Letter of the Day | Why are children with disabilities being denied access to education?

THE EDITOR, Madam:

“I would not want her to miss out on the opportunity of getting a proper education just because the government school system cannot accept her because of her disability,” Sasha-Gaye Wood shared, voicing a cry for help that reflects the plight of many children with disabilities in Jamaica.

Ramona-Shae Thorpe, a talented 12-year-old living with brittle bone disorder, has been turned away from public schools not because of her intellect, but because of the physical limitations posed by her condition. Her story sheds light on a deeper issue, as countless children with disabilities in Jamaica face similar barriers to accessing their right to education. This situation underscores the urgent need for a truly inclusive education system, one that fulfils Jamaica’s commitments to international conventions on children’s rights and ensures that no child is left behind.

Yet, for children like Ramona-Shae, who have been denied access to public education due to their disabilities, this transformative power remains out of reach. Her story underscores the urgent need to address these barriers and ensure that every child, regardless of ability, has access to the opportunities that education provides. Inclusive education involves integrating students of all abilities into mainstream classrooms, fostering an environment where every child can learn and thrive alongside their peers. Despite its benefits, inclusive education is not without its challenges. Concerns arise particularly in under-resourced classrooms, where teachers may struggle to meet the diverse needs of students without sufficient training or support. These concerns, however, do not outweigh the significant positive impact that inclusive education can have on both exceptional and typically developing students.

My main point is that inclusive classrooms are crucial for protecting the educational rights of children like Ramona-Shae. Through examining research and practical strategies, it will show that inclusive education fosters quality and reduces marginalisation, enriches social and academic experiences, and prepares all students for a diverse society.

ULANTA THOMAS

Special Education Teacher in

Training