When I think of education for all, it jolts to the forefront of my mind a small marginalized group that many seem to forget – the differently able school children.
Education is viewed by many as merely making schools available for those who are already able to access them but it goes beyond this. It is about being proactive in identifying the barriers and obstacles learners encounter in attempting to access opportunities for quality education, as well as in removing those barriers and obstacles that lead to exclusion.
As a result, there is a need for a more inclusive education where children with disabilities are allowed to benefit from quality education. In order for the differently able school children to participate equally and be fully included, schools need to become more accessible and responsive to their needs.
Accessibility is not simply about attending school or receiving packets of notes. The challenged children should be recipients of sound teaching and should also be able to access the curriculum. At the same time, the school environment needs to be flexible and supportive so that it can respond to the needs of individual children, rather than assuming that the child should adapt to the education provision available.
The introduction of more inclusive practices in education necessitates changes in the curriculum, teacher training, teacher attitudes and teaching methodology, materials, settings and timetabling.
Curriculum flexibility: The curriculum should be responsive to the needs of the children, being broad and balanced and meeting the diversity of the students. Schools can provide children with the tailor-made and unique educational package that will help them learn, develop and function to be productive citizens and make a contribution to society.
Adopt a whole-school approach: Schools need to promote inclusive practices where all staff members are involved. Very often there are only a few members of the staff who come on board.
Training should be provided where necessary for all members of staff within the school. In addition, effective management and leadership are necessary – the onus is on the management of the institution to ensure that this occurs.
Teaching methodology: Teaching strategies and methodologies need to promote a more active, student- centred approach and not focus only on rote teaching. The infusion and integration of technology is pivotal in the learning/teaching process. Technology has now become the driving force of education and schools are equipped with computers and wireless internet service. As a result virtual classrooms can be established, assignments can be sent via email, classes streamed live or lessons prerecorded and posted to students.
Parental involvement: Parents of challenged children need to be their strongest advocates for inclusion in schools. They need to work in partnership with the school to assist and facilitate the process where possible.
If the right to education for all is to become a reality, we must ensure that all learners have access to quality education – where each one really matters and no child is left behind.
• Rhonda A. Blackman is an educator, a National Development Scholar and former president of the Early Childhood Association of Barbados Inc.
