Helping children overcome barriers to education

Helping children overcome barriers to education

Jock Paul, Contributor, Jakarta

As soon as some children learn to overcome serious challenges in
their young lives, other barriers -- these ones out of their
control -- are erected in front of them.

With the right opportunity and training, students with
learning disabilities are proving that they can succeed alongside
other students. Unfortunately, many students are still not
getting the opportunity because of the lack of education about
learning disabilities and discrimination.

If they are not identified, learning disabilities usually have
a severe effect on a child's education and confidence, and adding
to the problem a lack of diagnosis continues to be the biggest
barrier to these children's education.

But when properly treated and then given the opportunity,
students with learning disabilities can lead a productive life
and succeed academically alongside other students as the students
at Yayasan Pantara elementary school in Jakarta have proven.

A learning disability is defined as a neurological disorder in
which a person's brain works or is structured differently.
Learning disabilities can affect a person's ability to speak
listen read, write, spell, reason, recall, organize information
and do mathematics.

Because learning disabilities cannot be seen, and because the
characteristics of learning disabilities vary, they often go
undetected.

When students are diagnosed at a younger age there is a
greater possibility of them developing and improving. Their
confidence is still in good shape and their social skills and bad
habits are not as entrenched, said Dr. Vitriani Sumarlis, the
resident psychologist with SD Khusus Pantara elementary school.

The school teaches only students with learning disabilities
and is part of a Yayasan Pantara elementary school working to
improve the lives of children with learning disabilities.

The foundation was established in 1994, shortly after a report
by the Ministry of National Education found that half of the
students that flunked out of school were of normal intelligence.
Of the 50 percent who were of normal intelligence, about half
were diagnosed with learning disabilities, said Vitriani.

Yayasan Pantara began its activities by working with the
education ministry to train two teachers from each province to
recognize children with learning disabilities, and how to teach
and work with these children.

The program ended in 2000, but for the past two years 50
teachers from South Jakarta have undergone training and the
program for teachers from other places in the country will be
restarting again in a few months, said Vitriani.

The feedback from the teachers has been very positive, many of
them said that they do not know how to handle these children, or
about the resources available to them, she added.

Since 1997 the foundation has been able to demonstrate to
teachers how children with learning disabilities are succeeding,
and how they are taught at its elementary school. The school
follows the national curriculum but modifies teaching strategies
and has two teachers for each class of about ten students.

Only students with diagnosed learning disabilities are
admitted to the school, and the purpose of the school is to teach
and treat students with learning disabilities and prepare them to
be reintegrated into the public school system.

The most important thing that these children need is
confidence, Vitriani said. Children will usually try to hide
their deficiencies, or make excuses. A kid who is having trouble
reading might act out or complain when he or she is called on to
read.

Dian, a first grade teacher at the school, said there are two
keys to helping students with learning disabilities;
communicating with their parents, and helping the students
understand their own challenges in learning.

Beginning as early as the first grade, teachers teach the
students to understand their strengths, weaknesses and ability to
learn and help them to develop their own strategy of learning,
Dian said.

"The basic problem is a perceptual disability, the children do
not understand that they are distracted," said Untung S. Drazat a
grade five teacher. He said that the teachers gave the students
exercises to improve their perception.

Beginning in grade four the school has an integration program
to help the students adjust to the public school when they
graduate from SD Khusus Pantara in grade six, or sooner if they
wish and are ready, Untung said.

The students practice socializing and role play to get used to
the increase in the number of students at public school, and the
teachers prepare them to receive less individual attention,
Untung said.

Unfortunately all the hard work that the students and teachers
at SD Khusus Pantara put in is often fruitless because of the
discriminatory admission policies of some junior high schools.

Many parents of graduates of special elementary schools have
found that middle schools are unwilling to accept their children
when they find out where their child went to elementary school.

Even after he passed the academic admittance test at his
desired middle school, Rinati Adrin's son was not accepted
because he failed a psychological test.

Junior high schools are allowed to accept only who they wish
and there is nothing obliging them to accept all students that
meet a specific criteria, so there is little incentive for them
to accept a student that might require a little more attention.

When Rinati stopped telling the schools where her son went to
elementary school he was accepted at the next school he applied.

"If he was not accepted here, where can he go to school?"
Rinati said in frustration, adding that the government must take
this problem seriously.

The barriers exist for students despite the fact that,
according to Vitriani, when the students enter public school
again they usually do not have too many problems with adjustment,
as long as they are well supported by their parents, and teachers
are aware of the students' situation.

Vitriani said it would be advisable to have a high school
similar to SD Khusus Pantara to help students that are diagnosed
later, but that the most important thing is to educate people
about learning disabilities.

Considering the lack of priority that the government is giving
education, her modest expectations are realistic. Indonesia spent
just 1 percent of Gross Domestic Product on education in 2002,
compared to between 4.5 percent to 7 percent in developing
countries, and 2.5 percent to 7.5 percent in many other
developing countries.

Despite the challenges children face, Vitriani remains
optimistic about the impact of Yayasan Pantara's work.

The simplest and most important part of treating and helping
children, she said, remains simply identifying problems and
adjusting parents' expectations -- and helping children
understand their own challenges.