It is a tremendous privilege to address you as part of Special Education week of activities. Our theme this year is ‘Our challenges do not limit our abilities’.
One cannot deny that the task of tutoring and motivating children with special needs can be challenging and exhausting when it is left solely to teachers. Hence, like other educational spheres, special education requires the involvement of the home, school and the community to help in the development of our children with special needs.
According to the Department for Children Services Code of Practice 2002, ‘Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them’. It further states that ‘Children have a learning difficulty if they:
a) have a significantly greater difficulty in learning than the majority of children of the same age; or
(b) have a disability which prevents or hinders them from making use of educational facilities’.
The children, who are enrolled in the special education programme, require specialized, individual attention and support. Therefore the school develops programmes that cater to their varied needs ensuring that they have the opportunity to reach their full potential like every other child.
The programmes implemented at Special Education Centres place particular emphasis on the individual child according to their abilities and interests.
This individual component known as an Individual Education Plan (IEP) covers a wide range of issues and corrective measures that involves a partnership between parent and teacher or home and school. Partnering with parents plays a key role in promoting a society of co-operation between parents and schools. This is important in enabling children with special education needs to achieve their potential as parents hold key information and have a critical role to play in their children’s education.
Parents have unique strengths, knowledge and experiences to contribute towards the analysis and resolution path that their child should embark upon to enable positive outcomes. The needs identified at the centre range from physical impediments to psychological restraints. To analyze the specific challenges faced by our children, we are often led to solicit the intervention of Social Services Experts, Medical practitioners, Speech and Language Pathologists, and the Guidance Counsellor.
Though the progress in some children may be slow, the constant monitoring and reinforcement of practical skills such as Computer, Cooking, use of manipulatives and experiential journeys have realized some successes.
Pupils have learnt how to address personal hygiene, how to respect and value other individuals and their property, as well as the virtues of fairness, cooperation, being polite, sharing, kindness among others.
For these children, achieving their goals in life may not be at the same pace as the average child, but they too can live lives that are noteworthy. Let us think about the contributions of people like Beethoven and Stevie Wonder, as part of the unique caliber of people with physical challenges and impairments who have made their marks in their various fields. So too within each child that is characterized with special needs lies the potential to excel in his or her field of endeavour.
As special education teachers, we draw from a range of teaching strategies for diverse needs and apply them appropriately to suit the needs of each individual. This in turn, requires the need to capitalize on learning opportunities presented by difference and diversity, and use them for teaching not just the academics but also character development and the values and skills for relating to and including others. It is therefore the special education needs teacher’s job to support, enhance and promote skills that will formulate dreams and further realities on the premise that indeed a child’s challenges do not limit his or her abilities.
In closing, I reiterate that special education requires the support of not only the home and school but the general public as well. I therefore appeal to you to ensure that you treat children with special needs with respect and attention. Remember, Special needs is everybody’s business and a child’s challenges do not limit his or her abilities.
Jacqueline Fleming-Hodge
Lead Teacher at the Special Education Needs Centre at the Orealia Kelly Primary School
