Taboos, Leadership and the Plight of Special Students in Africa

Taboos, Leadership and the Plight of Special Students in Africa

Taboos, Leadership and the Plight of Special Students in Africa

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

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

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

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

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

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