In the Caribbean in general, understanding of, and provision for, dyslexia is low-level. The Antigua & Barbuda Centre for Dyslexia Awareness stated that there is:
➡• Limited knowledge about dyslexia
➡• Limited possibilities for access to special education skills training for literacy problems such as Dyslexia and dyslexic tendencies;
➡• Limited possibilities for students to increase coping skills without training of teachers in special education areas;
➡• Insignificant participation and short vision in State education activities and policies in the specific area of special education;
➡• Policies that do not fully translate the needs of literacy poor students in Antigua and Barbuda.
In a press release dated 13 September 2005, the current situation in AB’s educational system was brought to light by the Antigua and Barbuda’s Union of Teachers (ABUT). The press release highlighted the following:
In Trinidad and Tobago, dyslexia is seen as:
“a congenital organizing disability which impairs hand skills, short term memory and perception, so inhibiting the development of a child’s literary skills – particularly reading, writing and spelling, and sometimes numeracy”.
Further information is given from outside sources:
“Dyslexia, or Specific Learning Difficulty, is a congenital organizing disability which impairs hand skills, short term memory and perception, so inhibiting the development of a child’s literary skills – particularly reading, writing and spelling, and sometimes numeracy. In its effects, dyslexia can range from slight reading or spelling difficulties to complete illiteracy.”Dr. H. Chasty M.Sc. (Psychology) PhD., Director, Dyslexia Institute, U.K
“A different Learning Ability.”Barbara Foster, Director Teachers’ Training, Dyslexia Institute, U.K
Most of the countries in the Commonwealth Caribbean have adopted a philosophy of “education for all” (EFA) which means they accept the principle of development for all, including children with “special needs”. “Education for all” or inclusive education, appears on the one hand, to be a new educational philosophy aimed at creating an educational environment conducive to special learning needs of students in the region. On the other hand, in its implementation, it is an innovative strategy that brings many consequences to the table and has implications for the existing education structure at all educational levels.15 This educational philosophy, which aims at improving the quality of life, requires equally new ways and means to reach its goal with the objectives of correcting personal imbalances in the life of children who have a special need and sustaining positive impacts for the larger society by providing long term strategies (such as teacher education) that can cater to children who exhibit some kind of special educational need.
See for instance: