New findings by the Special Educational Needs and Therapy Empowerment (SENTE), reveal that structural barriers and lack of inclusive policies are responsible for forcing about 40 percent of Africa’s disabled children out of primary school.
African children with special needs are constantly faced with unique challenges that simply require them to have tailored support to thrive in everyday life.
For parents and caregivers, navigating these challenges can be quite strenuous and overwhelming, especially without the right resources or strategies to see them through.
According to a World Bank report, “Exclusion of children with disabilities from education has an adverse economic impact at the family, community, and country level.
“The schooling deficit experienced by children with disabilities can become the most challenging hindrance to earning an income and long-run financial health as adults.”
To address this menace, Mudi Nwacukwu, founder of Rhimamory, an organisation dedicated to helping all children, neurodivergent and neurotypical achieve their full potential with the right resources convened SENTE 2026 Conference and Trade Fair geared towards emphasising evidence-based practices and real-life experiences, that will help caregivers and professionals to gain new skills to enhance the lives of special-needs children.
Speaking on the theme; “Preparing for Adulthood: (For parents and caregivers of children with special needs)”, Nwachukwu, emphasised that her advocacy for the government’s policy support for children with special needs began after years of interacting with parents who lacked guidance and resources.
“In running the business, I met many parents and realised there was nothing for them in terms of support. They were stigmatised. They had no one to talk to and didn’t know where to get help or resources.
“In Nigeria, there exists lack of access to basic therapy services, and was confirm by someone who told me, there was no speech therapy in their state. Imagine the despair of parents in such places. The work is still heavy; there is so much to be done,” she said.
Besides, research has revealed that less than five percent of schools in Nigeria have specialised learning tools such as Braille machines, hearing aids, or adaptive communication devices, making it a hassle for parents of special-needs children to pick the right schools for their wards
Moreover, about 78 percent of parents with children with special needs in Nigeria report a lack of support from schools in addressing their children’s unique learning needs.
Beyond funding, Nwachukwu advocated for enforceable anti-discrimination policies to protect families and children with special needs.
“There are families that taxis refuse to carry because they have a child with special needs. Policies must make people take notice — if not from the goodness of their hearts, then from the fear of breaking the law,” she said.
Yinka Ogunnubi, the president of the Association of Corporate Treasurers of Nigeria and a parent of a child with special needs, frowned at the culture of silence driven by stigma meted on children.
“This issue affects a lot of parents, many lock up their children because of stigma.
“And because many cases are not spoken about, some parents take their children to spiritual centres to ‘cast out demons.’ While some are subjected several kinds of maltreatments,” he noted.
Ogunnubi called for government’s interventions which he said is critical expanding inclusive education.
“If we can make the government realise that there are many children on the spectrum not just autism, but Down syndrome, dyslexia, and other neurodivergent conditions, then we have a strong case for funding inclusive schools.
“Children should not be sent away from school because there are no teachers to support them. Every school must be inclusive, adequate regulation and funding would ensure that both public and private schools could accommodate every child, whether typical or neurodivergent,” Ogunnubi emphasised.
Solape Azazi, founder of Cradle Lounge Special Needs Initiative, emphaised the significance of early intervention and long-term planning.
She explained that a five-year-old autistic child will grow up to become an autistic 20-year-old, except for early intervention.
“What preparation have you made for adulthood? What financial plans are in place? What structures will support that child when the parents are no longer there?,” she queried.
There were several expert-led sessions, which discussed on how to make education accessible to children with special needs, and at the end of the conference, participants left with a toolkit of practical strategies for enhanced caregiving.
