By Stephen V. Lansana
Freetown, July 7, 2026 — The Dorothy Springer Trust (DST), in collaboration with Organisations of Persons with Disabilities (OPDs), has urged government and development partners to urgently address critical shortcomings in Sierra Leone’s Radical Inclusive Education Policy. Activists warned that thousands of children and young persons with disabilities continue to face barriers to quality education despite existing laws and policy commitments.
The call was made during a press conference at the DST Conference Hall, Race Course, Freetown, which was attended by representatives from the media, Special Educational Needs and Disabilities (SEND), civil society organisations, One Family People, and teachers.
Advocates outlined five priority areas: ensuring the National Radical Inclusion Policy is genuinely inclusive, guaranteeing accessible education for all children, strengthening accountability in implementation, fostering partnerships for change, and promoting equitable opportunities.
DST Chief Executive Officer Dr. Abdulai Don Dumbuya said that despite strong legal frameworks and international obligations, implementation remains weak. “Schools remain inaccessible, learning materials are inadequate, specialized support and assistive devices are scarce, and educators often lack the necessary training to support learners with disabilities effectively,” he noted.
In a press statement titled “No Radical Inclusion without Disability Inclusion: A Call to Action for Sierra Leone’s Children and Young Persons with Disabilities”, activists highlighted inequalities across districts, citing the 2025 audit report which revealed disparities in resource allocation and program implementation. They argued that these gaps undermine both the Sierra Leone Disability Act and the National Education Sector Plan, as well as Target 4.5 of the Sustainable Development Goals.
Concerns were also raised about the absence of a dedicated budget for the SEND Unit within the Ministry of Basic and Senior Secondary Education (MBSSE), limiting its ability to coordinate inclusive services. Activists further criticized the limited participation of OPDs, parents, and young persons with disabilities in planning and budgeting processes, which they said violates Article 4 of the UN Convention on the Rights of Persons with Disabilities.
The groups called on the MBSSE to establish a dedicated annual budget for the SEND Unit and urged the Ministry of Finance to mainstream disability-inclusive budgeting across the education sector. Development partners were encouraged to increase targeted investments in disability-inclusive interventions, while district authorities were asked to ensure equitable distribution of resources and accessible learning environments.
Parliamentary oversight bodies were also urged to rigorously monitor the implementation and financing of inclusive education commitments.
Mr. Sallieu Turay, Headmaster of the Milton Margai School for the Blind and Public Relations Officer of OPDs, commended government support but stressed that “much more needs to be done.”
Sorie Ibrahim Koroma, Monitoring and Evaluation Officer at One Family People, highlighted ongoing efforts to train teachers in Freetown on methods to support students with hearing impairments. Civil society representatives, including the Headmistress of Freetown Cheshire Home, also shared testimonies on how barriers continue to affect students across Sierra Leone.
Activists concluded that genuine inclusive education requires deliberate investment, stronger institutional capacity, improved data systems, and robust accountability frameworks to ensure that no child is left behind.