves recognition.
As a society, we must see this not as a special initiative for a special group, but as a standard for how all educational interventions should be designed — with inclusivity at their core. If we are to truly develop as a nation, we must leave no one behind — not in rhetoric, but in resource allocation, policy implementation, and programme design.
Let this be a moment of reflection and resolve. Let other regions, institutions and corporate partners take note and follow suit. The future of STEM in Guyana must be one that welcomes all minds, nurtures all talents, and opens doors for all abilities.
Inclusion is not a favour; it is a right. And programmes like this bring us one step closer to realizing that truth.
