Dear Editor,

Much has been said about improving Jamaica’s education system, but one issue continues to receive far too little attention — the growing number of young children with developmental delays who are not receiving the early assessment and intervention they desperately need.

Across the island, parents and educators are witnessing an alarming reality. Increasing numbers of four- and five-year-old children are entering the school system unable to communicate verbally or requiring significant developmental support. Regardless of the reasons behind these challenges, the response from our education and health-care systems has been painfully inadequate.

Early identification and intervention are internationally recognised as the most effective ways to improve outcomes for children with developmental delays, autism spectrum disorder, speech and language disorders, and other special educational needs. Yet, in Jamaica, many families wait months or even years for assessments, speech therapy, psychological evaluations, occupational therapy, and other essential services. For many, these services are simply inaccessible because of long waiting lists, high costs, or limited availability.

This is not merely a health-care issue, it is an education issue, a social issue, and ultimately, a national development issue.

Every Teacher Resource Centre (TRC) within each Quality Education Circle (QEC) should be equipped to facilitate developmental screening and referral services. While comprehensive diagnoses should remain the responsibility of qualified health professionals, schools and education support centres should have access to trained personnel and the necessary tools to identify children who may need further assessment as early as possible.

By the time many children enter the classroom, valuable years for early intervention have already been lost.

Teachers are also paying a heavy price. Many educators find themselves teaching children with significant developmental and communication needs despite having little or no formal training in special education. They do their best under difficult circumstances, but goodwill cannot replace specialised knowledge, adequate staffing, or professional support. The result is frustration for teachers, anxiety for parents, and missed opportunities for children.

Families are equally burdened. Many parents report that their children appeared to be developing typically during infancy before later experiencing developmental regression or delayed speech. These experiences are understandably distressing and often leave families searching for answers. Regardless of the underlying cause of a child’s developmental challenges, every family deserves timely access to qualified assessment, evidence-based intervention, and compassionate guidance rather than prolonged uncertainty.

Too often, parents are forced to become their own advocates, navigating a fragmented system while their children lose precious time. No parent should have to fight this battle alone.

Jamaica has made important commitments to inclusive education, but inclusion requires far more than placing children with special needs into mainstream classrooms. True inclusion demands investment in specialised teachers, speech-language therapists, psychologists, occupational therapists, educational assistants, and multidisciplinary teams that work together to support each child’s development.

This is an investment that will pay dividends far beyond the classroom. Children who receive early support are more likely to develop communication skills, participate meaningfully in school, become more independent, and contribute positively to society. Conversely, delaying intervention often results in greater educational challenges, increased social costs, and unnecessary hardship for families.

The time has come for a coordinated national strategy that brings together the Ministries of Education and Health, educational institutions, health-care professionals, and community organisations. Developmental screening, timely referrals, accessible therapy services, and teacher training should become standard components of early childhood education — not exceptional privileges available only to a fortunate few.

The measure of any nation is reflected in how it cares for its most vulnerable citizens. Jamaica’s children deserve every opportunity to reach their full potential. They deserve to be seen, heard, assessed, supported, and given the tools they need to thrive.

Their voices may be silent today, but our response should not be.

Dr Burnett Robinson

blpprob@aol.com