Innocent Onoh
Education stakeholders have called for a more inclusive and disability-friendly environment in Nigerian universities to promote equal access to education and eliminate systemic disparities.
Speaking at the 2nd Distinguished Lecture Series organized by the Lagos State University of Education (LASUED), Oto-Ijanikin, participants emphasized the need to remodel existing school infrastructure and design new structures to accommodate students with special needs. They also advocated for the creation of Centres for Disability Studies in all Nigerian higher institutions.
Themed “Inclusive Teacher’s Preparation for People with Special Needs,” the lecture addressed the urgent need for policy implementation and practical infrastructure upgrades to support inclusive education.
According to research analysts, over 35.5 million Nigerians live with disabilities, highlighting the pressing need for inclusive policies in education.
In her opening remarks, LASUED Vice Chancellor, Prof. Bilikis Lafiaji-Okuneye, described the lecture series as a platform for solution-oriented discourse aimed at addressing critical societal challenges.
“This theme aligns closely with our university’s mandate and underscores our commitment to inclusive education, a global imperative as stated in Sustainable Development Goal 4 and the Nigerian National Policy on Education,” she said.
She reiterated that equitable access to quality education must be prioritized, regardless of students’ physical or mental abilities.
Guest Lecturer, Prof. Emeka Desmond-Ozorji of the University of Jos, emphasized that policy declarations alone are not sufficient to achieve inclusion. He proposed that every higher institution should establish a Centre for Disability Studies to develop institutional disability policies and master plans for accessible environments.
“These centres would lead the implementation of the Discrimination Against Persons with Disabilities (Prohibition) Act of 2018 and foster a supportive academic culture,” he said.
Desmond-Ozorji added that teachers need a deep understanding of the psychological and emotional needs of students with disabilities, noting that awareness of basic concepts such as impairment, disability, and handicap is essential for effective teaching.
“Access means eliminating barriers, inclusion is embracing diversity, and support entails providing services that transform disability into ability,” he explained.
Lagos State Commissioner for Basic and Secondary Education, Mr. Jamiu Alli-Balogun, also highlighted the state’s commitment to inclusive development. He noted that ongoing efforts are being made to ensure public facilities, including schools, are more accommodating to persons with disabilities.
He added that public awareness campaigns against stereotypes and stigmatization of people with disabilities are gaining traction across the state.