Invest in digital literacy for students with disabilities

THE EDITOR, Madam:

The response from the government was swift and, for the first time in a long while, hopeful. The Ministry of Education stepped in to cover her tuition and promised support for her transition to high school. For Ramona-Shae and her mother, Sasha-Gaye Wood, this was nothing short of a relief. “It’s like a breath of fresh air,” Wood said, finally able to see the light at the end of a long tunnel.

The family had spent years fighting for something as simple as access to education. The decision to cover her tuition and provide additional support for her high school transition brought a much-needed sense of justice. The Ministry of Education’s commitment to providing accommodation for her Primary Exit Profile (PEP) exams is a recognition of the importance of fair access to all aspects of education.But what’s truly remarkable here is the power of advocacy.

As positive as this intervention is, Ramona-Shae’s case highlights how under-resourced and unequally accessible the public education system still is for children with disabilities.

My recommendation to the Government of Jamaica and the Opposition, is to invest in digital literacy for students with disabilities and policy reform. The world is increasingly digital, and inclusive education shouldn’t just mean accessible classrooms, it should also mean access to technology that helps students with disabilities learn. Digital tools, like speech-to-text software or online learning programs, could empower children with disabilities to learn at their own pace, break barriers to communication, and thrive academically. This isn’t just about levelling the playing field; it’s about giving students the tools they need to succeed in the 21st century.

We need to focus on policy reform that ensures every school in Jamaica is truly inclusive, physically, socially, and digitally. The time has come for all children with disabilities to be welcomed into every classroom, equipped with the tools they need to succeed. By creating a truly inclusive system, we ensure that no child, like Ramona-Shae, is left behind.

ULANTA THOMAS

Special Education Teacher in

Training