The
story headlined “Build more special schools” in the Swazi Observer of November
21 was quite an upsetting read. A senator moved a motion in parliament to the
effect that, with funds permitting, government should build more schools to
cater for pupils with special needs, because “an ideal situation would be to
separate pupils according to their needs to avoid lowering the standards just
because teachers are trying to accommodate slow learners.”
He was also
quoted as saying the inclusive nature of the country’s education system had a
potential to compromise the quality of education in the country’s schools. No
offence intended, but the education system in Swaziland can hardly be described
as inclusive, especially when it comes to children with intellectual
disabilities. Whole families are moving
from far and wide to chase a handful of schools that can accommodate their
children in other areas. Children with special educational needs are commuting
long distances for the very same reason.
Inclusive education means that all students, with or without
disabilities, attend and are welcomed by their neighbourhood schools in
age-appropriate, regular classes and are supported to learn, contribute and
participate in all aspects of the life of the school. When there are still
allegations that “slow-learners” impede the progress of other students, then it
means there’s piece of the puzzle that’s still missing. With the right kind of
support, there will be a way around accommodating all students without fear of
those with learning disabilities disadvantaging anyone. That would be inclusive
learning. There is well-documented evidence that when typical learners and those with
disabilities learn together, there are good results academically and
socially.
Susan Nyatanga, a trainee special needs teacher from University College
in Denmark said suggesting exclusionary policies when research is showing that
students actually mutually benefit from being in mainstream schools is not only
retrogressive to societal development, but also promotes discrimination of the
special needs learners. “Instead of arguing that they lower educational
standards, why not test them according to their abilities? When teachers are
trained properly, they are equipped with many methods through which they can
assist all children according to their abilities. A progressive argument would
be on how best to train the teachers to enable them to teach the children with
special needs, or what can be done to equip schools to accommodate these
children. As educationists, if we restrict their world instead of expanding it,
we would have dismally failed,” she added.
Howard Gardner’s Theory of Multiple Intelligences argues that we should
not have the same test for everyone. Children have different talents and should
be tested according to those talents and their level of functioning.
Nyatanga said most special schools in Denmark were
actually being gradually dissolved as the country moves towards integrated
education. The whole world is moving towards that. The UNESCO World Conference
on Special Needs Education, held in Salamanca, Spain in 1994 made very important
provisions which Swaziland would do well to adopt. One of the recommendations
reads, “…those with special educational needs must have access to regular
schools which should accommodate them within a child-centred pedagogy capable
of meeting these needs.” The conference called on governments worldwide “to
adopt as a matter of law and policy the principle of inclusive education,
enrolling all children in regular schools, unless there are compelling reasons
for doing otherwise.” If Swaziland is moving towards First World status,
separating children based on their educational needs should not even cross
anyone’s mind. If we seclude them, what will do next? Build a little world for
them to live because they are deemed slower than others?
Swaziland has its own success stories in inclusive
education. Inclusion does not necessarily mean all learners will always be in
the same classes. There can be a classroom for those with special educational needs,
where their strengths are assessed. They then join other classes for subjects
they are strong at. Enjabulweni School is doing it, with very good results.
They have the Paiva Learning Centre where children with special educational
needs are based, and those that are strong in certain subjects join the
mainstream classes for those subjects. All children with or without learning
difficulties participate in school plays, sports and all activities. Stepping
Stones opened a class for autism this year and is also doing very well with
inclusive learning, as you will read in next week’s instalment.
Schools are not all about academic
achievements. They are also places where
children’s outlook of the world is cultivated. It is where they are taught to
discriminate or embrace those that are different. What will be teaching typical
children when we say those that don’t learn at the same pace as them should be isolated?
The excluded children will be deprived of the opportunity to socialize; the
only world they will know is that which comprises people with their challenges.
Children learn from socialization. The world is bigger than whatever challenge
the children might have. Inclusive education in regular
classrooms minimises the likelihood of a child with disability becoming an
adult segregated from broader society.
There could be some parents who would prefer special
schools over mainstream, depending on the condition of their child or other
factors. The research that I have done, however, indicates that many parents of
children with learning difficulties would rather have them in mainstream
school, with a separate class where they can learn at their own pace. They are
just children at the end of the day, and their disabilities or conditions
should not define them. They should all be treated like equal citizens, not a burden
that should be eliminated from mainstream schools and be condemned to some
other corner like lepers. The Salamanca Statement recommends that governments
should promote parental partnerships so that parent representatives are
involved in the design and implementation of programmes intended to enhance the
education of their children. Parents should have a choice and a say over where
to place children with special educational needs. Currently Swazi parents do
not.
Published in Swazi Observer on Sunday
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