Challenges Ahead

The overview of specific policies and initiatives for persons with disabilities in the area of primary and secondary education reveals the interest of policymakers in facilitating the accessibility of schools and, to a lesser extent, in adapting the curricula and training of teachers. These policies and initiatives have, however, a number of limitations.

The policies and initiatives that address accessibility to the mainstream school system have specific limitations. First, data on the number of schools accessible or the number of students with physical disabilities remain limited. Second, the efficiency of these policies and initiatives that facilitate accessibility is unclear. For example, students with physical disabilities stress their limited impact, underlining that it can sometimes take years for schools to be made accessible. Third, there is no specific budget allocated to cater for the needs of persons with physical disabilities in the education system. This does not mean that the funds do not exist given that there is a sum dedicated to maintenance and construction of buildings under which enhancing accessibility falls. However, it does point to the lack of specific resources.

The issue of adaptability is even more problematic. The need for staff development and training to accommodate the integration of students with physical disabilities in the education system has been acknowledged by governmental and non-governmental actors. The National Disability Strategy sets forth this need and proposes ways forward. In the non-governmental sector, AHS is conducting an “attitudes-changing workshop” for school principals and educational counsellors at the beginning of each school year for the schools in which AHS students are to be integrated. However, public resources for staff development and training are scarce to non-existent. Interviewees report that the Ministry simply expects the teaching staff in the education system to be knowledgeable in dealing with students with physical disabilities.  According to constituents, however, this is not always the case.

The issue of female illiteracy needs to be specifically addressed. It is indeed not mentioned as a priority despite the evident and prevailing gender gap.

Generally, there is an impetus at the policy level for inclusive education. Efforts are however needed to accelerate the implementation of comprehensive initiatives that could facilitate the accessibility and adaptability of education services. This raises the issue of institutional coordination and responsibility. While several institutions are responsible for the implementation of initiatives in the education field, no clear coordination or monitoring mechanisms have been developed. Indeed, despite the assignation of a liaison officer at the Ministry of Education, there seems to be currently no official body responsible for the management or implementation of Law No. 31 in the educational system.