Inclusive and special needs education: Prof Sider calls on Vice-Prime Minister Dookun-Luchoomun

The consultant from Wilfred Laurier University of Canada, Professor Steve Sider, paid a courtesy call on the Vice-Prime Minister and Minister of Education, Tertiary Education, Science and Technology, Mrs Leela Devi Dookun-Luchoomun, this morning at the MITD House in Phoenix. He was accompanied by the Director of Special Education Needs Authority (SENA), Mr Arvin Authelsingh.

In his statement, Professor Sider highlighted the progress achieved in Mauritius regarding inclusive education. He recalled the significant measures implemented over recent years for the advancement of specialised schools. Professor Sider acknowledged the growth of SENA as an institution and emphasised its dedication to supporting the needs of students, families, and teachers.

Mr Sider outlined that discussions with the Vice-Prime Minister focusing on areas with potential for growth and development in Mauritius. He addressed the importance of assisting teachers and school leaders in both primary and secondary, mainstream and non-specialised schools to include students with disabilities and special educational needs. He stressed the necessity of transferring the progress achieved in specialised schools to mainstream ones.

Highlighting the increasing number of children with autism in Mauritius, Mr Sider underpinned the need for new programmes such as training in Applied Behavior Analysis. He expressed hope that counsellors, school leaders, managers, and teachers would have the opportunity to acquire this knowledge and related skills.

Moreover, Professor Sider underscored the imperative to shift the mindset of teachers and school leaders in mainstream schools regarding students with special needs. He mentioned an upcoming workshop on 19 March 2024 led by himself with school directors and leaders, with one of the main topics being the human rights perspective on disability. He delved on the critical role of school leaders in ensuring equality and belonging for all children from both school and societal perspectives.

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