Every child can learn, every child must learn? – Part II

AS JAMAICANS, we have all right to place our confidence in the education system of our nation. We trust that those at the helm have our best interest at heart. Over the years our system has changed to better suite it’s current times and customers. We have seen the creation of new curricula and the implementation of strategies and techniques which have produced desired results. We have a system that is trying to stay current in an effort to hone in on the skills and raw materials available within its purview as well as to prepare its customers for a competitive market.

Seeing that information is not static, the responsibility is ours to stay abreast of its constant changing.

In my previous article, I sought to highlight some areas of concern I have had over the years as a teacher.

After completing secondary education, what is next for these children? Where do they go? What do they do? Let us look through the lens of parents who have children with a mild to moderate learning disability. Am I saying that children with special needs cannot further their education? Most certainly not. There have been students with special needs who have gone through our universities and have done well. But, what about those students who flow through our education system and were unable to attend university because their academic performance was simply not good enough because of their cognitive capabilities?

Are provisions made for such students? Some may end up doing skills training at the HEART Trust NSTA or if they are fortunate, their parents may own a business or have strong connections and are able to keep them gainfully occupied. This may be outside the purview of the Ministry of Education or maybe not.

What is the transition process like for our uniquely equipped students, especially for those parents who are baffled by their prospects given their uniqueness?

When parents envision the future, they must grapple with the dreams and aspirations of their child’s future-self and the narrow-minded vision society has for children with learning disabilities. How does the Ministry of Education help parents to help their children? How prepared is society to support these unique individuals? Am I correct in saying, there is more that can be done?

As previously stated, the MOE is working to ensure ALL our children are learning, because they must learn. But might I suggest the following to better cater to all our students and further fortify our nation:

1. Let us develop an adapted version of the National Standard Curriculum in an effort to further accommodate our different learners. With such a step, it would further mean that the assessments at the local and national levels would mirror the curriculum our children are taught from. The curriculum should be designed in levels so that based on the child’s current level of development, teachers are better able to facilitate them and assist them in their academic career.

2. The national examinations should reflect the student’s cognitive level and the adapted curriculum. The student’s assessment results would play a critical role in the way they are grouped for instruction and assessments.

3. It may be fruitful to conduct a nationwide research to ascertain the volume/number of our students with mild to moderate special needs, who have been able to go through our education system and are gainfully employed/making meaningful contribution to the society. Also, we should examine the percentage of students with special needs who get enrolled in and complete a Heart Trust NSTA programme and can sustain themselves and contribute to the development of the society.

If the Ministry of Education is to be seen as a change agent in the field of education, it must take seriously its role in developing policies and programmes that will benefit all its constituents. Every child must learn, every child can learn must be more than a catchphrase. It must be demonstrated throughout the education system with the ministry taking the lead role.

The Ministry of Education must do all it can to ensure no child is left behind. This means those who sit at the table must articulate a clear way forward so that our children with special needs are given a fair chance in their academic journey and in making a valid contribution to nation-building.

There is more that needs to be done to align Jamaica with best standards and practices in the field of education. While I commend the ministry for what it is doing, I also challenge the ministry to do even more for the benefit of our nation’s children.

“Every child is gifted. They just unwrap their packages at different times.” – unknown

Sidjae Johnson is a special education teacher. Email feedback to johnsonsidjae@gmail.com