Advocates Push for Early Assessment and Resources to Support Special-Needs Learners in Trinidad and Tobago

Port of Spain, August 2026 – During a live segment on 95.5 FM, education activist Ms. Judith Devatoo (also referred to as Ms. Debetai) joined host Cameron to discuss the growing challenges faced by children who do not fit the conventional school model and to propose concrete solutions.\n\nMs. Devatoo explained that private special schools have been working alongside the Ministry of Education to assess children early, ideally before they reach Standard 1 or 2. She noted that many children are only assessed after Standard 4, when the gap between their reading age and chronological age has already widened, leading to higher dropout rates and, in some cases, involvement with the police.\n\n> “If we can capture the need early, the age gap wouldn’t widen,” she said. “Children who are not ‘cookie-cutter’ for government schools need special intervention promptly.”\n\nThe discussion highlighted that standardized assessments such as the SCA (formerly the 11-plus) are often missed because schools require a 30% pass mark before a child can sit the exam. Consequently, many children never sit the exam at all and fall through the cracks, ending up on the streets or in delinquent behavior.\n\nMs. Devatoo recounted the Pydio Learning Center, founded in 1998, which provides vocational training (plumbing, electrical work, computer skills) for street-involved youth. Funding from the Canadian High Commission enabled the acquisition of computers, AAC devices, and other resources. She emphasized that government-assisted schools also play a role, but many students still leave because they cannot keep up academically.\n\nThe interview turned to the need for mandatory early assessment. Ms. Devatoo advocated for assessments at Standard 1, arguing that early identification of learning gaps allows for timely support and prevents children from being held back later.\n\n> “Assessment should be mandatory at Standard 1,” she urged. “That’s when we can intervene before the system pushes them back.”\n\nCalls from listeners reinforced the points made. Several callers mentioned youth clubs such as “Move Up,” which run SCA and CSEC push programs, and highlighted the importance of donations (e.g., an air-conditioning unit for a homework center) to sustain these initiatives.\n\nThe conversation also covered the role of e-books. While e-books have been available for about three years, Ms. Devatoo warned of copyright issues and limited usefulness for visual or read/write learners. She stressed that audio learners may benefit, but many families lack reliable internet access, making traditional books and hands-on learning tools—like manipulatives, fruit-cutting activities, and note-taking—more practical.\n\nIn concluding remarks, Ms. Devatoo thanked the audience and called for broader community involvement, stating that “women is boss” and encouraging volunteers, teachers, and parents to support the ongoing education mission.\n\nThe interview underscored the urgent need for early assessment, adequate funding, and adaptable teaching resources to ensure that every child in Trinidad and Tobago, regardless of learning style or socioeconomic status, can access quality education and avoid marginalization.