Educators in the African continent have a powerful role in helping students see themselves reflected in the world. For individuals with disabilities who experience their basic right to go to school, the classroom may be the only place where these students can feel safe and be themselves.
Students with disabilities are more likely to be marginalized, bullied and experience harassment in our schools and it is our roles as parents and stakeholders to advocate and ensure that school environments are safe for all children. If we do not do this, quality learning that involve inclusiveness cannot happen. How can we do this? Many advocates and educators already are. Creating a school environment that acknowledges and affirms inclusive learning engagement takes work, but thoughtful educators and the Nigerian government can build inclusive conditions that support the needs of all atypical children which includes those with autism, down syndrome, attention deficit hyperactive disorder, orthopedic impairment, cerebral palsy to mention but a few. These are children who struggle through activities of daily living, socialization and functional academic work. Research reveals that each day in the United States, millions of these children go off to school, all with different strengths, weaknesses, abilities and disabilities that necessitate some type of special instruction. A special education service therefore, is a specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. Fortunately for these children, the Special Education law called Individuals with Disabilities Education Act. (IDEA) in the USA, helps to reduce the gap that restrains them from achieving their full educational potential.
The United States is involved in developing the functional and academic needs of all individuals with disabilities and strongly challenges attitudinal barriers that prevent equal access and keep those with disabilities from full inclusion in society. Is Nigeria involved to ensure that significant physical modifications are made to improve access for individuals with disabilities in schools? Research reveals that Section 8 of the National Policy on Education in Nigeria only gives guidelines for programmatic stability in special education but in practice, it is a national policy and not a national law instituted by legislation. The Nigeria public school system and policies do not fully support that students with disabilities will have access to safe and inclusive classrooms.
There is a need for a collaborative approach to make things work! Are we prepared to implement a whole school inclusive approach to ensure that disability rights in Nigeria are protected? When we let our government know that our school systems are hate free zones and that children with disabilities are welcome, we join educators across the world in making sure all students feel safe and are ready to learn. There is a need for inclusivity in our education system here in Nigeria and this is what is sure to be a dynamic conversation as we move on with potential to alter the trajectory of how individuals with special needs will be valued. When we work together, students’ achievement gap can be eliminated.
Isaac Osae-Brown
Isaac Osae-Brown works for the Compton Unified School District in California, as an Education Specialist and a beginning Teacher Mentor. He is an advocate and a speaker for Special Education services in the United States and abroad. www.facebook.com/inclusivemindset
