POLICY ON

SPECIAL
EDUCATION

ACCESS, EQUITY AND RELEVANCE

Revised, April, 2017

Ministry of Education
Kingston, Jamaica

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 TABLE OF CONTENTS

Definitions of Areas of Exceptionality and Disabling Conditions…… 6

Glossary ……..…………………………………………….… 11
1.0 Executive Summary …………………………………………… 16
2.0 Situational Analysis …………………………………………… 18
2.1 Historical Framework………………………………………..…. 19
3.0 Statement of the Problem …………………………………………… 23
4.0 Philosophy …………………………………………… 25
5.0 Policy Goals .………………………………………….. 27
6.0 Policy Objectives .…………………………………………… 27
7.0 Vision Statement ……………………………………………. 28
8.0 Components of the Policy ….………………………………………… 29
8.1 Provision for Early Childhood……………………….……….. 29
8.2 Definition – Early Childhood ………………………………… 29
8.3 Provision for Children at the Early Childhood Level 30
8.3.1 Student ………………………………… 31
8.3.2 Parents/Guardians …………………….………….. 31
9.0 Special Education Provision at the Primary Level…………. 32
9.1 Introduction ……………………………………………. 32
9.2 Entry Requirement ……………………………………………. 33
9.2.1 Procedure ……………………………………………. 35
9.3 Staffing ……………………………………………. 37
9.3.1 The Role of the Mainstream Coordinating Officer at the
Primary Level ………..…………………………………..………… 37
9.4 Placement and Provision ..…………………………………………. 39
Placement ………………………………………………………………. 40
Provision ………………………………………………………….…… 41
9.5 Accommodation …………………………………………… 42
9.6 Infrastructure …………………………………….…….. 43

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 TABLE OF CONTENTS

10.0 The Talented and Gifted …………………………………………… 43

10.1 Provision for the Talented and Gifted ……………….………. 44
11.0 Identification, Assessment and Provision at the Secondary Level 45
11.1 Provision in the Mainstream ………………………………... 46
11.2 The Role of the Mainstream Coordinating Officer
at the Secondary Level ………………………………………. 46
11.2.1 Provision at the Secondary Level …………………….…. 47
11.2.2 The Pathway Coach …………………………………. 47
11.3 Early Identification and Re-evaluation ……………………….. 48
11.4 Transition Across Educational Levels ……………………….. 48
11.5 School-to-Work Transition Planning ………………….………… 49
11.6 National Standards Curriculum ………………….……………… 51
11.7 Record Keeping ……………………………………………………. 52
11.8 Monitoring Student Progress ………………………………... 52
11.9 Individual Intervention Plans (IIPs) ..…………………….………. 52
11.10 Behavioural Disorders ……………….……………….. 54
12.0 Assessment ……………………………………………………. 57
12.1 Assessment Standards and Procedures ………………………. 57
12.2 Standards for Private Assessment Agencies .………………… 58
12.3 Placement, Accommodation and Re-evaluation …………….. 59
12.4 Regional Assessment Centres and Multi-Disciplinary Teams 59
13.0 Special Considerations ……………………………………………………. 60
13.1 Considerations for Post-secondary and Higher Education.. 61
14.0 Support ………………………………………………….… 62
15.0 Education and Training ……………………………………………….…… 63
15.1 In-service Training ……………………………………………………. 63
15.2 Curriculum Development ………………………………………….. 64
15.3 Parent Support ……………………………………………………. 64

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 TABLE OF CONTENTS

15.4 Pre-service Training ……………………………………………………. 64

16.0 Partnership ……………………………………………….…… 65
References ………………………………………………….… 62

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DEFINITIONS OF AREAS OF EXCEPTIONALITY
OR
DISABLING CONDITIONS

5
 DEFINITIONS OF AREAS OF EXCEPTIONALITY AND
DISABILING CONDITIONS

Autism (AU)

A developmental disability significantly affecting verbal and nonverbal

communication and social interaction that adversely affects a child‟s educational
performance. Characteristics often associated with autism are engagement in
repetitive activities and stereotyped movements, resistance to environmental
change or change in daily routines; and unusual responses to sensory
experiences.

Deaf-blindness (DB)

Concomitant hearing and visual impairments, the combination of these

impairments causes such severe communication and other developmental and
educational needs that the child cannot be accommodated in special education
programmes solely for children with deafness, or children with blindness.

Deafness (HH)

A hearing impairment that is so severe that with or without amplification

(hearing aids), the child is impaired in processing linguistic information through
hearing, to the extent that the child‟s educational performance is adversely
affected.

Developmental Delay (DD)

Delay of developmental milestones in the areas of physical, cognitive,

communication, social, emotional, or adaptive development. Such delays are
confirmed in a child aged 3 through 9 whose functioning is measured by
appropriate diagnostic instruments and procedures.

Emotional Disturbance (ED)

A condition featuring one or more of the following characteristics over a

long period of time, and to a marked degree that adversely affects a child‟s
educational performance (the term includes schizophrenia but does not apply to
children who display socially maladaptive or maladjusted behaviours):

a. An inability to learn that cannot be explained by intellectual,

sensory, or health factors.

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 b. An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers.
c. Inappropriate types of behaviour or feelings under normal
circumstances.
d. A general pervasive mood of unhappiness or depression.
e. A tendency to develop physical symptoms or fears associated with
personal or school problems.

Hearing Impairment (HI)

A permanent or fluctuating impairment in hearing that adversely affects a

child‟s educational performance. (Not to be confused with the definition of
deafness).

Intellectual Disability (formerly Mental Retardation - MR)

Significantly sub-average general limitations in intellectual functioning

existing concurrently with deficits in adaptive behaviour (which covers
many everyday social and practical skills). This condition is manifested
during the developmental period that adversely affects a child‟s
educational performance, usually before the age of 18.

Multiple Disabilities (MD)

Concomitant impairments (such as mental retardation-blindness, mental

retardation-orthopedic impairment, etc.), the combination of which causes
such severe educational needs that they cannot be accommodated in
special education programs solely for one of the impairment. The term
does not include deaf-blindness.

Physical or Motor Impairment (PI)

The term includes impairments caused by congenital anomaly (birth

defects), impairments caused by disease, and impairments from other
causes; or
a severe orthopedic impairment that affects a child‟s educational
performance significantly.

Other Health Impairments (OHI)

Limited strength, vitality or alertness, including a heightened alertness to

environmental stimuli (triggers), that result in limited alertness in the
education environment and affects a child‟s educational performance
adversely. Examples of OHI are:

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 a) chronic or acute health problems such as asthma,
attention deficit disorder or attention deficit hyperactivity disorder,
diabetes, epilepsy, a heart condition, hemophilia, lead poisoning,
leukemia, nephritis, rheumatic fever, or sickle cell anemia.

Specific Learning Disability (SLD)

A disorder in one or more of the basic psychological processes involved in

understanding or in using language, spoken or written, that may manifest
itself in an imperfect ability to listen, think, speak, read, write, spell, or to
do mathematical calculations, including conditions such as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.

The term does not include learning problems that are primarily the result
of visual, hearing, or motor disabilities, of mental retardation, of mental
emotional disturbance, or of environmental, cultural, or economic
disadvantage.

Speech or Language Impairment (SL)

A communication disorder, such as stuttering, impaired articulation, a

language impairment, or a voice impairment, that adversely affects a
child‟s educational performance.

Talented and Gifted (TAG)

This category relates to demonstrated achievement or potential ability in

any of the following areas, individually or in combination: general
intellectual ability, specific academic aptitude, creative or productive
thinking, leadership ability, visual and performing arts.

Talented and gifted children are those who by virtue of their outstanding
abilities are capable of high performance. These are children whose
potentialities require differentiated education programs and/or services
beyond those normally provided for the child of „typical‟ functioning.

Therefore, gifted and talented students are those for whom a

traditional educational program is not always sufficient, requiring
a different approach for meeting their educational needs.

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Traumatic Brain Injury (TBI)

An acquired injury to the brain caused by an external physical force,

resulting in total or partial functional disability or psychosocial impairment
that adversely affects a child‟s educational performance. The term applies
to open or closed head injuries resulting in impairment in one or more
areas, such as cognition; language, memory, attention, reasoning,
abstract thinking, judgment, problem-solving sensory, perceptual, and
motor abilities, psychosocial behaviour, physical functions, information
processing, and speech. The term does not apply to brain injuries that are
congenital or degenerative, or to brain injuries induced by birth trauma.

Visual Impairment (VI)

This refers to impairment in vision that, even with correction, adversely

affects a child‟s educational performance. The term includes both partial sight
and blindness.

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GLOSSARY

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 Glossary

Accommodation: The provision made to allow a student to access and

demonstrate learning. Accommodations do not change instructional level,
content or performance criteria substantially. Accommodations are adaptations
made to the learning environment or testing situation in order to provide a
student equal access to learning, and equal opportunity to demonstrate skill,
knowledge, and competence.

Adaptation: The changes made to the environment, curriculum, instruction

and/or assessment practices in order to allow a student maximum opportunity
for successful performance or outcomes. Adaptations include accommodations
and modifications.

Assessment: A continuous process by which qualified professionals use

standardized tests or observation to examine all areas of a child‟s development.
Assessment provides information to analyze and determine student-performance
to confirm and improve teaching or learning. Assessment provides information
about a student‟s special learning needs, strengths, and interests. The
assessment process uses collective information from academic or behavioural
tests, student-records, student-observation, as well as interviews with student
and/parents to verify appropriate instructional programmes and placement
decisions.

Coordinating Officer: Introduced formerly as the Regional Special Needs

Coordinator (RSNCo), the Coordinating Officer assists school leadership in the
identification and referral process for students needing special intervention in
mainstream settings. The Coordinating Officer helps to develop efficient ways to
ensure consistent planning and delivery of intervention programmes; and

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monitors the success of educational programmes designed for students with
exceptionalities in primary and secondary mainstream settings.

Disability: A physical, sensory, cognitive, intellectual, mental illness or

psychological condition, or various types of chronic disease that interferes with
an individual‟s ability to develop normally, learn or relate to others. The term
disability defines a restriction in an individual‟s ability to perform a normal activity
of daily living at the same level or competence as someone of the same age. A
disability may affect organs or body parts; or a person's participation in areas of
life. (Disability; exceptionality; are used interchangeably with special needs.

Early Intervention: The range of programmes or services designed to enhance

the development of infants and toddlers with disabilities; or at risk of
developmental delay. These services should be offered, to the maximum extent
possible, in a natural environment, such as the home or in community settings,
in which children without disabilities participate.

Evaluation Procedures: Steps to determine the level of functioning of an

individual, the type of disability or special need; and the nature of the special
education and related services required.

Exceptional Child: The child identified as talented and gifted, or a child with a
disability or special need, requiring special education services.

Individualized Intervention Plan (IIP): A written statement for providing

special education services to a student with exceptionalities that includes the
student‟s present levels of educational/behavioural/social performance, the
annual goals, and short-term objectives for evaluating progress toward those
goals; and the specific special education and related services to be provided.

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Integration: The desegregation, organization or combination of groups of
students with and without exceptionalities in the mainstream educational setting.

Intervention: A method or strategy designed and focused to correct or change

an individual‟s functional, behavioural, medical, or health status.

Itinerant teacher: A teacher who travels from school-to-school to provide

support, or consult with other teachers to provide special instruction for students
with exceptionalities. (Itinerant teacher may also be referred to as visiting or
peripathetic (teacher).

Least Restrictive Environment (LRE): The educational setting or programme

which promotes non-discrimination and allows the exceptional learner to develop
and learn in an environment best suited to his/her ability, in the same setting as
peers without exceptionalities.

Mainstreaming: Placing students with exceptionalities in general education

classes while meeting their individual needs.

Modifications: Substantial changes in what a student is expected to learn

and/or demonstrate. Changes may be made in the instructional level, content or
criteria. Such changes are made to provide a student with meaningful and
productive learning experiences, environments, and assessments based on
individual needs and ability.

Multi-disciplinary Teams: Multidisciplinary teams are groups of professionals

from diverse disciplines who collaborate to provide comprehensive assessment,
consultation and support for students with exceptionalities. The teams may
provide expert guidance on matters of placement, accommodation and other

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support services needed by the student and family to ensure positive educational
and life outcomes.

Pathway Coach: The Pathway Coach is a special educator assigned to work

collaboratively with subject and grade level teachers. The Pathway Coach is
responsible for the development of the student‟s Individual Intervention Plan
(IIP) and guiding its implementation.

Resource Room: A separate or self-contained classroom in which students with

exceptionalities are „pulled out‟ from their assigned class to receive specialized
individual or small-group instruction for short periods of time during the school
day.

Resource Room Teacher: A teacher trained in special education who

provides instructional services to students with exceptionalities in a Resource
Room or similar setting.

School-based Special Needs Coordinator: The School-based Special Needs

Coordinator (SBSCo) is a trained special educator who works closely with the
Special Education Officer responsible for coordinating the strategic support for
school-based intervention programmes and services, and needs of students
involved in such programmes.

School-to-Work Transition: The preparation for life beyond secondary school.

It involves collaboration and established linkages among student, family, school,
community and service providers to develop and meet the long term needs for
post-school activities and independent functioning for the student with
exceptionalities.

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Special Education: The educational provision for children whose functioning
levels deviate from the established norm, to the extent that specially designed
educational programmes are necessary to facilitate or foster optimum learning.

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1.0 EXECUTIVE SUMMARY

During their educational experience, students are faced with multiple challenges,
many of which are linked to difficulties in learning. Research indicates that up to
20% of children in school will need special educational intervention at some
point in their school life (Gymreig, 2001). This statistical reference is supported
by the annual reports from the World Health Organization (WHO); including their
2012 Status of the World‟s Children and the United Nations Education, Scientific
and Cultural Organization (UNESCO).
The Ministry of Education‟s (MoEYI) National Assessment Programme (NAP)
evaluates student-performance against key indicators as identified in the national
curricula. The Student Assessment Unit (SAU) of the Ministry also reports
student-performance below the expected levels of mastery on national
examinations for Grades 1 to 9. If the necessary corrective measures are not
effected, students experiencing academic or social challenges could continue on
a path of underachievement, thus hampering their further educational growth
and social development.
As parents and other stakeholders become more aware of the educational
possibilities available, there is increased demand on the system to respond with
timely and appropriate measures to the educational needs of the nation‟s
children. There is also growing concern among practitioners regarding the
prevalence and diversity of learning challenges experienced by students in the
mainstream1, and the increasing levels of disaffection and student-
disengagement. In addition, the system recognizes that practitioners are not
sufficiently prepared to address the range of educational needs found in the
classroom. The education system is called upon to provide equitable access to
educational programmes and services; and opportunities that would facilitate
increased competencies for practitioners.

1
Regular or general education setting

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 The Government of Jamaica is committed to providing quality education for
all children. This commitment must apply to the estimated twenty per cent
(20%) of children with exceptionalities who may require some form of special
educational services during their school years (WHO, 2007; 2012). Such children,
they suggest, would experience challenges in the classroom, thereby requiring
special provision beyond that which is normally given in a general education
setting.
According to the British Special Needs Code of Practice (2001), children have
special educational needs if they have a learning difficulty that requires special
educational provision to be made for them. The Code further states that children
have a learning difficulty if they:

i. have a significantly greater difficulty in learning than the majority of

children of the same age; or
ii. have a disability which prevents or hinders them from making use of
educational facilities of a kind generally provided for children of the
same age.

The Code defines special educational provision as additional or different

educational services provided for children, than is usually provided for their age
or grade counterparts; other than that made for the child in mainstream schools.
Children are served in special education programmes because they
require remedial or enrichment support in cognitive, sensory,
emotional, behavioural, or physical functioning and development. The
range of special education provision includes intervention for children
identified as talented and gifted, to those with severe functioning
deficits.

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 In its White Paper published 2001, the Ministry of Education and Youth2
identifies our human resources as the primary tools for personal, social and
economic development and endorses education as a human right. The mission of
the MoEY summarized in the 2001 White Paper, is to achieve the effective
integration of educational and cultural resources. In order to meet the 2001
objectives the MoEY sought to provide a system which secured quality education
and training for all persons in Jamaica. The guiding philosophy of the national
shared vision for education in Jamaica is captured in the motto: „Each child can
learn … Every child must learn‟; a statement with which the Task Force on
Education Reform (2004) concurred. For this to be realized, all students must
be treated as learners having potential for further development. Provision must,
therefore, be made for access to educational programmes at all levels of the
system to allow students to maximize their potential.
In transforming the education system, educators are faced with the unique
opportunity of influencing its direction and development while sustaining the
practice and programmes characteristic of an inclusive education system. This
influence extends to communities, guiding them into becoming groups of citizens
who are more caring and more informed and socially aware. Increased
awareness among communities creates an important catalyst through which the
desired improved and evolved educational and social development may be
effected. The collective effort of communities in supporting the implementation
of policy goals will create sustained focus for quality educational outcomes for
all students.

2.0 SITUATIONAL ANALYSIS

Census figures for the 2016 academic year from the Planning and
Development Division of the MoEYI indicated that there were 454 teachers

2
Listed and named as Ministry of Youth and Culture in 2001

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employed in special education institutions. Of this number, 150 were trained
special educators. The overall teacher-complement comprised Graduate-trained
and College-trained special educators, as well as those who were untrained in
the area of special education. The 2016 census further indicated an enrolment of
3,963 students with diagnosed and categorized special needs served in 66
locations across the island. The reported figures include students with: (a)
Autism, (b) Attention Deficit/Hyperactivity Disorder (ADHD); (c) Learning
Disabilities, (d) Intellectual Disability (formerly Mental Retardation); (e) Multiple
Disabilities; (f) Speech/Language Disorders; (g) Physical Disabilities; those who
are (h) Blind or Visually Impaired, and (i) Deaf or Hard of Hearing; as well as
others with unspecified disabilities.
Students are served in approximately 47 recognized independent and
government facilities (inclusive of satellites) at the pre-school, primary and
secondary levels across the island. There is one post-secondary vocational
training facility serving youth and adults with special needs. Despite the
educational provision at present, the demand for special education services far
outweighs the system‟s ability to provide for the myriad administrative,
instructional, corrective, therapeutic, and professional needs.

2.1 Historical Framework

Formal education for children with disabilities3 in Jamaica was introduced by

parents and educators in the 1950s4, out of their concerns for the limited options
to meet the educational needs of their children. This initiative attracted interest
groups and later resulted in the formation of Non-governmental Organizations

3
The terms ‘exceptionalities’ or ‘special needs’ are also used in this document. The interchangeable
references relate to the descriptors used by the supporting literature at particular periods of time,
4
Randolph Lopez (1956); Rev. Lister Mair and John Gilby (1966)

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(NGOs) which became advocates for the cause of equitable and accessible
education to establish and maintain their affiliate-schools5.
In 1973 the Government of Jamaica introduced free education for all, which
had implications for the education of children with disabilities. In view of this
new direction, NGOs were empowered, and increased their advocacy to ensure
the inclusion of children with special needs as beneficiaries of free education.
In 1974, the Government of Jamaica agreed to undertake responsibility for
the recurrent costs of NGO-affiliated schools, including the payment of teachers‟
salaries; while the organizations would continue to own and operate the schools.
The government further pledged its support in providing financial assistance for
children with disabilities who might benefit from instruction in the mainstream.
Assistance to establish a programme of special education was provided
through a Co-operation Agreement between the Government of Jamaica (GoJ)
and the Netherlands Government in 1975. This agreement resulted in the
establishment of a formalized programme to organize and deliver special
education in Jamaica.
The following were implemented on a phased basis as part of the
agreement:

i. Training of teachers in special education at the Mico Teachers‟ College

ii. The establishment of the Mico Child Assessment and Research in
Education (C.A.R.E.) Centre to undertake research and provide
diagnostic and therapeutic services for children in the Caribbean
region
iii. Extension of the physical facilities of the St. Christopher‟s School for
the Deaf

5
For example: Jamaica Association for the Deaf and its affiliate school – Lister/Mair-Gilby School for the
Deaf

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 iv. The introduction of a Bachelor‟s degree in Special Education delivered
jointly by the Mico Teachers‟ College6 and the University of the West
Indies
v. The building of six (6) Special Education Units attached to regular
Primary and All/Age schools. These Units were built to facilitate the
concept and practice of mainstreaming, providing students with special
educational needs access to learning in the least restrictive
environment7. Students with varying disabilities within the mild to
moderate levels of cognitive functioning were taught in these settings,
with opportunity to integrate with their peers in the general school
population.

The Special Education Administrative Unit was established in the Ministry of

Education in 1986, with its main function being the supervision of special
education programmes island-wide. The Unit‟s mandate, at its inception, was to
secure appropriate educational opportunities for students with special needs in
the mainstream, as well as in special/segregated schools.
In 1989 a module in special education was introduced in all Teachers‟
Colleges to provide teachers-in-training with an understanding of the needs of
the exceptional learner; and to equip them with strategies for working with
students with special educational needs. The Mico University College and Sam
Sharpe Teachers‟ College historically, have offered full certification in special
education. Over time, other tertiary institutions began to offer selected courses
in the area.
The UN8 Convention on the Rights of the Child (1989) and the UNESCO9
Salamanca Statement and Framework for Action (1994) recognize the rights of

6
Renamed the Mico University College in 2011
7
LRE; the most appropriate educational environment, which facilitates maximum development for the
student (Further details at Section 9.5)
8
United Nations
9
United Nations Educational, Scientific and Cultural Organization

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all children to quality education. As outlined in these agreements, the State must
take responsibility for the provision of financial and other resources to effect the
right to education for every child.
Education, in whatever setting, should be consistent with the full range of the
rights of the child, according to the CRC. The UNESCO Salamanca Statement and
Framework for Action further posits that education should aim to develop the
child‟s personality, talents, mental and physical abilities to the fullest extent, and
that education should prepare the child for active adult life. The Jamaican
government was signatory to both agreements, and the CRC was ratified by the
Jamaican Government in 1991. As signatory to the UN Convention on the Rights
of Persons with Disabilities (2006), the Government of Jamaica further
articulated the commitment to provide improved access and equity in the
provision of educational opportunities for students with exceptionalities. The
various policy-related recommendations are supported by the following
statement published by the Centre for Studies on Inclusive Education (1996).

“Education influences the realization of all human rights –

economic, social, cultural, civil and political and is therefore the
key to children’s present and future life experiences”.

The Five Year Plan (1990-1995) developed by the then Ministry of Education
and Youth included a commitment to provide one special educator to every 480
students in the regular school. This process began with the establishment of a
limited number of Resource Rooms in Primary, All-Age, Junior High and
Secondary Schools, and the assignment of teachers to serve students in those
settings. It was intended that the commitment continue until all schools provide
a programme for students needing special intervention. In anticipation of this
provision, the Special Education Administrative Unit began training teachers
island-wide in assessment procedures and in the establishment of Resource

22
Rooms for pull-out intervention. A manual was developed to guide teachers in
the establishment and operation of Resource Room services.
It is anticipated that the special education efforts under the
transformation agenda will advance the adoption of the Resource Room10
concept being applied broadly, in all schools.

3 STATEMENT OF THE PROBLEM

Irrespective of the level of severity of exceptionality, individuals with special

needs are marginalized, often with limited access to equitable educational
provisions at all levels of the education system. Many parents lack awareness
and knowledge regarding the needs of their children with exceptionalities.
Limited awareness, knowledge and training on the part of educators,
administrators, advocates, medical personnel, and other service providers, have
significant negative impact on the overall growth and development of persons
with exceptionalities. In addition, resources to address the needs of students
appropriately are often insufficient, frustrating practitioners, and impeding
positive learner-outcomes. The inadequacy of qualified persons with the
specialized skills to support students in mainstream settings, as well as the
scarcity of affordable assessment facilities, militate against the effective
planning and implementation of programmes for students with exceptionalities.
These negative factors undermine the optimal functioning of teachers and
students. for
Another negative factor affecting equitable access to educational
opportunities in mainstream settings, relates to reported cases of reluctance of
some principals to accept students with specific disabilities. At the time of

10
In the context of special education, Resource Room services are provided to meet the needs of children
identified as needing special intervention, and who required additional intensive instructional support for
learning and behaviour management.

23
submission of this document, there was no local published research on the
attitude of school administrators and teachers toward students with disabilities in
the mainstream. Practitioners have, however, examined the occurrence, and
shared their findings in local conferences. Teacher-attitude towards students
with specific disabilities in mainstream is of interest in the global field of special
education because it is seen as discriminatory. Attention to the matter was
brought into focus as early as 1998 when studies were presented at the Sixth
International Congress on the Inclusion of Children with Disabilities.
Reluctance on the part of school leadership is often an expression of anxiety,
misunderstanding, and fear of over-burdening or overloading the classroom. The
reluctance relates also to the perceived demand placed on staff, who have
limited or no experience or resources to implement any special intervention.
Within the context of a society that is incompatible with their individual
needs, interests, and abilities, individuals with exceptionalities are not accorded
much respect. The capacity for self-determination and more positive outcomes
for this population are further impeded by a limited range of opportunities.
Educational services provided by the government must not only be accessible,
but must also be sufficient to enable the learner reasonable opportunity for self-
fulfillment.

The Ministry of Education Youth and Information (MoEYI) is concerned about

students not meeting key performance standards. Although showing
improvement, national scores on the Grade 4 Literacy Test (2012) indicated a
74% mastery attainment in literacy, compared to the reported 68% mastery
level in 2010. Tireless efforts in training and instruction resulted in the
attainment of the targeted 85% in 2015. Underperformance is evident at the
secondary level, in Mathematics and English Language, based on the results of
the Caribbean Secondary Examination (CSEC). The reported underperformance
among students sitting these examinations as well as tests on the National
Assessment Programme (NAP), may result from unidentified learning difficulties,

24
although these students are in the mainstream. Gifted students, many of whom
have been labeled as „disruptive‟ or „misfits‟ may often be found among
underperformers.
In many cases, teachers in our classrooms are not equipped to cater to
students with exceptionalities. As a consequence, instructional strategies are
ineffective, and students are not given the opportunity to maximize their
potential.
In the absence of legislation, few changes are likely to occur in the school
system, thereby allowing principals and teachers to perpetuate the violation of
the rights of the child through intentional discrimination. Efforts must be made
for equitable distribution of resources. Special consideration must also be given
to the provision of enrichment or remedial programmes across the system to
meet the educational needs of students requiring such services.
Post-secondary opportunities for students with exceptionalities are limited.
This may be due to the limited scope or support to facilitate preparation for life
beyond school, at the higher levels of the education system. It is because of
these variables presented that it became necessary to develop a policy to guide
the effective delivery and practice of special education services in Jamaica.

4 PHILOSOPHY

This policy acknowledges that education is a fundamental right of every child,

giving every child, including those with special needs, an equal opportunity to
acquire an appropriate education. In this context, all children are recognized as
unique individuals and as such, are valued equally. Value should not be
determined by a student‟s ability or disability. Every child is entitled to publicly-
funded tuition in a public education institution at the primary level (Charter of
Rights, [2011]).
Children identified as having special learning needs shall be provided with
appropriate special education in the least restrictive public education

25
environment. To the maximum extent possible, expectations must aim to include
students with exceptionalities at all levels, with appropriate support systems, in
regular education programmes (National Policy for Persons with Disabilities,
2000; UN CPD, 2006).
Individual intervention programmes must be developed on the basis of
information gathered from multiple sources, by regular and special educators,
parents, the student, and other involved persons as appropriate. Individual
intervention programmes must portray a comprehensive and accurate view of
the student, and his or her learning needs and abilities. Implementing these
programmes may require environmental or instructional accommodations in
regular classrooms, through the provision of appropriate support for students
and teachers. Early identification and intervention are critical in addressing the
academic, behavioural, physical, and social needs of students with
exceptionalities. The educational programmes, interventions and needs for
students with exceptionalities are most effective when provided on a continuum
of service delivery. In our educational context, students are served from age
three (3) through age eighteen (18) years old.
The policy provides for the delivery of educational services from early
childhood to age twenty-one (21) years old. The age of provision is extended to
accommodate the disparity between the individual‟s functional needs and
chronological age, often resulting from the severity of a disability or disabling
condition.
Provision for students with special educational needs is a matter for the
school as a whole. Principals have the main responsibility to ensure that all
members of staff participate fully in the delivery and implementation of special
education services and accommodations. All teachers are likely to encounter
students in the classroom, with some form of special educational need.
Teaching is a whole-school responsibility, requiring a whole-school response. The
way in which this responsibility is exercised in practice, must ensure the meeting
of some minimal standards, with consideration for the school's circumstances. A

26
continuous cycle of planning, teaching, assessment and evaluation that considers
the students‟ wide range of abilities, aptitudes and interests, must be a central
feature in instructional planning.
Comprehensive student-centered services require cooperative efforts of
educational and other service providers, as well as families. Positive educational
outcomes essentially require the continued involvement of the family.
Educational provision for children with special needs, or those needing special
intervention, will be delivered on a cooperative and collaborative model. Such a
model will engage the skills of regular and special education staff, so that each
student benefits from instruction in the mainstream educational setting.

5 POLICY GOALS

1. To promote equity and access to educational opportunities for children

and youth with special needs at all levels of the education system.

2. To promote a system of inclusive education where possible, recognizing

that some children may be best served in segregated facilities or home-
based programmes.

6 POLICY OBJECTIVES

1. To afford students at every level (early childhood, to tertiary, where possible) the
opportunity to access appropriate education and accommodation11 relevant to
their identified needs and abilities
2. To facilitate access to appropriate educational programmes and services through
the process of early identification and referral
3. To preserve the rights of the child with exceptionalities, and protect against
discrimination in educational settings
4. To institute a consistent, relevant, inter-sector, collaborative, and sustainable
11
Accommodation, in these circumstances, refers to adjustment in the learning environment, delivery of
instruction, mode of assessment, and other support services

27
 framework to support the educational and developmental needs of students with
exceptionalities
5. To promote public awareness of each student‟s right to quality education
6. To improve the management of special education services to meet strategic
development goals through a structured monitoring system
7. To foster partnerships with parent-serving agencies to augment and support
parent education and understanding of their children with exceptionalities
8. To create opportunities to facilitate continuous professional development for
special education practitioners
9. To encourage continuous research that will inform strategic planning and
systemic improvement.
10. To advocate for technical and budgetary provision to support special education
programmes endorsed by the MoEYI

7 THE VISION STATEMENT

The Special Education policy is introduced to support the MoEYI‟s

commitment to universal education, summarized in the motto: „Every child can
learn…every child must learn‟. This commitment to inclusive focus in educational
provision is consistent with the goals of the Vision 2030 Plan for the attainment
of educational system, accessible to all students. It further acknowledges that all
students are entitled to a broad-based, relevant, and appropriate education. To
accomplish this, a flexible process in delivering structured educational
programmes is required. The policy will determine the direction and framework
for collaboration in order to form or solidify stakeholder partnerships;
strengthening the interrelatedness of various service components for a cohesive
model of service delivery.
The policy reflects the government‟s commitment to meet the educational
needs of all children. In conjunction with the strategic plans for the
transformation of the education system, the policy will ensure that reforms within
the system reflect provisions for students with special needs.

28
 The policy will promote equal opportunities for students considered
vulnerable or disadvantaged, and will provide a secure structure of support to
allow students with a range of exceptionalities to maximize their potential. It will
further acknowledge and enforce the fundamental rights of all children to quality
education.
In addition, the policy will guide the development of programmes for young
children who may be denied entry into regular schools because of severely
disabling conditions which may, or may not be complicated by co-existing
cognitive deficits. Although community-based rehabilitation programmes provide
services for such children, they do not necessarily provide them with formal
education.

8 COMPONENTS OF THE POLICY

8.1 Provision for Early Childhood

Early childhood education is the foundation stage of education for children
birth to eight (8) years old. This is a critical stage in a child‟s life, as it is
during this time that children experience rapid physical, emotional,
intellectual and social growth. It is also a crucial period for children with
exceptionalities, as it is important that the exceptionalities be identified
early, with the provision of appropriate intervention to help the child
achieve his/her full potential.

8.2 Definition of Early Childhood Development

Early childhood development lays the foundation for future learning. It is

defined as the range of expected developmental milestones and skills for
children in their formative years. “Early Childhood Education” refers to the
organized programmes designed for the child, birth to eight (8) years old,
to foster growth and development in the following areas:

29
 i. Personal, social, and emotional development
ii. Communication, and language development
iii. Mathematical skill development
iv. Knowledge and understanding of the world
v. Physical development
vi. Creative development
vii. Independent skills12

8.3 Provisions for Children at the Early Childhood Level

i. Recognize the parental duty to secure education for the child

with special needs, by ensuring that he or she is enrolled and
attending school on the same basis as his or her age peers
(Section 28; Child Care and Protection Act).
ii. Establish „least restrictive environment‟ placement practice,
affording every child the opportunity to receive an appropriate
education.
iii. Provide professional development opportunities to equip
educators with the skills and confidence to serve young
children
iv. Facilitate access to support personnel for schools providing
special educational services for children birth to eight (8) years
old.
v. Provide and facilitate professional development activities for
the school community including school boards.
vi. Provide holistic developmental curricula guides to be used in
special education programmes for children birth to eight (8)

12
‘Independent Skills’, in these circumstances, refers to age-appropriate, adaptive life skills e.g. personal
hygiene, feeding one’s self etc.

30
 years old for physical, social, intellectual, and emotional
growth.
vii. Provide a curriculum inclusive of appropriate educational goals
and developmental expectations, as well as experiences that
will promote high interest and positive values for all students.
viii. Institute regularly scheduled Individual Intervention Plan (IIP)
conferences at least once a year; at which the participation of
parents/guardians is expected.

8.3.1 Support for Children

i. Provide quality early childhood special education programmes.

ii. In collaboration with relevant MDAs, the private and voluntary
sectors, provide services to ensure the earliest possible
identification and support for young children with special
needs.
iii. Establish appropriate time-lines within which identification,
referral, and assessments must be completed to provide
appropriate intervention.
iv. Collaborate with relevant MDAs to establish standards for early
stimulation services for children who are developmentally
delayed or at risk for developing disabling conditions.
v. On the basis of a means test and evidence of special
educational need, provide placement assistance for students in
the least restrictive environment (LRE).

8.3.2 Support for Parents/Guardians/Caregivers

Through collaboration with the National Parenting Support
Commission, an agency of the Ministry of Education:

31
 i. Promote parental involvement in the education of their
children.
ii. Provide information on available educational opportunities and
services for children with specific disabilities during the early
years.
iii. Provide access to information and counseling programmes to
families to enable them to make appropriate choices for their
child‟s social and educational well-being.
iv. Facilitate the co-ordination of parent support
organizations/associations, activities and services to benefit the
special needs community.

9 SPECIAL EDUCATION PROVISIONS AT THE PRIMARY LEVEL

9.1 Introduction

In the Jamaican Education System, most of our students entering the primary
level would have had exposure to early childhood education, through private or
government institutions. There are others who enter the primary level directly
without any early formal preparation.
The introduction of the Child Health and Development Passport (CHDP;
Ministry of Health) and the continued work of the Early Stimulation Programme
(ESP; Ministry of Labour and Social Security) will contribute to early screening or
early identification of children with special needs. These services should eliminate
the previously limited identification of children with visible signs of
exceptionalities.
In 1991 the Ministry of Education introduced the Grade One Readiness
Inventory (GRI), and was re-designed in 2006 as the Grade One Individual
Learning Profile. This mandatory screening instrument is administered to all

32
students before they enter Grade 1 to evaluate their readiness and prerequisite
skills required to enter the formal education system.
Other critical stages to evaluate attainment of educational standards through
the National Assessment Programme (NAP), are at the end of Grades 2, 4 and
613. At each stage, the student is assessed against the National Standards
Curriculum (NSC), to determine levels of attainment according to age, grade, and
national norms. The NAP is used to assess students‟ attainment of established
benchmarks on the NSC at the primary and secondary levels. Performance on
the NAP will identify those who: (a) exceed expectations (b) meet expectations,
and (c) fall below expectations for age, grade, and national norms.

It is the prerogative of the education system to ensure that the needs of the
exceptional learner are met both at the local (school) and national levels.
Consequently, all stakeholders – the State, the school principal, the school board,
and all other members of staff have important responsibilities, in their day-to-day
functions to ensure the needs of students are addressed. All teachers are
teachers of children with special educational needs. Teaching children
who function above or below the established performance norms is, therefore,
the responsibility of the whole school.
The National Standards Curriculum (NSC) programmes of study set out the
knowledge, skills attitudes and values to be acquired by students in different age
groups. Teachers are expected to plan from the NSC accordingly, making the
necessary adjustments to suit the demonstrated learning needs observed among
students.
At every level of the system, there must be measures in place to cater to the
learning, behavioural and emotional needs of students identified or diagnosed
with exceptionalities. Students whose functioning levels deviate from the

13
Grade Two Diagnostic (to replace the Grade Three Diagnostic Test); Grade Four Literacy/Numeracy
Tests; and the Grade Six Achievement Test, to be replaced by the Primary Exit Examination (2014)

33
established functioning norms are likely candidates for special education services.
A major issue in the system is that children who start primary school with
learning problems are likely to be classified erroneously as being Intellectually
Disabled (Mentally Retarded). This error is due largely to lack of early or
appropriate identification procedures. It is imperative that the system has a
mechanism which facilitates early identification and referral to ensure
appropriate classification of special needs and provision of necessary intervention
options.
The evaluation process should, therefore, be fourfold: focusing on the
student‟s (a) learning characteristics, (b) the learning environment, (c)
instructional tasks and, (d) the teaching styles to which the student is exposed.
Some educational and attitudinal challenges experienced by the student may be
caused or exacerbated by adult-child relationships; as well as factors affecting
the student‟s learning or living environment. In order to allow the student to
learn effectively, (a) teacher-competence, attitude, and style, (b) classroom
environment, (c) instructional materials, and (d) methodologies, should be
carefully examined.

9.2 Entry Requirement

On entering the primary level of the education system each child must
complete a National Registration Form., Records providing the student‟s previous
educational history should be submitted as part of the admission documentation.
In addition to the birth certificate, immunization records, which are mandatory,
information on comprehensive medical examinations or any special medical
conditions that may affect the student‟s education should be included14. Students
entering segregated facilities will require a medical and/or psycho-educational
report indicating the documented disability and recommended services. These
records will provide the receiving school with valuable information with which to

14
National Child Health Development Passport (NCHDP)

34
start the process of determining appropriate placement or services for the
student.

9.2.1 Procedure

If a student has an identified special educational need when he/she starts

primary school, collective action of the principal, the Special Education Unit‟s
Coordinating Officer in mainstream, (See 9.3), and the student‟s class teacher
should:
i. use information from the student‟s previous educational experience
and the Grade One Individual Learning Profile (GOILP) to identify
starting points for the development of an Individual Individual Plan
(IIP), to guide skill improvement for the student.
ii. identify and focus attention on the student‟s skills and highlight areas
for in-class support;
iii. use the curriculum and the GOILP, oR other relevant performance data
from the NAP to determine the student‟s present level of academic
functioning;
iv. ensure that the results from baseline assessment and continuous
assessment form the basis for instructional planning and future
instruction;
v. communicate assessment results to the relevant resource personnel15,
and parents/guardian;
vi. involve parents/guardians in developing and implementing a joint
learning approach for home and school.

Information gleaned from the four critical points of the NAP (Grades 1, 2, 4
and 6),16 must be used for instructional and programme planning.

15
Education Officer; or Special Needs Coordinator

35
 Principals at the primary level must be sensitized to the importance, and
process, of early identification, assessment, and instructional planning for
students with exceptionalities.

9.3 Proficiency Pathway

The Proficiency Pathway (PPw) is a multi-step guide for the management of

instruction and intervention decisions for students at primary and secondary
levels. The Proficiency Pathway acknowledges that students are likely to function
with little or no need for additional instructional support, and, therefore, deemed
„Ready‟ to access the curriculum. Two other functioning levels may also be
observed, namely, „Almost Ready‟, with such students requiring moderate or
short-term intervention; and „Not Ready‟ or showing need for intensive support
because of and diagnosed special need. The awareness of these differentiated
needs continues into the secondary level through the Alternative Pathways to
Secondary Education (APSE).
The process begins at the point of entry into school, with the results of
the GOILP being used to determine the student‟s level of readiness for formal
education. The PPw provides a guide to instructional leaders to align students on
the pathway best suited to their demonstrated competence. The PPw allows for
instruction that meets the diverse needs of the learner. The approach is
consistent with the learner-centred philosophy.
The Proficiency Pathway directs school leadership through the process of
identification, observation, referral, intervention, formal evaluation, support,
alternative placement, or handover, to determine the most appropriate decisions
for instruction and intervention.

16
Grade One Individual Learning Profile; Grade Two Diagnostic Test; Grade Four Literacy or Numeracy
Test; The Grade Six Achievement Test (GSAT) will be replaced by a primary exit examination.

36
9.4 STAFFING

The officer corps of the Special Education Unit will include officers specially
assigned to provide coordinating support in mainstream settings. This group of
Special Education Officers will be responsible to guide the development,
implementation, and monitoring of special education programmes in mainstream
schools.

9.4.1 The Role of the Mainstream Coordinating Officer

With the decentralizing of the Special Education Unit, and expansion of its
functions to all Regional Offices, support will be more available to schools across
the regions. These officers will play a key role in determining the strategic
development of programmes and services schools require to address educational
provision for students with exceptionalities.
The Mainstream Coordinating Officer will:
i. work closely with the school and other MoEYI personnel to ensure
that the policy of the MoEYI regarding the education of students with
exceptionalities is implemented in daily practice;
ii. ensure that each student with a documented disability, or identified as
needing special education support has an Individual Intervention Plan
(IIP);
iii. work closely with the Student Support Team (SST)17, to ensure that
the IIP is implemented as stated;
iv. monitor the implementation of intervention programmes, methods of
assessment, and standards of student-achievement used in school-
based intervention programmes.

17
Student Support Teams may include: parents, students, representatives from the staff, relevant agencies;
or specialists providing support or services

37
The coordinating functions of these officers are to ensure efficient ways to
ensure consistent planning and delivery of programme goals are developed and
monitored for successful outcomes. Their specially-focused support will enable
teachers to overcome barriers to effective teaching and learning (See 8.3,
Language Education Policy Guidelines; See Assessment, Section 12.00).
Their functions will also include collaboration with principals, grade
coordinators/supervisors, or Pathway Coaches to ensure that students are given
equal priority, and that available resources are used to maximum effect.

Key responsibilities include supporting the work of other Education Officers

within the regions through the following:

i. Oversee the implementation of the MoEYI‟s policy on special

education, in daily practice.
ii. Coordinate assessment and educational provision for students with
special educational needs.
iii. Oversee the implementation of standards for special education
services for students receiving support.
iv. Liaise with, and advise schools personnel on special education issues.
v. Liaise with parents/guardians of students with special educational
needs regarding support and service-provision.
vi. Liaise with and support the functions of other Education Officers
a. regarding the progress of school-based support programmes;
b. students identified for assessment, support or other
placement;
c. formulation of Multi-disciplinary Teams or other support
services; and
d. organize, and/or conduct in-service training activities.

38
 vii. Liaise with external agencies (educational assessment agencies,
health and social services, as well as voluntary bodies) to determine
the inter-agency or inter-sector support services to be provided for
students based on assessment or observed needs for special
intervention.

In order to ensure a fluid and strong structure for special education

support, special educators will be assigned to function as cluster-based or
School-based Special Needs Coordinators.

9.4.1.1 Role and Function of School-Based Special Needs Coordinators

The School-based Special Needs Coordinator (SBSCo) is a trained teacher

and qualified special educator employed to the school, who works closely with
the Special Education Team of the MoEYI to coordinate the strategic support for
school-based intervention programmes and services, for students with special
needs, as well as those requiring special intervention. Their main responsibilities
include:
i. Collaborating with school leadership and instructional staff to establish
intervention programmes
ii. Consulting with referring school personnel on student-related matters
to ensure appropriate support or services
iii. Providing support to fellow teachers on special education issues
iv. Assisting in the process of identification and referral for assessment, or
decisions for placement or related services for students needing special
intervention
v. Ensuring that the protocol18 for Individual Intervention Plans (IIPs) is
observed; and IIPS are implemented as stated.

18
Refer to Guidelines for Identification and Referral: A Handbook for Principals and Teachers (2011,
MoE)

39
vi. Collaborating with teachers or others providing intervention services
to ensure the effectiveness of prescribed strategies being used
vii. Participating in in-service programmes, seminars, for teachers; and
sensitization for public education for school and community

9.5 PLACEMENT AND PROVISION

Placement
i. Every effort should be made to place students receiving special
education services in the least restrictive environment (LRE);
thereby allowing them access to educational opportunities and
experiences to continue their development without bias or prejudice.
ii. Students with documented disabilities, but who are able to be
educated in the mainstream, will receive the necessary support
intervention services to aid their continued development.
iii. Students are placed in a Special Class based on documented proof of
their need for specialized instruction and support.
iv. Students placed in a Special Class may be transitioned into the
mainstream or alternative opportunities for learning as their observed
performance dictates.
v. Students at the primary level identified through assessment as
Talented and Gifted (TAG) should be placed in accelerated or
enrichment programmes to facilitate their learning. Based on
readiness, and where appropriate, provision should be made in the
regulations to permit students so identified to sit the primary exit
examination at an earlier age.
vi. Parents/Guardians/Caregivers will be notified and given opportunity to
respond to a proposal for placement, prior to any decision being taken;
or before implementing programmes or accommodations for their
child/ward.

40
 vii. Parents/guardians/caregivers will be informed through parent
conferences and other sensitization sessions to ensure they
understand the decisions for placement or educational services made
for their child/ward.
viii. Parents/Guardians/Caregivers will have the right to examine or query
records relating to student-placement or educational intervention.

Provision

i. Parents/Guardians/Caregivers seeking special education services or

intervention for students with exceptionalities must present
documented proof of diagnosed disability or condition, with the
recommended accommodations. In the case of students transitioning
across educational levels (early childhood to primary; primary to
secondary, e.g.) documented proof of prior services or
accommodations must be presented to ensure continuity of service or
accommodations.
ii. Resource Rooms and other special education programmes must be
staffed with a qualified special educator, trained to provide the
specialized instructional support required by students.
iii. Where the Special Class placement option is used, the class size must
reflect suitable teacher:pupil ratios, with provision for teaching
support, and relevant instructional materials (See Section 13.00 for
Teacher:Pupil ratio).
iv. Each student in a special education programme must have an IIP
written to address the identified goals for knowledge, skill or
behaviour. The SST developing the student‟s IIP should include, but
not be limited to the SBSCo, grade coordinator, special educator, class
teacher, and parents/guardians.
v. The IIP must be evaluated at least twice per year to:

41
 a) determine the achievement of stated goals;
b) address adjustments to ensure optimum delivery of instruction
and services; and
c) inform future planning
vi. Children with physical impairment or disabilities must not be denied
access to the mainstream solely on the basis of their physical
condition.
vii. Schools should encourage flexible arrangements to enable students
identified as Talented and Gifted to access instruction at their actual
functioning levels in recommended subject areas or programmes.

9.6 ACCOMMODATION

In this Policy, the term accommodation refers to compensatory education and

modifications in any of the following: the instructional environment, delivery of
instruction, performance expectations and student assessment and evaluations
(e.g. NAP). Accommodation should be informed by recommendations from
formal assessment, or advanced screening, and should be integral to the
enhancement of the student‟s general learning experience.

Students identified as needing accommodation to facilitate their best

performance in an examination should be allowed the recommended
accommodation. The MoEYI19 must review the recommended accommodations
and approve such, within its available resources.

19
Student Assessment Unit (SAU) and Special Education Unit (SEU)

42
9.7 INFRASTRUCTURE

All new school buildings must be designed to accommodate accessibility

features20 to provide seamless physical access. Where possible, existing facilities
should be modified accordingly, and be equipped to facilitate the use of various
assistive and technological devices.

9.8 THE TALENTED AND GIFTED (TAG)

Jamaica is moving towards creating a world-class inclusive education system

that provides learning opportunities of ready access and equity for all children of
school age.

Children with special education needs must have the same rights to quality
education as their age-peers. Recognizing and nurturing giftedness often present
challenges to educators. Schools must respond to the educational needs of such
children before their abilities diminish or become less recognizable.

Gifted students are identified as those demonstrating exceptionally high levels

of abilities whether across a range of endeavours or in a specific skill area or field
of studies. Gifted students may also be those whose potential for excellence has
not been recognized by standardized tests or experts. The innate or latent
potential can only develop into exceptionally high achievement in enriching
learning environments and programmes with appropriate materials, resources
and other provision meant to foster maximum achievement.

20
Accessibility features include: ramps, rails, lowered lab tables, basins, water fountains, wider bathroom
stalls, sloped and textured walkways, for example.

43
9.9 PROVISIONS FOR THE TALENTED AND GIFTED

The focus of special education at the primary and secondary levels is to

identify, plan and meet the individual learning and developmental needs of all
students who require such consideration, therefore:
i. Students exhibiting giftedness, must be identified and referred at
earliest grade level possible, to allow t appropriate planning and
support services to meet their needs.
ii. Children assessed at the primary and secondary levels as gifted, are to
be granted the instructional support needed to enrich and enhance
their development.
iii. Schools and agencies must adapt programmes and/or curricula to
ensure that the academic and developmental needs of students
identified as TAG are met.
iv. Schools must allow flexibility in accessing instruction for students, ,
such as: instruction at higher grade levels, or independent learning
opportunities, for example
v. The necessary documentation informing educational adaptations and
accommodations must be presented to allow the smooth admission
and transition process for students moving across educational levels.
vi. Flexible programming and special activities (skill camps, for example)
must be organized to promote opportunities for skill enrichment and
excellence among students identified as TAG.
vii. Mainstream teachers, special educators and school boards must
engage in sensitization activities, promoting increased awareness of
educational and developmental needs of students identified as TAG.
viii. Professional development activities for teachers must include
appropriate skills and strategies to improve instructional competencies
to facilitate the TAG student‟s development.

44
 ix. Identify and nurture the characteristics and traits in teachers that pre-
dispose them to effective, nurturing interaction with the TAG student.

10.0 IDENTIFICATION, ASSESSMENT AND PROVISION AT THE

SECONDARY LEVEL

10.1 Provision in the Mainstream

The cumulative primary school records of all students with exceptionalities

should accompany them to the secondary level. The primary school records
bearing the student‟s educational and service history will inform programme
planning and the necessary educational accommodation required by the student,
thus rendering smoother transition into the secondary level. As obtains for
students who may have been identified with a documented disability prior to
entering the primary level, the specialized service would continue at the
secondary level..
Students with exceptionalities experience a continuum of needs that may
change over time. The crucial period of transfer and adjustment to a new
school, may present particular challenges for students with special educational
needs. Students entering the secondary level may have special educational
needs that might not have been identified previously.
The student at the secondary level, who is newly identified or diagnosed,
should be allowed access to a programme most suitable to his/her educational
needs to ensure positive and meaningful educational outcomes. The provisions
of the Alternative Pathways to Secondary Education ensure that students are
aligned to a programme of instruction, based on demonstrated competencies.
The performance data from the NAP, or advanced screening, or pyscho-
educational evaluation are used to determine the instructional support the
student will need while pursuing secondary education.

45
10.2 The Role of the Mainstream Coordinating Officer at the
Secondary Level

Education Officers in the regions will ensure that the MoEYI‟s policy to
support APSE is implemented in daily practice. The coordinating Special
Education Officer, while providing support in mainstream settings, will work
closely to support the Pathway Coaches21, ensuring that: (a) required
instructional support is provided for subject or grade teachers; (b)
accommodations or modifications needed by students are implemented, as is
required by Individual Intervention Plans (IIPs) or Group Intervention Plans
(GIPs).
At the secondary level, the Coordinating Officer plays an integral role in
determining the strategic development of programmes and service provision to
address the educational needs of students on Secondary Pathways II and III (SP
II; SP III). Other duties include:
i. ensuring that an Individual Intervention Plan (IIP) is developed for
each student identified with an area of exceptionality or
documented disability; or identified as needing special education
support has
ii. working closely with the Student Support Team, and related school
personnel to ensure that the IIPs or GIPs are implemented as
stated; and
iii. monitoring the implementation of support programmes,
instructional accommodations, methods of assessment, and
standards of student-achievement used in school-based
intervention programmes.

21
See 11.2.1

46
10.2.1 Provision at the Secondary Level

The supportive functions of the Pathway Coach enable subject teachers to

plan and deliver instruction more suited to learner diversity and differentiated
needs; as well as engage in collaborative monitoring of the success of
intervention programmes (Language Education Policy; See Assessment, Section
15.00).

10.2.1.1 The Pathway Coach:

The Pathway Coach is a special educator assigned to work with students

at the secondary level. S/he works collaboratively with teachers to provide
appropriate educational support for students requiring instructional
accommodation or curriculum adaptation. S/he is responsible for the
development and monitoring of the intervention programme for students
being instructed on SP II or SP III.

The Pathway Coach‟s functions include:

i. working with the Student Support Team to implement recommended

intervention(s);
ii. identifying and focusing attention on the student‟s area of strength,
and highlight areas for early action to support the student within the
class;
iii. ensuring that feedback to teachers and parents about the student‟s
achievement and experiences is based on continuous observation and
assessment;
iv. using outcomes of such assessment to inform the progression of
instructional planning for the student;
v. involving the student in planning the programme and educational

47
 targets to meet specific needs; and
vi. involving parents/guardians/caregivers in developing and
implementing a joint support plan to address common educational
goals for home and school.

10.3 Referral and Re-evaluation

Schools should use data from screening, continuous assessment and the NAP
to assist in referral and re-evaluation (Language Education Policy, 2001). Re-
evaluation must be scheduled and conducted regularly to determine the
student‟s response to intervention. Data from scheduled NAP and continuous
assessment must be used to determine student-progress, which may be
measured by referring to:
i. evidence from teacher observation and assessment;
ii. comparative performance against curricula standards for primary or
secondary levels;
iii. standardized screening or assessment tools; and
iv. information from parent/caregiver regarding learning or other
difficulties; or student self-disclosure or self-identification, or learning
preferences.

Parents/caregivers or students may raise concerns about progress, performance

and placement. These concerns should be treated seriously and investigated
urgently for appropriate and conclusive action.

10.4 Transitioning Across Educational Levels

The movement across educational levels presents challenges of increased

educational activities and expectations for all students. In the case of students
with exceptionalities this period may present additional challenges. Students re-

48
entering the mainstream setting after a period of special education intervention,
or those from a mainstream setting entering a special education setting or
programme also encounter adjustment challenges. In the case of the transition
from primary to secondary settings, for example, the student leaves the
relatively stable and sheltered setting of a Resource Room or Special Class at the
primary level, to face the challenges of navigating a more complex secondary
school environment.
The challenges for transitioning into the secondary level can be very
stressful, and even more complicated because the student might not have been
prepared for the transition. Parents are valued stakeholders in educational
decisions for their children. The collaboration between home and school is
integral to successful educational outcomes planning for students with
exceptionalities.
Efforts to provide easier transition across levels should take place in
orientation sessions organized at the secondary level, and should include:

1. Sensitization activities for students, parents, teachers, student

council representatives, and other key school personnel; and
2. Initial and continuing counseling support for students.

Accommodations or educational services received by students at the

primary level will continue at the secondary level, as dictated by assessment
reports (See Section 12.00).

10.5 School-to-Work Transition Planning

School-to-Work Transition (STWT) planning is an ongoing process that is

focused on creating collaborative links among student, families, schools and
community service-providers. The effectiveness of transition services will be
anchored in a service delivery model that promotes an efficient inter-sector and

49
multidisciplinary collaboration to provide coordinated and sustained access to
available support-services. As a deliberate policy of MoEYI, schools are to begin
the STWT process through the pre-Career Advancement Programme (CAP) or an
alternative job-preparation programme, at the upper secondary level. Students
will, therefore, transition into post- secondary training programmes or into the
world-of-work, having been certified in some skill area.
The continuity of service provision for individuals with exceptionalities
requires the added component of preparation for life beyond school. Educational
services for adolescents and youth with exceptionalities will be extended to
include School-to-work Transition planning. Individual Intervention Plans (IIPs)
will include a statement of the transition services required by the student. The
transition plan must be individualized and based on the student‟s expressed
needs, preferences, and interests. To ensure adequate scope of preparation
activities and programmes, the transition planning process will begin at Grade 8.
Transition planning will include the collaborative efforts of a multi-disciplinary
Student Support Team. The team will determine the instructional and
educational experiences needed to prepare the student for a productive life after
school. Transition activities may include work experience, vocational evaluation
and participation in community experiences aimed at preparing the student for
employment and independent living. Transition service provision includes the
following areas:

i. instruction (including skills/vocational training and counseling in

preparation for options to engage in tertiary or other postsecondary
pursuits or the world of work);
ii. assistance in accessing related support services from independent
providers;
iii. promotion of independence, community integration, employment and
other adult roles and responsibilities; and

50
 iv. training in daily living skills, and a functional vocational evaluation22.

The success of the School-to-work Transition (STWT) programme will

depend largely on the involvement of public and private sector agencies offering
and providing access to work-experience opportunities through the
apprenticeship programme or some other similarly structured programme.
Students will leave STWT programmes having received training in functional
skills that will prepare them for community integration and independent living.
The work-experience, skill-preparation, and certification should equip them with
skills for entry into competitive employment.

11.1 The National Standards Curriculum

It is proposed that the National Standards Curriculum (NSC), as well as, the
Secondary Pathways II & III Curricula23, will be statutory requirements for all
schools, setting out the areas and content of learning for students. Teachers
should deliver the relevant curriculum at the primary or secondary levels, making
adaptations to address the particular learning requirements of their students,
where necessary.
Differentiation and accommodation in instructional delivery and application of
knowledge within the framework of the prescribed curricula will help schools
meet the learning needs of all students. In order to address the range of
identified learner needs, school communities will need to be informed and
knowledgeable of standards and policy provisions for daily implementation and
practice. Where applicable, the prescribed curricula may require adaptation to
cater to the needs of children operating above or below the required
performance standards.

22
The evaluation referred will be a modification of the existing vocational qualification administered
annually.
23
These curricula are designed to guide instruction for students identified as having special learning needs
at the secondary level.

51
 For students identified as gifted or talented, supplemental curriculum material
may be used to provide additional instructional strategies or content..
Teachers should use the prescribed curricula to teach knowledge, skills,
attitudes and values, using a variety of methods and strategies that are
appropriate to the abilities of individual students.

12.0 Record Keeping

Agreed programmes of intervention for students identified as requiring special

educational services must be documented by the special educator, pathway
coach or person charged with such responsibility by the school. A detailed
cumulative report outlining the programme‟s objectives, the students‟ individual
targets and related progress should be maintained and available to be viewed by
Education Officer or Regional Special Needs Coordinator.

13.0 Monitoring Student-Progress

In the secondary school setting, the school‟s ability and efforts to cater to
the needs of the student-population in general, will have direct bearing on the
nature and frequency of support the school is able to provide for students with
exceptionalities. The key to positive teaching and learning experiences lies in the
teacher‟s knowledge of each student‟s skills or abilities, and the teacher‟s ability
to address these learning needs.
Schools at the secondary level should make use of continuous assessment
across all subject areas. Expectations regarding behaviour, work-output and
presentation, as well as schools‟ policies on assessment should be consistent
across all student-groups, and communicated clearly to students.
Within the expectations set by the MoEYI, individual schools will implement
the programmes and measures to address the needs of all students. Established
guidelines should be used also to determine procedures for observation and

52
progress assessment (Language Education Policy, 2001). Educational
accommodation made available to a student must be carefully determined
according to MoE guidelines. Agreed procedures must be carefully managed and
monitored through efficient and effective internal communication and
cooperation among staff.
Education Officers in the Regional Offices will oversee the schools‟
implementation of the established systems for identification, referral and
progress-monitoring through continuous assessment, and intervention
programmes24. Intervention strategies and systems must be reviewed
thoroughly at least annually for further development or variations to ensure that
the most suitable measures to reflect improved performance outcomes and
student-support are applied.

14.0 Individual Intervention Plans (IIP)

An Individual Intervention Plan (IIP) is a detailed plan of educational goals

and targets for a student with exceptionalities The strategies employed in an IIP
enable students‟ progress in any identified area of need (cognitive, physical,
sensory, emotional or behavioural) and should include information about:

i. present level of functioning

ii. the agreed short-term targets set for or with the student
iii. the method of intervention to be used
iv. the accommodation provision to be implemented
v. set dates for review; and
vi. success and or exit criteria

24
The Proficiency Pathway, for example

53
 The provisions to be included in the IIP are those which are additional to, or
different from those provided for students in the general education cohort. The
IIP should be written succinctly and clearly. The areas of focus for the IIPs
should include individual targets, chosen from the related key areas of
Communication, Language and Mathematics, and, where necessary, behaviour
and social skills, appropriate to the student‟s needs. Intervention may be cross-
curricular or subject-specific.
IIPs should be written for all students with exceptionalities, including those
identified as talented and gifted. To guarantee that all parties are informed of
the educational goals, the IIP must be discussed with the student,
parents/guardians/caregivers, and teacher(s) and support personnel involved in
delivering the student‟s educational programme. IIPs should be reviewed at least
twice per year. Some students with more intensive instructional programmes
may require more than two reviews per year. All reviews must be scheduled with
at least three (3) weeks‟ advanced notice.
The IIP review is a collaborative effort and must allow all participants
(parents/guardians, students, administrators, teachers, and support personnel)
to voice their suggestions and concerns for the student‟s educational
development.

14.1 Response to Emotional/Behavioural Disorders

School administrators and teachers should possess the necessary skills, or

have access to the systems required to create and maintain an orderly, safe and
disciplined learning environment.
Disruptive behaviours of most students with exceptionalities are often
similar to those displayed by their peers. The same disciplinary practices used to
manage disruptive behaviours, in general, may be used effectively with most
students with exceptionalities. When selecting behavior interventions for

54
students with exceptionalities, teachers should ensure that the strategies are
developmentally appropriate.
For students with exceptionalities, disciplinary intervention must be
informed by the nature and severity of the student‟s condition. It should be
noted that the MoEYI does not sanction the use of corporal punishment. A
balanced approach to discipline focuses on the need to protect the rights and
dignity of children in accordance with established school rules, government
regulations and international conventions (Sections 9(1); 9(2), The Child Care
and Protection Act (2004); Regulation 29 and 30(7), The Education Regulations,
1980).
A student exhibiting inappropriate, self-defeating and/or maladaptive
behaviours will require a Behaviour Intervention Plan (BIP) to address his or her
needs. It is crucial to have knowledge of the general characteristics of students
with exceptionalities, particularly the learning, behavioral, social/emotional,
physical challenges, and other associated behaviours.
In the case of disruptive behaviour, it is very important to determine the
underlying causes, the conditions, variables or circumstances that contribute to
such behaviour.

The teacher should do the following:

i. clarify the behaviour that is causing concern;
ii. specify why that behaviour is inappropriate;
iii. clarify how the behaviour differs from the expected norm;
iv. observe the student in a variety of settings and note the behaviour of
concern;
v. decide what action should be taken to address the behaviour; and
vi. specify the desired or target behaviour for intervention.

In order for any behaviour management programme to be successful it must

have the full support of all stakeholders, (administrators, teachers, students,

55
counselors and others). The following steps must be taken by the teacher before
implementing a Behaviour Intervention Plan (BIP):
ii. Record the type and frequency of observed behaviours in various settings.
iii. Arrange an independent observation of behaviour by other school
personnel (Guidance Counselor, Vice Principal or Nurse, for example) to
validate the concern for further professional evaluation.
iv. Invite the parents, in writing, to a conference with the relevant school
personnel, to address the issue of concern.
v. Develop BIP using recommendations emerging from the meeting. Team
members developing the plan may include, but not be limited to: student,
parents or caregivers, Special Needs Coordinator, Guidance Counselor,
and other support personnel.
vi. Provide a copy of the final BIP to the parents or caregivers of the student,
and where applicable, the student, ensuring that the procedure and
intervention being implemented are understood clearly.
If parents refuse to cooperate with the school‟s efforts for further intervention;
and the child continues to display the behaviour of concern; the school reserves
the right to refer the case to the relevant state agency for further action
(Sections 28(1); 28(2), The Child Care and Protection Act (2004); Regulation
30(5) and (6), The Education Regulations, 1980).
A student whose behaviour threatens his/her safety or well-being, or that
of the general school population, may warrant temporary removal from
the school setting while the case is being reviewed for appropriate
intervention. (See Regulations 30(6) and 30(7), The Education
Regulations, 1980). This removal is neither intended to be, nor regarded
as a disciplinary sanction, but as an interim measure to facilitate
appropriate action.
A student who requires services beyond the capabilities or capacity of the
MoE, must be referred for collaborative intervention involving the parents,

56
 MoEYI, external service providers or where necessary, the relevant
government agency.

15.0 ASSESSMENT

Assessment is a process used to gather information about a student's

performance, learning needs or strengths, and interests. The process requires
the use of observation in a variety of settings, administration of standardized
tests by qualified professionals, and the involvement of families in evaluating all
aspects of the student‟s development such as sensory, neurological, motor,
physical, language, intellectual, socio-emotional, health and self-help skills.

15.1 Assessment Standards and Procedures

1. The literature promotes a system of universal screening25 as important

to support early identification and continuous assessment. It provides
the benefit of multiple assessment opportunities to inform appropriate
and effective intervention.
2. The MoEYI‟s National Assessment Programme (NAP) administered at
key levels of the school system (that is, Grades 1, 2, 4 and 6 at
primary; and Grade 9 at secondary) already provides a framework for
systematic assessments of what students should know, and be able to
do, at age-appropriate levels.
3. 3. Wherever a consistent pattern of underperformance emerges, the
student should be identified and referred for further assessment, in the
first instance to the team of clinical/assessment specialists engaged by
the MoEYI

25
Universal Screening: common evaluation to determine instructional and intervention needs for a group of
students; usually across grades, and at the beginning of the year. In the Jamaican context, the Grade 1
individual learning profile, although not a screening instrument, may be used for this purpose.

57
 4. As informed by the data, further screening should be done to identify
students requiring special educational services. This process should
use varied forms of assessment to create a realistic and composite
profile of the student.
5. Guidelines for the standardization of assessment procedures for
students with exceptionalities throughout the education system must
be established, relative to test administration, interpretation and
reporting of findings throughout the system.
6. The procedure must follow the guidelines established at Section 11
(Behavioural Disorders) herein.

16.2 Private Assessment Agencies

7. Where the use of private assessments is required, the MoEYI‟s

standards for reporting and guidelines must be applied. These
standards include:
a) Possessing suitable certification and qualification to administer the
type of assessment or evaluation conducted (certified clinical
credentials, e.g.,)
b) Ensuring that the assessment process is conducted under generally
acceptable professional standards (appropriate age for assessment,
best interest of the student, consideration of family, biological and
environmental variables which may affect assessment, etc.,)
c) Ensuring accurate analysis, interpretation, and reporting of the
student‟s observed performance and functioning level
d) Ensuring the report provides clear details regarding the findings,
observations, and proposed recommendations
e) Ensuring proposed recommendations may be translated into
actionable learning objectives by school and family; or appropriate
provision of accommodations for student

58
16.3 Placement, Accommodation and Re-evaluation

8. Ensure appropriate placement of students with exceptionalities based

on assessment findings and recommendations.
9. Provide accommodation for instruction or examination for students
with exceptionalities, based on assessment recommendations.
10. Establish a system of reassessment, with assessments typically being
conducted at maximum two-year (2) intervals. Cases requiring early
reassessment may be scheduled as needed.
11. Develop and articulate appropriate exit standards from intervention
and/or school programmes, based on IIP goals.

17.0 Regional Assessment Centres and Multi-Disciplinary Teams

12. Establish MoEYI-aligned diagnostic, educational assessment centres in

each educational region.
13. Equip Regional Offices with the services of multi-disciplinary teams
(Clinical Psychologists, Educational Psychologists, Educational
Diagnosticians, Guidance Counselors, Social Workers, for example,)
whose services may be shared in clusters).
These services may be engaged as needed, or through other
arrangements made by the MoEYI.
14. Pursue partnerships with relevant MDAs to provide for access to
professional and technical services and support, where the MoEYI‟s
resources do not include the resources or capacity.

59
18.0 SPECIAL CONSIDERATIONS

The MoEYI undertakes the following considerations for equitable and

quality educational services within available resources:

1. Appropriate provision of educational services to meet the needs of

students with exceptionalities at the primary and secondary levels.
2. Provision of an appeal process to allow parents/guardians/caregivers
access to due process to address grievances or concerns regarding
services or other decisions on behalf of their child/ward.
3. Development, monitoring, and/or adaptation of curricula by the
MoEYI for use by students in special educational programmes.
4. Work towards achieving the following internationally recommended
teacher:pupil ratios for segregated settings in keeping with 2030
Vision targets:

Blind/Visually Impaired 1:8

Deaf/Hearing Impaired 1:8
Learning Disabilities 1:16
Emotional/Behavioural Disorder 1:8
Severe Emotional/Behavioural Disorder 1:3
Intellectual Disability 1:12
Multiple Disabilities 1:5
Attention Deficit Hyperactivity Disorder (ADHD) 1:3
Autism 1:3

5. Provision of teachers‟ aides or caregivers to assist in the efficient

delivery of instructional programmes and services in segregated
facilities.

60
 6. In partnership with other relevant MDAs, provide access to advisory
and technical support for home-based and community-based
programmes which fall under the purview of the MoEYI, via various
modalities such as public seminars, web-enabled platforms, public
broadcasting and educational materials produced by the MoEYI
7. To recognize and appropriately classify institutions serving the
educational needs of students with exceptionalities in segregated
settings to reflect programme levels; and ensure access to related
benefits.
8. To facilitate and support collaborative arrangements for schools
offering vocational training to students with exceptionalities in shared
facilities or service clusters.
9. To verify the authenticity of documented disabilities to facilitate
requests for accommodation.
10. To provide recommended accommodation to promote optimal
performance in examination conditions.
11. Provide for flexibility in the minimum age eligibility requirements for
students assessed as talented and gifted to sit examinations; and to
access secondary or tertiary education although they may be under
the prescribed age requirements (See Section 38.0, Education
Regulations, 1980).

19.0 Considerations for Post-Secondary and Higher Education

It is recognized that a diagnosis of exceptionality or a disabling condition

continues throughout the individual‟s educational development. The need for
educational support and services continues into the post-secondary years. The
provisions for consideration for students pursuing post-secondary or higher
education should focus on the continuity of services to support equitable access

61
to education, providing the students qualifies and matriculates within similar
processes and procedures as his or her peers. To this end:

1. Students suitably qualified to enter a post-secondary institution, or

institution of higher education should not be excluded because of a
documented disability (See National Policy for Persons with
Disabilities, Section IV.2).

2. Post-secondary institutions or institutions of higher learning should

provide opportunity for voluntary self-disclosure of a disability or
special educational need. Disclosure statements are to be treated
with strict confidentiality.

3. Students may disclose a disability or special educational need to

receive reasonable accommodations to facilitate optimal performance
within the context of fair play and equity.

4. Institutions should employ reasonable efforts to ensure that students

are not excluded from a course of study for which they are qualified
because of a disability.

5. Students with exceptionalities should not be assessed or evaluated

for progress using modes that adversely discriminate against them.

6. Support at the post-secondary or tertiary level for students with

exceptionalities should be provided through the institution‟s student-
service programmes.

20.0 SUPPORT

1. The Department of School Services (DSS) shall have responsibility to

monitor the implementation of policies in daily practice:

62
 a. Provide support for teachers and parents of students with
exceptionalities26.
b. Provide equitable distribution of educational support, services and
resources across educational regions.
c. Establish and expand the provision of accommodation services for
students with varying exceptionalities throughout the education
system.
2. Pursue inter-sector and interagency linkages to support students and
families with exceptionalities.
3. Accommodate the use by parents of para-professionals (trained
caregivers/aides) for classes for students with more complex and involved
diagnoses (severe behavioural disorders, autism, multiple disabilities, and
moderate-to-severe conditions, e.g.).

21.0 EDUCATION AND TRAINING

The following provisions are intended to facilitate continued commitment

to professional development for practitioners; and to ensure that appropriate
quality educational services are provided for students with exceptionalities.

21.1 In-Service Training

1. Teachers serving students with exceptionalities must complete a

minimum of fifteen (15) hours professional development in special
education, each three (3) year period.
2. Teachers serving students with exceptionalities must be certified in
the areas of special education relevant to the population with which
they work.
3. Teachers, particularly at the primary level, must engage in
professional development and supplemental training activities to
26
(In collaboration with National Parenting Support Commission)

63
 increase their skill-sets and competencies to plan, implement and
monitor programmes for students with a variety of learning needs.
4. Teachers with the requisite special education training should be
engaged in organized support activities (interventionists, resource
personnel, e.g.) in general education settings across the system.
5. School personnel should be trained in appropriate behaviour
management strategies to establish clear guidelines for students
identified as having special educational needs.

21.2 Curriculum Development

6. Provide curricula to prepare students with exceptionalities for life

beyond school through school-to-work transition and vocational
training.

7. Collaborate in the design and implementation of programmes to

address the development of personal, emotional, social and
independent living skills for students with exceptionalities through
the relevant units or departments of the MoEYI.

21.3 Parent Support

8. Provide access to counseling and other support to promote the well-

being and mental health of parents/guardians/caregivers of students
with exceptionalities; as well as other para-professionals in the field.

21.4 Pre-Service Training

9. Collaborate with tertiary institutions to design and implement a

mandatory course in special education to prepare all teachers-in-

64
 training to address the diverse needs of learners with
exceptionalities.

22.0 PARTNERSHIPS

The MoEYI has been working in partnership with families, other

government agencies, and private organizations to provide and deliver special
education programmes and services. To ensure that all children with
exceptionalities perform to their maximum potential, it is envisioned that all
students, families, schools, government agencies, non-government agencies,
private voluntary organizations and private institutions work collaboratively. To
this end, the MoEYI will promote and maintain partnerships with current and
potential stakeholders, to optimize learning outcomes and enhance the delivery
of special education programmes and services. The MoEYI will, therefore,
encourage and seek to formalize the following:

1. Increased involvement and partnerships with parents in the education of

their children.
2. Strengthened existing collaboration with Non-governmental Organizations
(NGOs); and establishing new stakeholder relationships.
3. Strengthened collaboration with internal units and departments of the
MoEYI and external agencies to facilitate an efficient identification and
intervention process for students considered at-risk for developing
disabling conditions.
4. Increased empowerment and education for parents through parent
support activities to aid understanding of their children‟s needs for early
stimulation and diagnostic or therapeutic services.
5. Collaboration with agencies or other private entities which provide
specialized services to access critical services for students with
exceptionalities.

65
6. Multi-sectoral collaboration with other Government of Jamaica (GoJ)
agencies to ensure access to appropriate services, placement and/or
educational provision for students with exceptionalities.
7. Institutionalization of an extensive and continuous public education
programme on special education issues through the relevant department
of the MoEYI.

66
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