Some 41 learners with disabilities have graduated from the Transition Education Programme – an initiative aimed at helping special-needs children to prepare for secondary school and post-secondary learning.
This pilot programme was rolled out in May 2025 by the Guyana Council of Organisations for Persons with Disabilities (GCOPD) in partnership with MODEC Guyana Inc, and the Education Ministry, targeting learners with disabilities, including those who are blind and visually impaired.
Over the past year, children from Special Education Needs (SEN) schools in Georgetown as well as Regions Four (Demerara-Mahaica) and Six (East Berbice-Corentyne) received additional educational support to prepare them to write the National Grade Six Assessment (NGSA) and to also transition into the mainstream school system. It also targeted teenaged students for post-secondary skills training and academic opportunities.
According to GCOPD Programme Manager Ganesh Singh, this initiative is already yielding results.
“We had three learners with disabilities that sat the National Grade Six Assessment this year, and they were all successful and placed in secondary schools. They’re all from the New Amsterdam SEN School… Today, we recognise them along with all other learners that participated in the programme,” Singh noted during Wednesday’s graduation ceremony held at the National Library in Georgetown.
In addition to the New Amsterdam Special Education Needs School, the Transition Education Programme was also introduced at the David Rose Special Education School, Region Four Education Department – Special Education Needs Resource Centre, East Coast Demerara, and Port Mourant Secondary – SEN Unit, and also had students attending virtual classes as well.
“We worked with mainly students who were at the primary level, and we had students who were preparing for the National Grade Six Assessment. We have students that will be taking those Grade Six Assessments in 2027, and we also have some students at the secondary level that will be taking the different national assessments. So, we have a wide age range of students from about the ages of 8 to about 15,” the GCOPD Manager stated.
Given the success of this pilot phase, the GCOPD will continue working with its partners to expand the Transition Education Programme to more SEN schools across the country, supporting more learners with disabilities to successfully sit exams and also fully integrate into mainstream schools.
“So, it’s a programme that GCOPD would like to continue because we’ve seen the impact… “Three might not sound like a lot, but when you look at a population that has very few opportunities for education empowerment [for children with disabilities] over the years, three is a lot,” Singh posited.
One such partner is MODEC, a major player in the local oil and gas industry, that has already committed to supporting this empowerment of children with disabilities.
“MODEC supported this programme because we believe every child deserves the opportunity to learn, grow and reach their potential. We also recognise that the path may look different for every child, and sometimes, the right support can make all the difference,” MODEC’s Country Manager, Rafael Fumis, stated.
He pointed out that the company firmly believes that its contributions to Guyana’s development must extend beyond its operations, reflecting in how it supports people, strengthens communities and creates opportunities for Guyanese to participate meaningfully in the country’s development.
According to Fumis, for that development to be meaningful, it must be inclusive.
“Inclusion is not simply giving someone a seat in the classroom; it is giving them a genuine opportunity to learn, participate and succeed through support. As we close this programme today, I hope we see this not as an ending, but as a transition to what comes next – a new classroom, another level of education, skills training, university or perhaps a career that you may not yet imagine… There is a place for you in Guyana’s future, and MODEC is proud to have played a part in helping you prepare for it,” the Country Manager stated.
Meanwhile, Assistant Chief Education Officer – Special Education Needs at the Education Ministry, Dr Keon Cheong, also emphasised the importance of quality and equitable education and noted that the ministry cannot do this alone.
“Our partnership with external organisations and the development partners allows us to extend the opportunities, such as this one, to introduce innovative approaches and to provide additional support to learners who need it most. The support provided through this programme is an excellent example of what can happen when partners share a common commitment to improving the lives and educational outcomes of children,” Dr Cheong noted.
He further pointed out that initiatives like this play a vital role in improving the quality of life, especially for children with special education needs and disabilities. The ACEO noted that while these vulnerable children may require differentiated teaching approaches and technology or even individual support, it does not take away from their ability to thrive.
In fact, he lauded the programme’s virtual component that targeted learners who are blind or visually impaired, adding that it demonstrates the importance of technology in expanding the access to learning.
Dr Cheong noted that the three learners who sat the NGSA this year, coupled with two blind students writing the National Literacy Exam with Braille, highlights the progress being made in the Special Education Needs sector in recent years.
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