THERE will, in the near future, be greater emphasis on responding to children with special learning needs, if Jamaica's education transformation team (ETT) have their way.

An audit of Jamaica's special education needs is currently being done by the ETT, which will be formulated into a strategic plan for implementation. The plan will also take into consideration special resources for gifted and talented students.

"Special education has been underplayed, under-represented and under-resourced in Jamaica for many years," Frank Weeple, executive director of the ETT, told Career & Education.

He noted that while important work was being done to educate children with special needs - especially in the independent schools (preparatory and private high schools) - the focus largely is on those with physical disabilities.

"The definition of special education needs to be broadened to look at learning and emotional difficulties that lead to other behavioural difficulties," Weeple said.

The plan for special education is one of a raft of changes to the education system, which are expected to be rolled out over the next three years starting in September.

The plans for increased focus on special education have been welcomed by the principal of Our Lady of the Angels (OLA) Preparatory School in St Andrew, Marcia Meredith. She feels that not enough attention has been paid to this area in the past.

"I believe every learning institution, from the basic schools right up to the tertiary level, should facilitate children with special needs. I know it is an expensive venture but we need to make the investment in special education so that no child feels discriminated against," the principal said.

Meredith, who took over as principal at OLA in January, said that the national assessments of children at the primary level do not factor in those with learning disabilities.

"Our national assessments do not make any accommodation for children who work differently. There are some children who may work at a slower pace and only a few assessment centres that allow them more time," she said.

The principal added that there should be alternative ways of assessing children who are unable to speak or write because of the lack of development of their motor skills.

"Until we are able to have alternative assessments at the national level then we have a long way to go," Meredith noted.

OLA does not have the facilities for children with serious special needs, but assists a few with mild problems with reading. Besides the principal, one other teacher has training in teaching children with special needs.

"One of my objectives is to develop a fully-equipped special education (unit)," Meredith said.

She added that children with learning difficulties can learn in the same environment as their 'normal' counterparts, but said some adaptations would have to be made to facilitate this, such as reducing the class size.

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