Education inspectors, head teachers, and Teachers of Learning Spaces (TLS) from 19 subdivisions of the Northwest Region recently upgraded their skills on inclusive education at the Baptist Center Nkwen Bamenda. This was during a one-day training organized by the CBC Health Services with support from UNICEF with focus to ensure no child with a disability is left behind. Similar workshops have taken place over the years to develop strategies on practicing inclusion in schools. Following a report from previous training that indicates that schools implementing these strategies saw a significant rise in academic success rates, this workshop aimed at expanding those gains.
Speaking at the workshop, Dr. Longla Bridget, Education Advisor to the SEEPD program, delved deep into the challenges teachers face when they have learners with disabilities in class, especially those with vision and hearing impairments. A major point of discussion was the communication barrier, which Dr. Longla noted is particularly challenging when mainstream teachers are not trained in special needs education and lack proficiency in braille or sign language. However, she pointed out various traditional ways to bridge this gap, ranging from explaining concepts through diagrams to clearly calling out numbers, especially when solving mathematical problems. She also emphasized that if these practical methods are not adopted, true inclusion will not be a reality, and children with disabilities will continue to be left behind.
During the workshop, which was characterized by exercises, Dr. Longla asked the teachers to reflect on the barriers they face during teaching and what they would modify after acquiring knowledge from the workshop. They face these barriers because the curriculum or resources (didactic materials) are designed without taking into consideration the needs of persons with disabilities. When this happens, teachers face numerous barriers which act as a limitation to learning. Following these reflections, the teachers identified specific barriers and modifications they would implement in their schools and how they will intentionally remove these barriers, creating a more inclusive learning environment for all.
To further empower educators, the Washington Group Short Set of Questions (WGSSQ) was introduced as a powerful tool that focuses on functional limitations rather than just asking a child if they have a specific impairment. By applying this tool, teachers will be able to quickly pinpoint the specific functional challenges a child is facing in the classroom setting. Following this session, a teacher narrated her personal experience trying to identify what was wrong with a child in her care, highlighting how the Washington Group Short Set of Questions (WGSSQ) would have helped her get more specific answers regarding the child’s functional limitations.
Teachers were also drilled on the Universal design for learning (UDL). The UDL is a concept that promotes inclusion and so she encouraged the teachers to always use the universal design, in that way, all personas with disabilities will be meaningfully and intentionally included. According to the concept, when you design only for children without disabilities, those with disabilities are excluded; however, when you design for children with disabilities, everyone is included.
At the close of the workshop, participants expressed deep gratitude to CBCHS and Dr. Longla for the opportunity, stating that the workshop was very timely. They further pledged to immediately implement the strategies learned and to share the knowledge gained with colleagues upon returning to their institutions. Through these collective efforts, the community is moving closer to a truly inclusive educational landscape in the Northwest Region.
