World*Go*Round, Vol. 32, No. 5. December, 2005

Letter from the President

The elementary school where I work is in a small town of 12,000, about 15 minutes from Budapest. Our school is unique in many ways - it is the "oldschool" of the city -the first one to be established, which has served children and their families for over 100 years. Now it is one of three available elementary schools (grades 1-8). Over a decade ago when I was employed at the schools as a result of a joint decision of the leadership and staff special education classes were incorporated at the school offering education for mentally handicapped children of the region. At that time segregation was the rule, so it was novel for us to introduce partial integration in our school with special education teachers offering their services to children during academic time, but otherwise the children and classes were integrated into the mainstream life of the school. It was one of the first of its kind.
As I was sitting in one of the special education classes after observing a student I mused on what a long way we have come. Instead of opting for segregation - we made a step forward to partial integration. Since then laws governing education have changed. Integration is preferred by law, ensuring extra finances per integrated student for the school. This is an important incentive for most schools as they are financed on the level of the year 2000. While laws provide incentives for schools, there are no guarantees built in to provide needed special educational and psychological services for these integrated children. The parent who opts for their child to be educated as an integrated student - even with the best of intention - might be jeopardizing their child?s development by professionals prepared to meet their child?s special educational needs. There are no guidelines at present for integrating students - so in many cases achievements of integrated students are compared to criteria set up for mainstream children. This unfortunate practice creates anxious and/or disenchanted children who do not want to attend school or do so unhappily. Thus it is difficult
to unambiguously state that we are indeed making a step forward - or I am just too impatient, expecting that every change should be unanimously for the better when we are talking about children?
When thinking about ways forward, how to serve the best interest of children, those less fortunate come to my mind. How many school-aged children have the opportunity to attend schools? According to UNESCO statistics the World about 85% of children have access to primary education. The gap is wide: 97% of children have access to primary education in developed countries, but only 82% in developing countries. There are also significant differences in the average length of education. In developed countries it is 16 years in developed countries it is barely 9 years. Inequality between genders is apparent in developing countries, girls receiving on the average 1 year less education. And this is only taking access to education into account. UNESCO reports emphasize that the quality of education is as important as access. In examining success stories they pinpoints that high esteem of teaching as a profession, high requirements in teacher training, rigorous in-service training, ensuring school-readiness and successful qualitative reforms backed by a strong leading role of the government and a robust long-term vision for education are ll important elements in achieving improvement in the quality of education.
School psychologists all over the world should help people realize that education is an important step forward for the individual and the country alike, and that education should be for all. School psychologists in coalition with teachers can help children to become self-actualizing and able members of society who can fulfil their dream and reach the goals they set for themselves. School psychologists building strong national associations can influence educational policy as well. It is our opportunity and responsibility at the same time to emphasize children's needs and ensure that they are met.
Nora Katona