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S.E.N HANDBOOK
To better undertake the challenge of providing a comprehensive response to educating students with special needs, our Government has undertaken the task of a comprehensive address. Several measures have already been undertaken and continuous evaluation and assessment takes place to better inform decision-making. First, we have committed resources to updating the physical conditions in our school plants, with an emphasis on creating more child friendly learning, least restrictive environments. Second, the Ministry has already begun the process of updating the curriculum with greater alignment to curriculum and real-life needs, blending STEM education with practical life-skills outcomes. Third, recognizing that a trained educator who is regularly exposed to professional development and best practices is most apt for positively impacting student learning, all current public school teachers will be upgraded to a minimum of a Bachelors Degree in an education and education-related field.
A key requirement is that a minimum of nine credits must be dedicated to a special education cognate. Principals and deputy principals in public schools will also be upgraded to a Masters Degree in educational supervision, leadership, administration, and/or management. Fourth, the Ministry, through training continuous professional development, continues to reposition the education system to engage in greater data mining, and utilizing data to drive instruction and decision making and to inform policy. Fifth, the Ministry’s exploration of theme-based schools aims to position all students to be educated in an environment and with a curriculum that connects learning outcomes with real-life outcomes for students. Such a focus on theme-based education uniquely positions our special needs students to be immersed in like-skills based instruction that uses the education process to prepare them directly for careers of interest and for advanced training including the acquisition of CVQs, and advanced education and training.
The Ministry of Education Science and Technology recognizes that our work has only just begun. In fact, our progress in providing a comprehensive special needs education is still in its infancy. We recognize our challenge and have already begun responding to the task. Come partner with us.