Diamond Special Needs School hindered by limited resources

Mar 16, 2014 News

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“So much more can be done, but we are unable to teach these children important life skills because we lack certain resources” – Teachers

By Kiana Wilburg

While cerebral palsy is a condition which impairs muscle movement due to damage to the brain, it by no means prevents seven-year-old Shania Layne from experiencing the joys of life. Her teachers call her “the life of the classroom.” And her eagerness to learn is an inspiration to her classmates.

The Diamond Special Needs School serves as a “second home” for children with disabilities. And while six patient and dedicated teachers now serve 70 students ranging from ages 5 to 18, the absence of some basic resources continues to impede the delivery of quality education at the school.
This learning institution was initially located in 1992 at the home of a very charitable man in Grove, East Bank Demerara. Due to unforeseen circumstances the children who were a part of the “home school” had to move. But it was not the end of the road. With the help of non-governmental organizations and the unwavering support of the government, a formal building was erected on February 12, 1997 and it has since served as the springboard for countless success stories.
Miss Amanda Mentore-Stephens, who has been serving the school for over 15 years, recounted a life-changing experience she had with her first batch of students.
“I could recall that we had a very anxious boy in our first class here at the School. His name was Norris Cummings. He had cerebral palsy. He was attending the school since the nursery stage. But he was unable to do anything with his upper limbs. He took his first independent steps until he was twelve years old and with the constant pushing and practice and attention he got, he was able to write legibly, type and even paint. Today, Norris Cummings is an established computer technician and he does amazing documentation. Everything he does is with his feet and he has an active social life. He remains an inspiration to me. In fact, all these children are, because they show you that they can defy the odds. No physical challenge is greater than their spirit to push on and be accomplished.”
Moreover, the school caters for students with disabilities which include; mental challenges, physical coordination conditions, hearing and speech impairments and learning deficiencies.
When I visited the school last week I was just in time to capture pictures of the children who were overjoyed at some stationery donations by Giftland Office Max. Rochelle Christie, a local, spoken word poet had also donated some toys and school bags.
But of course, there is so much more that needs to be done.

Lack of resources
As I was given a tour of the School by the acting headmistress, Miss Renate Jordon and Miss Mentore-Stephens, it was evident that the class library can certainly use additions to its starving collection.
One teacher explained that the students are so happy for reading time, but there sometimes aren’t enough of the texts to go around.
“The children love when you read to them. They are usually very excited about this activity, but sometimes it becomes difficult because the texts you need to use for that particular class… there is only one… and sometimes that poses as a problem. I am not saying that we don’t have books, but we can certainly do with some more. It would make reading time with the children so much easier.”
Further, there are only three first aid kits for the students. And it was also explained that the kits only contain a few band aids and some ointment, while one kit contains a few antibiotics.

“We have three first aid kits and I don’t even know if you can call them that. The kits need so much more, especially when we are dealing with these children. Sometimes it is really hard, but we are trying. There is also one bottle of rubbing alcohol but no cotton wool for some time.”
The Information Technology Lab for the school is also a matter of concern as teachers are forced to cover the four working computers with table cloths, as the room is poorly ventilated.
In addition to the lack of supplies at the school, the teachers also highlighted the programme which they have on teaching the students important life skills, but are unable to do so effectively and in some cases not at all because of the lack of resources to support this area.
“We want to start feeding programmes, clothing programmes and gardening exercises, but we really can’t do these things as we would like to. Nevertheless, we are trying with the little that we have, but I wish to stress that the students have great potential, we just need the necessary resources.”

PLIGHT OF PARENTS
Some of the parents who I had the opportunity to speak with also expressed their concerns with the facilities offered at the school and are pleading for there to be a change.
One parent expressed, “It would be a good initiative if the floors can be tiled. The concrete floor allows the dust to go up in the air when the cleaners are sweeping which causes the asthmatic children to trouble with runny noses sometimes and not be able to breathe properly. This is a special needs school and as such, provisions should be made to cater to their needs. The government needs to look into this. That’s all we are asking for.”
Another concerned single-parent explained, “We need to pay serious attention to the quality of education being delivered. It is important to be cognizant of the fact that these children are not like your average set of teens or children, so obviously programmes geared towards teaching them how to cope with everyday life apart from the knowledge they intake, is paramount. So if the teachers can provide a programme to help these children improve on their life skills then why doesn’t the government help out? It is really sad. It is only so much the parents and the teachers can do.”

A LOVE FOR FARMING
Amidst the serious need for resources, there is a wonderful initiative blossoming in small plots of the school’s compound. The children are taught by their teachers everyday to always treat the things given unto them with love, care and respect.
And as such, they are taught that even the plants they grow need care just as much as they do. The teachers of the school have started a modest farming initiative where they helped the students in planting crops such as lettuce, shallot, pak-choi and calaloo. The crops which are ready for harvesting were used during the week and the students thoroughly enjoyed cooking and savouring the fruits of their labour.
Their initiative, Miss Jordon explains, is also to help children learn independence skills and having an appreciation for the environment whilst practicing health eating habits.

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