Mom pursues education degree to teach autistic daughter

When schools repeatedly turned away her autistic daughter, Kimmoy Gayle refused to accept that the child would be left behind. Instead, the 34-year-old mother enrolled at The University of the West Indies (UWI) and began training to become the teacher her daughter needed.

The Westmoreland native is gearing up to begin her third and final year pursuing a Bachelor of Education in Early Childhood Development and Family Studies this September. She boasts a 3.98 GPA and has earned a place on the Honour Roll three times — accomplishments she says are inspired by the little girl who transformed her life.
 

“I made up my mind that, if I can't get her into school, I am going to enroll into university and become a teacher so I can teach my child, because I would not allow my child to be left behind,” Gayle told THE STAR.

Her daughter, now six, was born prematurely after what she described as a healthy pregnancy.

“She was hospitalised after birth for about two weeks, because oxygen was locked off from her brain,” Gayle explained. 

For the first few years, she believed her daughter was simply developing at her own pace. But, by age two and three, she noticed something was different.

“She wasn't talking. I thought maybe because she wasn't around children her age.”

After enrolling her in school, teachers began raising concerns. An assessment later confirmed that the child had mild autism. An MRI also revealed a lack of white brain matter, affecting the speed at which she processes information. “It doesn't mean that she will not learn, but she learns at a slower pace,” Gayle said.

She recalls struggling through school, saying she was not always welcomed at the institutions she attended. One principal, she claims, even suggested that admitting her was a favour.
 

“Honestly, I cried,” she said. “I could hardly speak because I was in shock, questioning what she meant by it's a favour she's doing me.”

“I tried getting her into other schools but the principals denied her, indicating that they are not equipped or they don't have teachers trained for it. So it was a challenge to get her in school.” 

Gayle began teaching her herself and quickly realised her daughter was capable of learning, noting that it simply required finding different approaches. She paid close attention to what motivated her daughter.

“She loved to dance. She loved music and she loved to sing. So, what I did, I incorporated all of that into teaching her.”

“I got her to start writing in that short space of time. She was at that school for two years and could not even write A.”

Eventually, a space became available at a learning institution in Savanna-la-Mar. There, teachers noticed her daughter struggled to see work written on the board and suggested an eye examination.

“I got her eyes tested and there were very poor lenses in her glasses. She was near blind,” said Gayle.

The experience ultimately pushed Gayle to become an advocate for children with autism and their families. She recalls the emotional impact of her daughter’s diagnosis, saying she cried through the night before deciding she could not remain in self-pity but, instead, focus on how best to help her child.

She also pointed to the stigma surrounding autism in Jamaica.

“I've observed when I tell people that she's autistic, they'll be like, ‘Nuh call it dung pon her, pray about it,’ like it's some demon,” Gayle said.

For her, the focus is not on changing her child, but on seeking strength and guidance to support her development.

Now completing her practicum at her daughter’s school, Gayle says she has gained first-hand insight into the growing demand for specialised services and support systems for children with autism.

“I see how hurt and disappointed the parents are when they get turned back because the school really doesn't have the space to accept everyone.”

She is calling for more specialised institutions, more trained teachers and earlier intervention through the healthcare system.

The Ministry of Education has in recent years expanded teacher training in inclusive education and increased support for children with special educational needs. However, advocates continue to argue that more schools, assessments and specialised services are needed to meet growing demand.

“I want to become an advocate for these children and encourage other parents, because some parents, when they find out the child has a disability, they just give up on the child immediately.”

For Gayle, the discovery of her daughter’s condition became a turning point that reshaped her outlook on parenting and purpose. 

“My daughter has been a driving force for me. She has opened my eyes to things that I never knew I was able to do,” she said.