By Millicent Ifeanyichukwu
(NAN)
An Inclusive Education Advocate, Veronica Uwajeh-Ifeanyichukwu, has called for improvement in the curriculum and school facilities for special education in the country.
Uwajeh-Ifeanyichukwu made the call during an interview with the News Agency of Nigeria (NAN) in Lagos on Saturday.
Uwajeh-Ifeanyichukwus also expressed the need for schools’ management to foster collaboration between general education and special education teachers to ensure that all students’ needs are met.
According to her, schools management should have trained teachers and members of staff on inclusion and inclusive teaching methods as well as strategies for supporting students with different disabilities.
Uwajeh-Ifeanyichukwu said such collaboration would make learning more inclusive and conducive for students Living With Disabilities (LWDs).
She identified accessible facilities, such as physical infrastructure; classrooms, pathways and restrooms that must be wheelchair or crutches accessible for the special students.
“Both public and private schools boards and managements are doing well in this regard, but there is need to do more, especially as we are approaching a new academic session.
“It is most important to give the students a sense of belonging, so the authority should adapt a flexible curriculum that caters for students LWDs.
“There is need to also provide them with access to assistive technologies like screen readers, voice recognition software, and adaptive keyboards.
“Diverse learning styles should be adapted, provision for alternative formats of learning materials, such as audio or tactile resources should be made available.
“This measures will go a long way to not only make learning more inclusive and conducive but boost the academic performances of Students LWDs,” she added.
Uwajeh-Ifeanyichukwu, who is the Proprietor of Karisma Inclusive School, recommended that school management should develop personalised Individualised Education Plans (IEPs) for students with disabilities.
She noted that by so doing, the managements would be able to identify and outline their individual needs, goals, and required accommodations.
“The school management should encourage peer support, mentoring and collaboration, to promote social inclusion and support for these category of students.
“The learning environment should be positive and made warm, while the involvement of parents and community partnership is also necessary.
“This will encourage regular evaluation as it will help to keep the system improving, which is important,” Uwajeh-Ifeanyichukwu added.
She enjoined inclusive educators to offer alternative assessment methods that accommodate different abilities, such as oral presentations or project-based assessments. (NAN)(www.nannews.ng)