Education in Guyana; an Inclusive framework

Aug 27, 2017 Letters

Dear Editor,
All education system needs an inclusive framework which guides inclusive practices and polices. Guyana’s mainstream education system is no exception. It too needs a guiding inclusive framework. Loreman (2009) provides a synthesis of the features of inclusive education evident in a variety of sources situated firmly in this key features category.
Loreman (2009) provides a synthesis of the features of inclusive education which can provide the learning opportunities learners with Special Education Needs (SEN) and/or disabilities need to fully achieve the desired outcomes of the individual and the society. Therefore, when learners with Special Education Needs (SEN) and/or disabilities share the same mainstream primary education system, habitus becomes unified and the power in society would have similar influence on both the learners with Special Education Needs (SEN) and/or disabilities and the general average population of learners. This will be evident in their achievements.
These features of Loreman (2009) synthesis include:
· All children attend their neighbourhood school. Schools and districts have a ‘zero-rejection’ policy when it comes to registering and teaching children in their region.
· All children are welcomed and valued.
· All children learn in regular, heterogeneous classrooms with same-age peers.
· All children follow substantively similar programs of study, with curriculum that can be adapted and modified if needed.
· Modes of instruction are varied and responsive to the needs of all.
· All children contribute to regular school and classroom learning activities and events.
· All children are supported to make friends and to be socially successful with their peers.
· Adequate resources and staff training are provided within the school and district to support inclusion (Loreman, 2009, p. 43).
Having an inclusive framework which guides inclusive practices and polices within Guyana’s mainstream education will help to minimize unintentional discriminatory actions by teachers in mainstream education. Guiding principles are key in a nested learning system like our mainstream education system. This guiding inclusive framework will then transcend from the mainstream education system into the society. Once the society starts thinking inclusively, there will be unison of practice in society and at school.
Guyana’s inclusive framework needs to be written in collaboration after intense deliberation with all stakeholders. However, key in this deliberation are the SEN specialists in the Ministry of Education, the mainstream teachers and the learners with a Special Education Need and/or disabilities. All need to be aware of the implications for Guyana’s mainstream education system from not having its own inclusive framework. Inclusive Education is context bounded and the context of education in Guyana is different from any other mainstream education system.
Lidon Lashley B.Ed., M.Ed., M.A.SEN

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