Barbados Steps up push for inclusive education

Barbados is intensifying efforts to make its education and training system more inclusive, with government officials pledging to remove barriers that limit access for persons with disabilities.

Permanent Secretary in the Ministry of Training and Tertiary Education Patrick McCaskie said the goal is to ensure that every individual, regardless of ability, has an equal opportunity to learn and contribute to national development.

Speaking at the opening of the Caribbean Disability Conference, held at the Wyndham Grand Barbados from October 17 to 22, McCaskie described inclusive education as both a “fundamental human right” and “a global public good.”

“Inclusive education is not a privilege. Every learner, regardless of age, gender, social class, or ethnic origin, matters and belongs,” McCaskie said.

He highlighted Barbados’ National Policy for Improving the Lives of Persons with Disabilities (2023–2030) and the Rights of Persons with Disabilities Act, 2025, as key pillars supporting inclusion.
“These measures affirm equal access to education, employment, and participation in public life,” McCaskie maintained.

At the Barbados Community College (BCC), initiatives such as customised learning plans, reduced course loads, assistive technology for exams, peer tutoring, and one-on-one tutorial sessions are helping students with disabilities succeed.

The National Transformation Initiative (NTI) has also built accessibility into its online platform, enabling learners with dyslexia, autism, and other learning differences to benefit equally. Through a partnership with Coursera, over 100 international courses now cover disability inclusion, special education, and accessibility design.

McCaskie revealed that government, with assistance from the Latin American Development Bank (CAF), is upgrading infrastructure at the Samuel Jackman Prescod Institute of Technology (SJPI), Erdiston Teachers’ Training College, BCC, and the Barbados Vocational Training Board (BVTB) to improve accessibility.

“These reforms and infrastructural enhancements reflect the government’s philosophy that training and development must be inclusive, accessible, and equitable,” he said.

Shakir Daisley, second vice-president of the National Student Council, said students also have a role in advancing inclusion.

“We are here because we have the responsibility of being the voice of the students, whether able-bodied or differently abled,” Daisley said. “Our presence shows we are aware of what is happening and allows us to take what we learn back to our schools to help bring change.”

He noted some schools still face accessibility challenges.

“Bathrooms may lack handlebars, spaces are too small, and some teachers are unsure how to support students with disabilities. That puts stress on both teachers and students,” Daisley said.

He added that the information gathered at the conference will help advocate for improvements across schools.

“We learned that almost 50 per cent of the population is differently abled. With this knowledge, we can research and identify ways to support students more effectively,” he said.

Permanent Secretary in the Ministry of People Empowerment and Elder Affairs Mark Franklin contended that barriers continue to marginalise persons with disabilities.

“The theme Breaking Barriers, Advancing Inclusive Education for All Abilities is not just a catchphrase; it is a call to action,” he said.

While the government strengthens policies and services, including the National Disabilities Unit’s Call-A-Ride, Franklin stressed the need to address the shortage of disability-friendly vehicles, train teachers, collect better data, and design inclusive classrooms.

“We want realistic strategies to tackle the biggest impediments to inclusion. Failure is not an option. In the twinkling of an eye, anyone can become disabled.

“Let us build a Caribbean where inclusive education is a lived reality — where everyone, regardless of ability, has a seat at the table and a place in the sunshine,” Franklin said.

(LG)