“There is more access” – SEN Coordinator on special needs children

…says more benefiting from mainstream education system

More children with special needs are now able to access education in a mainstem school setting, with increased sensitisation to eliminate stigmas, and with teacher training by the Special Education Needs Unit.

National SEN Coordinator Savvie Hopkinson explained during the Education Ministry’s Spotlight Programme that, for this year only, 706 teachers have been trained in nine regions, being Regions One (Barima-Waini), Two (Pomeroon-Supenaam), Three (Essequibo Islands-West Demerara), Four (Demerara-Mahaica), Five (Mahaica-Berbice), Six (East Berbice-Corentyne), Seven (Cuyuni-Mazaruni), Nine (Upper Takutu-Upper Essequibo), 10 (Upper Demerara-Berbice); and Georgetown. These training sessions are targeted based on what officers uncover during visits, or from information provided by teachers.
According to the Coordinator, children living with disabilities are appearing more in public due to increased sensitization, and are even accessing learning in the mainstream setting, as opposed to specialised schools.
“We would have discovered many children in the past. If they have a physical limitation or learning disabilities, they may not have been accessing education for many reasons, one of which would be stigmatisation. Before, we would not see many children who have disabilities, now you see them more in public,” she said.
“The same existing mainstream environment, the support can be provided within those settings. There is more access because of information, and the entire school population being prepared to be inclusive in their approach,” Hopkinson shared.
It was outlined that due to this inclusive environment being created, parents feel comfortable enough to send their children to schools.
The Special Education Needs Unit was established to provide support for students with learning challenges. It is an arm of the Education Ministry, giving guidance on education policies and promoting equal opportunities despite disparities. Some services include continuous professional development training for special needs teachers.
“Every child could learn, and children learn differently. If we help teachers with using research and evidence-based practices to provide methodologies or deliver education in different ways, every child can benefit,” she explained.
She added, “By now we know that, in every classroom, children perform differently, their developmental stages will not be the same. But when we discover that whatever is happening is affecting their learning, then we have to be able to provide information, research, evidence-based practices, and support, so that we can overcome some of those challenges.”
At the ending of 2022, a new special needs school will be ready for Region Two. Community outreaches will continue, targeting parents and guardians.
“If you have a child with special needs, we want to help you in how you can help your child. We would have meetings, forums, symposiums based on different areas, like autism, parental involvement, providing learning resources…” Hopkinson has shared.