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Over the past decades, the social, political, and professional influence of people with disabilities has increased significantly. All over the world, social barriers for people with disabilities are gradually being eliminated or reduced. It is associated with several factors, ranging from changes in support policies to developing technologies to provide a more comfortable life and access to the necessary resources. An important factor in this process is inclusive education and a reassessment of attitudes towards disability and diversity in primary school education.
The objective of the research is to identify barriers and features of disability and diversity in primary school education in Nigeria and identify possible ways and recommendations to improve the current situation. The path to equal education in Nigeria comes with various challenges, from poor governance and lack of resources to a lack of public awareness (Fareo, 2020). Taking a critical look at disability and diversity in primary school education in Nigeria as a case study can help identify the most pressing challenges and barriers to achieving a level playing field for all children, regardless of their physical condition, and find ways to improve the current situation.
This approach necessitates collaboration and contribution from key stakeholders. Parents, teachers, peers, and policymakers should be involved in constructing a school system that successfully accommodates the needs of all children, including those with disabilities (Andrews, 2019). While teachers are key actors, in the Nigerian context, parental decisions are critical to successful implementation (Torgbenu et al., 2018). Despite efforts to introduce inclusive education in Nigeria, parents are ambivalent, with limited knowledge and slightly positive perceptions (Brydges and Mkandawire, 2020). In addition, it is important to consider that the Covid-19 outbreak has caused an enormous humanitarian disaster in Nigeria (Samaila et al., 2020). While the epidemic affects everyone in the country, children with disabilities are particularly vulnerable because of pre-existing medical issues. This factor also contributed, which should be considered when analyzing disability and diversity in primary school education.
Inclusive education is now recognized worldwide as a useful policy in promoting an inclusive society. This topic is important to study because promoting inclusive education for all and diversity in primary school education in Nigeria will allow people to accept each other and coexist in adulthood, reduce stigma, and develop a healthier society as a whole. This study may help to find common ground that will allow a rethinking of the education system toward inclusiveness.
Reference List
Andrews, E.E. (2019) Disability as diversity: Developing cultural competence. New York: Oxford University Press.
Brydges, C. and Mkandawire, P. (2020) Perceptions and experiences of inclusive education among parents of children with disabilities in Lagos, Nigeria, International Journal of Inclusive Education, 24(6), pp.645-659. Web.
Fareo, D.D.O. (2020) Prospects and challenges of inclusion of children with disabilities into regular school setting in Nigeria Saudi Journal of Humanities and Social Sciences, 5(6), pp.269-273.
Samaila, D., Mailafia, I. A., Ayanjoke, K. M., & Emeka, C. (2020) Impact of Covid-19 pandemic on people with disabilities and its implications on special education practice in Nigeria, International Journal of Innovative Science and Research Technology, 5(6).
Torgbenu, E.L., Oginni, O.S., Opoku, M.P., Nketsia, W. and Agyei-Okyere, E. (2018). Inclusive education in Nigeria: Exploring parental attitude, knowledge and perceived social norms influencing implementation, International Journal of Inclusive Education, 25(3), pp.377-393. Web.
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