Las Tunas, Cuba.- The essential premise of Special Education lies on the fact that there is not a single infant left without receiving the integral attention of all specialties. On this sense, Leonardo Ramírez Cruz refers, head of that teaching at the Provincial Directorate of Education; explains that in spite of the economic difficulties that the country is going through, the course started with all the schools running and so they have remained.

He added that this is the result of the preparation actions that were carried out from April to August to guarantee a successful school period.

Special Education is one of the most affected in Cuba by the economic, commercial and financial blockade of the United States against the Island. However, the teaching staff is assured and prepared to act accordingly with the demands of that level.

The State establishes measures that contribute to the proper functioning of schools of this kind, with the perspective of achieving an inclusive education. The material components for the study and their well-being is also assured. Teachers implement games and various means of teaching to compensate the shortcomings.

However, Cuba cannot access all the necessary equipment to develop the ideal learning of these children, such as mechanical writing machines in Braille, well known as Perkin, and Braillon paper, essential for the study of blind and visually impaired infants, as long as they are manufactured and marketed on American soil.

The nation has to import these equipment from other markets, which makes them very expensive and limits acquisition levels. Similarly, Dec-aphonic systems for deaf schoolchildren who require auditory stimulation are insufficient; as well as the sports implements that are used in the Special Olympics, and audiovisual and computer technologies. These are vital to introduce the educational programs that have been created for that teaching.

Despite this, the director points out that Special Education is committed to ensuring comprehensive training, the improvement of the Teaching System and the attention to the 100 percent of people with special educational needs. The first challenge is the adequate preparation of the teaching staff. Therefore, the approach and attention to the training centers are a priority. It also seeks that the lesson ponders the prominence of the students and links the family with the institutional project of the school.

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