Give priority to special education

THE EDITOR, Madam:

On October 31, Dana Morris Dixon was appointed as the minister of education. As stakeholders continue to voice their hopes for the future of education, I would like to add my own perspective by urging the new minister to make special education a priority. This area is in dire need of attention if we are to build an education system that serves all students equitably.

One pressing issue is accessibility to assessment for students with learning difficulties. Currently, the process is neither timely nor affordable for many families. The waiting list at the Mico Care Centre now extends well into late 2025, and many families cannot afford to have the assessments done privately. We cannot claim to prioritise special education or equitable access to resources when psychoeducational assessments – a basic need – remain out of reach for so many.

While recent efforts towards inclusive classrooms are commendable, even if minimal, they reveal further challenges. At a recent forum, a colleague mentioned an invitation to a training on designing individualised educational plans (IEPs) for children with learning difficulties/disabilities. Yet, the creation of an IEP typically requires an official diagnosis or psychoeducational assessment, which many teachers do not have for their students. Without these essential assessments, how can we realistically expect teachers to tailor plans that address the specific needs of each child?

Furthermore, let’s consider the secondary level of education, where students are often streamed based on their performance in the Primary Exit Profile exams. This approach results in ‘traditional’ high schools enrolling high-achieving students, while ‘non-traditional’ schools are often left to support those with greater learning needs. As a result, teachers in non-traditional high schools may find themselves working in classrooms where a majority of students have learning difficulties. Can we reasonably expect one teacher to create IEPs for the majority of students in a single classroom?

Dr Morris Dixon faces a monumental task in her new position, and her expertise is undoubtedly valuable. I hope we take this opportunity to prioritise special education and make meaningful progress. She should consider two key steps:

– Make psychoeducational assessments more accessible, and

– Ensure that current systems create an inclusive environment for learning and development.

JAEMAR JOHNSON

Behaviour Analyst