Give special education attention

 It will be mere propagan­da if anyone discounts the improvements in Ghana’s education sector over the last sev­en years under the Akufo-Addo administration.

There is no doubt the trans­formation is evident in various areas such as the Free Senior High School programme and the increase in infrastructure.

The government has every right to boast that it has made ed­ucation better than it was before.

Of course, that should be the case because Ghanaians voted for political parties to come in to improve the sectors that support life in the country.

This is the case everywhere in the world, so that is not a novelty.

Novelty comes in when the unexpected happens in a par­ticular country, just like Nana Akufo-Addo has introduced and sustained the Free Senior High School system in the country since he took office in 2017.

As we have already acknowl­edged, the government has done greatly in the education sector, but the country still has a long way to go.

For example so far, there has not been any mention of improvement in public special schools.

Elsewhere, governments are doing all they can to help chil­dren with disabilities that prevent them from doing well in regular schools, but it appears not much is being done in the country.

Some children in regular schools have learning difficulties, but because they do not have visible signs of disabilities like blindness and speech disorders, they are ignored, and their peers stigmatise them as idiots or nonentities.

The country needs to begin screening all children as they start school to identify those suffering from hidden difficulties and plan a better way of getting all children properly educated, even if it is in regular schools for those who may need just remedial teaching.

Definitely, some children need complete special school attention and so must be placed in special schools like the School for the Blind at Akuapem Akropong.

How many public special schools can the country boast of?

It is sad to hear that even the very few lack the appropriate in­frastructure and modern teaching facilities.

It is sadder to hear that the government delays in releasing the stipend for the upkeep of these unfortunate fellow humans.

We expect improvements in special schools in the country, and these should include upgrad­ing their facilities, establishing more of them, and easing bu­reaucracy in matters concerning them.

Also, there should be special incentives for teachers who choose to teach and take care of these unfortunate children, who, through no fault of their own, are in this dire condition.

Another ignored reality about education in Ghana is that most public junior high school (JHS) products cannot read, and even most of those who attempt to read cannot do any effective read­ing and so are not performing well in school subjects.

It is obvious something is seri­ously wrong with both teaching and learning, and therefore teach­ers and learners, which needs to be effectively addressed.

There are other realities, including the lack of laws that can bind education authorities, teachers, learners, parents, and the entire community to support the development of education in the country, which need to be addressed.

But while state authorities plan to address realities that are ignored in improving education, the Ghanaian Times wishes to appeal that special education be given the particular attention it deserves.