In Zambia, children with special needs can often be overlooked by their caretakers and teachers. This is especially true of those with hidden learning disabilities. High student-to-teacher ratios, multiple grades in a single class, and no formal teacher training can make it challenging for teachers in our community schools to identify learners with special needs within their classrooms.
Tapela, a new addition to the Impact One team who has experience working with children with special needs, got to know Edward during a recent library visit. Edward was excited to come for his first term visit with his friends and teacher. He participated fully and was very keen to show what he was reading to Tapela, yet he remained isolated.
Edward’s school visiting the library
During this time, she observed his interactions with other students and asked the teacher about him. Teacher Rita said, “Edward is a very intelligent and energetic child, but sometimes he’s quiet and doesn’t want to write.”
After the library visit, Tapela followed up with a visit to Edward’s school to observe him during a Jolly Phonics literacy lesson. While watching the well-planned lesson being delivered with precision by Teacher Rita, Tapela was excited to see Edward participating fully with the singing, actions, sounding out of letters, and writing in his notebook.
Edward’s story shows some of the hidden blessings of our program. In any other classroom, Edward may have been left out or fallen behind in the work. And although we haven’t introduced any specific curriculum for children with special needs, the things we have taught our teachers in literacy, student-centered methods, and child protection are helping them create inclusive environments where all students can thrive.