History of Special Education in Jamaica

Historical framework

Education for children with disabilities was introduced by parents out of their concern for the educational needs of their children. This initiative later attracted interest groups, which resulted in the formation of non-government organizations (NGOs). They later became advocates for the cause and provided funding for the schools that were established.

In 1973, the Government of Jamaica introduced free education for all, which had implications for the education of children with exceptionalities. In light of this new direction, the NGOs were empowered to increase their advocacy for the inclusion of children with special needs.

In 1974, the government agreed to assume responsibility for the recurrent cost of the schools including the payment of teachers’ salaries, while the organisations would continue to own and operate the schools. The government also pledged its support in providing for those children who could benefit from education in the mainstream.

Through a development co-operation agreement entered into by the Government of Jamaica and the Dutch Government in 1975, assistance was received from the latter for the establishment of a formal Special Education Programme in Jamaica.

The following were implemented as part of that agreement:

• Training of teachers in Special Education at the Mico Teachers’ College;
• The establishment of the Mico Child Assessment and Research in Education (Mico C.A.R.E.) to provide diagnostic and therapeutic services;
• Extension of the physical facilities of the St. Christopher’s School for the Deaf;
• The establishment of a Bachelor’s Degree in Special Education at the Mico Teachers’ College in collaboration with the University of the West Indies (U.W.I);
• The building of six Special Education Units attached to regular Primary and All-Age schools. These units were built to facilitate the concept of mainstreaming, which provides for the placement of students with special educational needs in the least restrictive environment. The units were to accommodate students with varying disabilities within the mild to moderate levels of disability.

In 1989, the Special Education Administrative Unit was established with a mandate to secure appropriate opportunities for students with special needs in the mainstream as well as in special schools. The main function is the supervision of special education programmes islandwide.

In 1998, a Module on Special Education was introduced in all Teachers’ Colleges in order to provide teachers in training with a basic understanding of the special needs of children and to equip them with some basic strategies for working with them. Currently there are three institutions offering training in Special Education – Mico Teachers’ College in conjunction with the U.W.I. and Sam Sharpe Teachers’ College.

Individuals with exceptionalities, irrespective of the level and severity, are marginalised in terms of access and equity to educational provisions at all levels of the education system.

The lack of awareness, knowledge and training on the part of administrators, educators, advocates, parents and service providers including medical personnel, impact negatively on the overall growth and development of persons with exceptionalities. In addition, resources to appropriately address the needs of students are often very limited, frustrating workers and impeding positive outcomes. Inadequate assessment facilities, particularly in rural areas, personnel to work with children and youth with specific difficulties often undermine the ability of teachers and students to optimise performance levels.

The lack of opportunities and the capacity for self-determination do not afford the respect for individuals with exceptionalities in securing valued positions in the society that is consistent with their individual needs, interest and abilities.