By Sewanu J. Isaac The Federal Government's recent announcement to include sign language in Nigeria's basic school curriculum is, wi...
By Sewanu J. Isaac
The Federal Government's recent announcement to include sign language in Nigeria's basic school curriculum is, without a question, a positive move. The change, aimed to promote inclusive education and accommodate students with hearing problems, symbolises a long-overdue recognition that communication is essential to learning. However, one cannot help but ask why this step is being taken so late in the twenty-first century, given that several countries have long integrated sign language into their mainstream educational systems.
The Global Commitment to Inclusion
The concept of inclusive education did not emerge yesterday. It gained international momentum three decades ago at the UNESCO Salamanca Conference in 1994, when more than 90 nations, including Nigeria, vowed to guarantee that all children, regardless of aptitude or disability, can study in supportive and accessible environments. The Salamanca Statement emphasised that schools should adapt to their students' needs, not the other way around. It was a historic moment in global education, establishing inclusion as a moral and practical imperative.
Since then, several countries have made tremendous strides in integrating children with impairments into mainstream education. Unfortunately, Nigeria's progress has been significantly slower. While the country has established excellent policies, such as the National Policy on Special Needs Education (2015) and the Discrimination Against Persons with Disabilities Act (2019), the difficulty is to make these policies a reality.
The Reality of Nigerian Classrooms
In reality, most Nigerian schools continue to operate on the basis of integration rather than actual inclusion. Students with special needs are frequently enrolled in mainstream classrooms but receive little or no specialised instruction. Teachers lack proper training in inclusive practices, schools are underfunded, and the physical environment is frequently inaccessible. For students with hearing problems, the lack of systematic sign-language teaching has effectively prevented them from participating fully in class.
The late plan to integrate sign language is thus both a welcome and distressing reminder, it demonstrates awareness while also exposing decades of neglect. To achieve inclusive education, Nigeria must go beyond symbolic gestures and commit to structural reform, which includes equipping teachers, updating infrastructure, updating assistive technologies used in schools and incorporating inclusive pedagogy into teacher-training curricula.
Changing Mindsets and Building Capacity
Cultural perceptions remain a big impediment. Many communities continue to perceive disability through the perspective of stigma and superstition. Some families hide children with impairments out of shame, while others send them to segregated "special schools" that reinforce marginalisation. True inclusion necessitates a shift in mindset, an awareness that variety improves, not undermines society. Public awareness initiatives, community alliances, and ongoing lobbying are critical in this area.
From Rhetoric to Reality.
Inclusive education is not a benefit for children with disabilities; it is their right and society's responsibility. It enhances the educational experience, fosters empathy, and equips all students to flourish in a diverse environment. Nigeria's decision to include sign language in its basic education curriculum should be praised, but only as the start of a greater revolution.
The Salamanca vision of 1994 emphasised decisive action over sluggish adaptation. Nearly three decades later, Nigeria must align policy and practice, transforming inclusive education from a rhetoric of desire to a lived reality for every kid, in every classroom, across the country.
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