…..Calls For Establishment Of Centre For Disabilities Studies In Varsities
Nigeria’s higher institutions with departments of special needs education have been urged to establish the Centre For Disabilities Studies with primary goals of promoting inclusive education as well as galvanise students support.
This was stated by Prof. Emeka Ozorji of the Department of Special Needs Education and Rehabilitation Courses, Faculty of Education, University of Jos, Plateau State while delivering the Lagos State University of Education (LASUED), Oto/Ijanikin 2nd Distinguished Lecture series held on Wednesday at the institution.
Speaking on the topic: ‘Inclusive Teacher’s Preparation for People with Special Needs’ Prof Ozorji said that the establishment of the Centre is to also mobilise social actions; develop strategies for retiring hazards and barriers in the institution and to be agent of attitude change towards students with disability among others.
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He added that the establishment of the Centre became necessary as it is unwise to develop an inclusive teacher preparation without putting in place strategies for its sustainability or to concentrate on the programme development alone without considering associated establishment for its sustainability.
According to him, the Centre for Disability Studies (CDS), is to be sufficiently empowered by the university to implement its primary responsibilities of formulating Disability policy for the university, making the university a disability friendly institution and implementing the Discrimination against persons with Disability (Prohibition) Act of 2018 in the university.
“The university management is urged to internalize disability consciousness everywhere in the university as well as partner with CDS to support students and staff with disability in tackling their challenges,” he said.
The universities were also urged to invest in technology devices and prioritize funding of special needs education because of its expensive nature, among others.
On inclusive teachers’ preparation in the universities, Prof Ozorji explained that special needs education cannot, in the 21st century, operate in isolation of regular education and in the same learning environment.
“The two systems of education must coexist; develop complimentary programmes and strategies to jointly attend to the diverse needs of all learners, including learners with special learning needs now expected to access their general education in the regular school.”
Prof. Ozorji added that if teachers’ preparation must do the right things for general education, equity and fair play demand that such a preparation must take into consideration the peculiar circumstances of learners with special needs to equalize their right to quality education with their peers.
He said that each system will contribute knowledge, skills, attitude, tools for the benefit of their diverse learners; “for instance reading is a common curriculum content for all learners which is mediated by the sense of light and if the sense is damaged the two systems must devise means or tools or approaches that will enable all learners read the textbook of the class and beyond and such tools may include braille, audio recording, peer reader service among others.
“That is why it is imperative that teachers’ preparation must take up all these means of reading so that all learners in the regular classrooms can read irrespective of visual condition. This is what is called inclusive teaching for equal learning outcomes,’ he explained.
Prof Ozorji on special needs education contents explained that the National Policy on Education 6th edition states that at the NCE and Degree levels, education programmes shall be expanded to cater for the requirement of special education.
He listed special education contents to include disability awareness and understanding; inclusive pedagogy; assistive technology devices: collaboration and communication; ongoing support and professional development and inclusive classroom management.
He added: “The six special needs education contents selected for integration into the regular teacher preparation constitute the kernels of teaching and learning in inclusive education classrooms.
Stating the benefit of the contents, Prof Ozorji said that the best approach to content integration is not to consider them as separate contents but as part and parcel of existing regular teachers’ preparation programme.
“In the end a graduate of the university will have the knowledge, skills and attitudes of both regular and special needs education. The symbiotic learning outcomes make him or her an informed team member in the planning for learners with special needs which is the true meaning and demonstration of inclusive teacher preparation.”
For it to work, he however urged universities to consider recruitment of capable hands in special needs education to compliment the inclusive teacher preparation.
“It is important for the university to adopt the principle of zero reject of students and staff with special needs to truly make the university inclusive in every respect,” he added.
The Vice-Chancellor, Lagos State University of Education (LASUED), Prof. Bilikis Lafiaji-Okuneye in her remarks said that the theme of the lecture resonates deeply with the core mandate and existing structures of the university.
She said inclusive education is indeed a global imperative, reflected in Sustainable Development Goal 4 and a national priority stressed by Nigeria’s National Policy on Education (FRN) 2013.
These frameworks rightly advocate for equitable access and quality education for all learners, irrespective of their abilities or disabilities.
She added that in accordance with this, the university has demonstrated a significant commitment in this area, and that the commitment is institutionalized through one of the seven core Colleges of LASUED, the College of Specialized and Professional Education (COSPED).
“Therefore, today’s lecture is not merely an introduction to concept, but an opportunity to enhance, refine and deepen the impactful work LASUED is already undertaking.
Also it is a call to action and it challenges us, policy makers, university administrators, faculty, students and community partners to collectively address the imperative of preparing teachers who can effectively serve all learners.”
BV.
