Guantánamo.- The criminal and unjust economic, commercial, and financial blockade imposed by the United States government against Cuba for more than six decades is the main obstacle for the country’s development.
This hostile siege impacts all sectors of society, but its effect is particularly devastating in areas as sensitive and vital as education, and within it, in the care of children and young people with special educational needs.
In Guantánamo, emblematic schools dedicated to this self-sacrificing work, such as the “14 de Junio Special School and the “Desembarco del Granma School,” face the damage of this policy daily.
This unjust policy directly impedes the acquisition of specialized teaching resources, assistive technologies, Brailler machines, power strips, and other materials essential for the development and quality of life of its students.
The impossibility of accessing nearby markets and freely using the US dollar severely increases the cost and delays the importation of these inputs.
The shortage is evident in everyday but crucial details: from the lack of paper and colored pencils adapted for children with motor disabilities, to the obsolescence of audiological equipment for students with hearing impairments, to the shortage of specialized educational software.
The highly qualified and committed teaching staff use creativity each school year to fill these gaps, inventing materials with their own resources and donations, demonstrating that the blockade may limit resources, but not the dedication or love for teaching.
The human damage of this policy is incalculable; it directly affects these children’s fundamental right to a full and inclusive education, limiting their opportunities to learn, communicate, and develop skills for independent living.
The blockade, in essence, violates the dreams and potential of the most vulnerable, hindering Cuba’s remarkable efforts and progress in special education, recognized internationally.
Lifting the blockade is not just a political demand; it is a moral and humanitarian imperative.
Its end would allow these special schools in Guantánamo and throughout Cuba to access the resources they need without restrictions, ensuring that every child, without exception, receives the attention and tools they deserve to reach their full potential.
The Guantanamo educational community continues its work with resilience and love, but the world must know that the siege is the greatest wall hindering their progress toward excellence.
