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Mrs Modupe Anorkplim Nukunu, Executive Director, Human Rights Advocacy Centre (HRAC), has called for a comprehensive capacity building for teachers on learning disabilities in the country.
This will help them understand conditions such as dyslexia, a learning disability, and develop better strategies to help and manage students with it.
Mrs Nukunu made the call in Accra at a two-day workshop for teachers and pupils of Brookwood Hill School in Ogbojo in Accra.
The training programme is organised by HRAC as part of its 16th anniversary in collaboration with the Africa Dyslexia Organisation and funded by Crossroads International.
The aim is to raise awareness and provide practical strategies to help teachers and students better understand and manage learning disabilities in the classroom.
The training session focused on interactive sessions, case studies, and practical tools that were applied in the classroom setting.
“A lot of people have suffered in the hands of teachers because of the lack of knowledge on learning disabilities.
“If somebody cannot read or spell a word in school, that doesn’t mean that the person is dumb,” she said.
The workshop, she stressed, would enable teachers to appreciate and understand the models of learning disabilities and not resort to beating students when they faced with learning challenges.
She said there were other forms of learning for people with reading challenges and said a system was being put in place to diagnose students with such challenges and solution for them.
“We believe that by enhancing awareness and understanding of learning disabilities, we can create a more inclusive and supportive learning environment for all students,” she said.
Mrs Nukunu urged school authorities to reach out to institutions to conduct research and champion advocacy on learning disabilities.
That, she stated, would help make teaching and learning better for teachers and learners.
Mr Constantine K. Akakpo, Headmaster, Brookwood Hill School, expressed satisfaction about the collaboration, describing it as a “very good initiative”.
He said the programme had exposed the school to learning challenges that they were not aware of and put them in the right frame to develop mechanisms for managing them.
“Some schools marginalise some of these children. We rather need to bring the child closer and give help to the child,” he said.
He called on authorities and stakeholders in the education space to scale up the interventions to ensure inclusivity and better learning outcomes.
Source: GNA
