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While the focus has been on free and compulsory primary / secondary education for all, limited attention has been paid to the educational needs of people with intellectual disabilities. One of the challenges faced by people living with disabilities in Nigeria is accessing quality education. Unfortunately, in most states of Nigeria, there are no formal structures to meet the educational needs of children with disabilities, especially those living with an intellectual disability.
The United Nations Convention on the Rights of Persons with Disabilities has clearly defined the duties and responsibilities of states. Under Article 24, paragraph 1, of the Convention, States are required to:
“… Recognize the right of persons with disabilities to education. In order to realize this right without discrimination and on the basis of equal opportunities, States Parties must ensure an inclusive education system at all levels and lifelong learning aimed at:
Nigeria signed this Convention on May 30, 2007 and ratified it on May 24,e of September 24, 2010. Thus, it is the responsibility of the Nigerian State to provide inclusive education to its citizens living with intellectual disabilities in order to ensure their full development and effective participation in society.
Article 24 (2) further requires States Parties to ensure that: “
Inclusive education means education that includes everyone, both people without disabilities and people with disabilities. It is an education model that embraces those with special educational needs, leading them to learn together in mainstream schools or other places of learning. The key factor here is solidarity. Thus, inclusive education envisions a classroom equipped to teach both the child with special or additional needs and the regular child in the same classroom.
It is commendable that Lagos State is making efforts to ensure inclusive education for its residents living with various disabilities, especially those with intellectual disabilities. However, a review of the situation shows that there is still a long way to go. The inclusive education model still does not meet the expectations of the United Nations and international standards.
The Lagos State model only allows students with intellectual disabilities to attend a different school but in the same premises as regular learners. There is no adequate provision of the necessary special learning tools that directly benefit people with intellectual disabilities to ensure and encourage effective learning for them. This is far from the contemplation and spirit of the United Nations Disability Convention and Protocols. Much remains to be done to make the education system truly inclusive and to ensure that children with developmental disabilities can access a comprehensive and quality education on an equal basis with others in their communities.
Ijeoma Fynecontry is the Legal Contact for the Down Syndrome Foundation of Nigeria.
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