Kamis, 06 Januari 2011

Taboos, Leadership and The Plight of Special Students in Africa

Fortunately, African governments are now slowly prioritizing the development of special ed schools & schooling programs that may benefit special students in Africa. According to the UNESCO, "to cater to schooling of the hard to reach groups, additional grants are provided to support individuals with special needs & are enrolled in special ed schools" (2004). With this development, there is a hope for impoverished individuals who have special needs to learn & avail of lovely standard schooling in as far as special schooling is involved.

Africa today is thought about of the continents that hold the most impoverished societies in the world. With the graphical illustration of typical Africa today, poverty is clearly an issue of the government. But what about the educational method in Africa? What is in store for the youth of Africa, & most African youth who have special needs? In today's world, most governments have been pre-occupied in terms of stabilizing global economic issue & internal political ambitions. However, schooling is often secondary to these goals given economic & social issues of today's society. In Kenya alone, out of the 750,000 kids who are thought about with disabilities, only 90% or 14,614 are only enrolled in schooling programs specifically offered for them, while an equivalent number are enrolled in regular schools where they are treated like regular kids despite of their disabilities or abilities" (UNESCO, 2004). This meant that despite of the availability of special ed schools in Africa, emphasis for their purpose is not regarded.

More so, training of teachers are also emphasized as a necessity to improve since "pre-service teacher training does not cater for an all-inclusive schooling with respect to special schooling, multi-grade, multi-shift, non formal, & informational & communications know-how in Africa" (UNESCO, 2004). time this can be improved, special ed schools would be able to start a progressive development approach in as far as special schooling for students with disabilities are concerned. Because the skills of these special teachers are relevant for the success of a special schooling program, leadership & the communities must exert significant efforts to provide what is lacking for the training of teachers.

 frustrating fact in Africa is also the existence of traditional (or supernatural beliefs) that are regarded as taboos in as far as disabilities are involved. With this in mind, UNESCO has encouraged African leadership to enhance mobilization of awareness programmes that would eradicate taboos & beliefs associated with disabilities & generate & implement flexible curriculum that is child-centered & make special schooling effective for the development of African youth who have special needs.

With these in mind, special ed schools, like any other relevant schools, are intended to provide the quality of learning & the most effective surroundings to mold students for the future. However, special ed schools must be sensitive in terms of improving their efficiencies & effectiveness in developing students. For the African nation, individuals with special needs have a significant number & with the shortage of sufficient schooling these persons would finally cause further difficulties than progress through their feasible contribution to the society. As such, a proactive action coming the African government & its communities would be substantial in order to maximize these future individuals who are can truly contribute a significant fine-tune for the future society of Africa.

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