Letter of the Day | Special education requires special attention

THE EDITOR, Madam:

Recently, I received a report from the Micro Care Centre outlining the cognitive profile of a student placed at our school. The report indicated that the student has an IQ of 79 and requires individualised support, including regular brain breaks and the assignment of a shadow to function effectively in a mainstream classroom. Our literacy specialist also shared findings from readiness assessments administered to several students. These revealed that one would require approximately 15 years of intervention to read at grade level, another 12 years, and others between four and nine years. Given that students spend only five to seven years at the secondary level, many will complete school before achieving literacy at their current grade level. These findings underscore that students enrolled in my school – and others with similar profiles – require sustained and specialised support and are unlikely to thrive in regular classrooms without significant intervention.

After years of confronting these realities, I am convinced that this situation is widespread. Students with substantial learning needs have long been placed in mainstream settings without the required support structures, while teachers – many without formal special education training – are held accountable for outcomes that are neither reasonable nor achievable. This demands deliberate policy action and systemic reform.

First, structured remediation must begin at the primary level. Early diagnosis and targeted support are the most effective ways to address learning challenges. Secondary schools, constrained by limited funding, specialist staff, and diagnostic resources, cannot mount effective intervention programmes, leaving gaps to deepen and become less responsive to support.

Second, declining enrolment has created underutilised spaces across the system. These should be strategically designated and resourced as special education centres. Such centres would reduce placement wait times, decrease reliance on costly private services, and expand access to support.

Third, while diagnostic services exist, in-system capacity must be expanded. Policy must prioritise training special educators, employing literacy specialists, and mandating functional reading programmes for students significantly below grade level. The shadow service must also be strengthened with clear guidelines and equitable access.

Finally, the legislative framework must be modernised to define student entitlements, institutional responsibilities, and accountability mechanisms. Inclusive education must be more than physical placement; it requires coherent policy, adequate resources, and strong laws to protect both students and teachers.

LEIGHTON JOHNSON JP

Principal