Barriers to quality education for physically challenged students in Nigeria

Education is a fundamental human right and a gateway to personal development and societal contribution. However, for physically challenged students, this gateway is often fraught with barriers that make the journey towards quality education a formidable challenge.

Despite the goal of Sustainable Development Goal 4, which aims to ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities—a goal to which Nigeria has committed—children with disabilities continue to face numerous barriers. Also, with the Nigerian government’s commitment to inclusive education, as evidenced by various policies and international agreements, the reality on the ground tells a different story.

Recently, the Ekiti State government introduced initiatives aimed at tackling the difficulties encountered by persons with disabilities (PWDs). Princess Adetoun Agboola, the adviser on the state’s special education and social inclusion, mentioned that several such programmes have been launched to enhance inclusivity and accessibility. In a similar vein, the Lagos State governor, Babajide Sanwo-Olu, marked his 59th birthday by celebrating with 250 children living with disabilities and their teachers.

Regarding education, the Ekiti State government announced the establishment of three specialised schools: one for the visually impaired, one for the hearing impaired, and one for those with physical and intellectual disabilities. While these efforts are commendable, for many physically challenged students, access to quality education remains a distant dream, hampered by a host of systemic, infrastructural, and societal barriers.

One of the most significant challenges faced by physically challenged students in Nigeria is the lack of accessible infrastructure in schools. Many educational institutions in the country are not equipped with the necessary facilities to accommodate students with physical disabilities. This includes the absence of ramps, elevators, and accessible restrooms, which are essential for students who use wheelchairs or have mobility impairments. In many cases, classrooms are overcrowded with seating arrangements that do not consider the needs of physically challenged students, making it difficult for them to move around or participate fully in classroom activities. The only places where these provisions are guaranteed are the specialised schools for children with special needs. However, it is important to note that inclusive education entails integrating persons with disabilities and their non-disabled peers in the same learning environment, equipped with adaptable facilities and resources.

Societal attitudes towards disability in Nigeria are often characterised by stigma and discrimination, which can have a profound impact on the education of physically challenged students. In many communities, there is a lack of awareness and understanding of disability, leading to the marginalisation of individuals with physical challenges. This societal bias is often reflected in the school environment, where physically challenged students may be subjected to bullying, isolation, or even outright exclusion from certain activities. Cultural beliefs and practices can also play a role in hindering the education of physically challenged students. In some parts of Nigeria, disability is viewed as a curse or a punishment, leading to the social exclusion of physically challenged individuals. Families may be reluctant to send their physically challenged children to school due to fear of discrimination or because they believe that education is not worthwhile for someone with a disability. This cultural stigma can discourage physically challenged students from pursuing their education or participating fully in school life.

While Nigeria has made strides in developing policies and legal frameworks aimed at promoting inclusive education, the implementation of these policies remains a significant challenge. The Nigerian government has ratified various international conventions, such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD), which calls for inclusive education. However, there is often a gap between policy and practice, with many schools lacking the resources, training, and support needed to implement inclusive education effectively. The Discrimination Against Persons with Disabilities (Prohibition) Act of 2018, recently passed into law, guarantees persons with disabilities the unrestricted right to education without any form of discrimination or segregation. The Act also mandates that all public educational institutions must be inclusive and accessible to persons with disabilities. Furthermore, in 2015, Nigeria adopted the National Policy on Special Needs Education. The Child Rights Act also mandates that every child is entitled to free, compulsory, and basic education, and it is the responsibility of the Nigerian government to provide such education. Despite these provisions, it is evident that Nigeria is failing to uphold both its own laws and its international obligations. This lack of enforcement undermines the effectiveness of existing policies and leaves physically challenged students without the legal protection they need to access quality education.

In addition, there is often a shortage of teaching materials and resources tailored to the needs of physically challenged students. For example, students with visual impairments may have limited access to Braille textbooks, and students with hearing impairments may not have access to sign language interpreters. Without these resources, physically challenged students are at a significant disadvantage and may struggle to keep up with their non-disabled peers. Another educational barrier is the prevalence of overcrowded classrooms in many Nigerian schools. In such environments, teachers may not have the time or capacity to provide the additional support that physically challenged students require. This can lead to physically challenged students being overlooked or left behind in their studies.

Economic factors play a significant role in the barriers to quality education for physically challenged students in Nigeria. Many families of physically challenged students face financial constraints that make it difficult to afford the cost of education. This includes not only tuition fees but also the cost of transportation, specialised equipment, and medical care. In some cases, families may prioritise the education of non-disabled children over physically challenged children, believing that the latter have fewer opportunities for success. The lack of government funding and resource allocation for the education of physically challenged students is another critical economic barrier. Many schools do not have the financial resources needed to provide the necessary accommodations and support services for physically challenged students. This includes the cost of training teachers, purchasing specialised equipment, and modifying schools. facilities to make them accessible. Without adequate funding, schools are unable to provide the quality education that physically challenged students deserve.

These challenges have hindered the advancement of inclusive education, as outlined in the revised 2017 National Policy on Inclusive Education. These barriers are not just physical in nature; they are also deeply rooted in societal perceptions and attitudes towards disability, the inadequacy of resources, and the lack of specialised training for educators. The result is an educational system that, despite its best intentions, often leaves behind those who need the most support. In a country where education is a key determinant of future success, the exclusion of physically challenged students from quality education perpetuates a cycle of poverty, dependency, and marginalisation.

However, these barriers are not insurmountable. With the right policies, resources, and societal commitment, it is possible to create an educational system that is truly inclusive and accessible to all students, regardless of their physical abilities.