Dr. Akhere Aghedo-Akran, Inclusive Educationist
Dr. Akhere Aghedo-Akran, an Inclusive Educationist, has called on schools management to explore partnerships with Non-Governmental Organisations, government programmes, and private donors to assist ‘Special Children’ to get educational support.
Speaking in an interview with the News Agency of Nigeria (NAN) in Lagos, Aghedo-Akran said that partnerships would provide scholarships, free assistive devices, and transportation to enable the children attain their potential.
She noted that by so doing, the campaign, “No child should be left behind” will be realised in spite of challenges, and added that, “Inclusion is not charity; it is justice.”
According to her, community-based support systems should be strengthened to provide subsidised or free therapy for children who need it, particularly children living with disabilities in the society.
“There is no gainsaying that inclusive education remains a global challenge, particularly in low-income settings where access to quality education is already limited.
“In Nigeria and many parts of Africa, children with disabilities face significant barriers to education not just due to their disabilities, but because of poverty, societal perceptions, and lack of trained educators.
“Children with disabilities from low-income backgrounds face double discrimination, because of their disability, and financial hardship.
“Also, many families cannot afford therapy, assistive devices, or even basic school materials.
“The lack of trained teachers and low receptivity to inclusion is a major challenge. Without the right knowledge by educators, they struggle with how to support the students, leading to frustration and neglect.
“Also, cultural and religious biases make many educators resistant to inclusive practices, believing that disabilities stem from spiritual causes,” Aghedo-Akran added.
The inclusive educationist solicited for more awareness and sensitisation campaigns on children living with disabilities, otherwise known as ‘special children’.
She stressed that cultural and religious bias had become reinforcing stigma.
“Demystify disability through community engagement. Schools, religious leaders, and traditional rulers must be involved in changing societal perceptions.
“More should be done on community outreach programmes that educate families, religious leaders, and other stakeholders on disability rights and inclusion.
“Parent sensitisation programmes should be implemented to educate families on the potential of children with disabilities.
“Promote inclusion as a right, not charity. Every child deserves access to education, and inclusion benefits both disabled and non-disabled students by fostering empathy and social cohesion,” she said.
Aghedo-Akran emphasised that disability was not a spiritual problem, neither was it planned but was a condition that could be managed with the right support.
According to her, stigma surrounding disability did not start in schools but in communities and homes.
“Parents are often ashamed to enroll their children, and society continues to exclude persons with disabilities from meaningful participation.
“Disability is often viewed as a curse or punishment, leading to rejection, neglect, or even abuse.
“Some parents refuse to send their children to school out of shame or fear, while some schools reject students with disabilities due to pressure from other parents.
“Many school owners, especially in low-cost private schools, view disability inclusion as an inconvenience or financial burden.
“Some believe that children with disabilities should attend separate schools, in spite of the global best practices favouring inclusive education,” she added.
Aghedo-Akran solicited for compulsory and regular teacher training on disability inclusion at all levels of education especially at the pre-service (teacher training) phase.
She said, “It will enable educators learn practical strategies for inclusive teaching.
“Teachers must move from laggards to innovators on the Diffusion of Innovation Scale, adapting new methods to support all learners.
“Schools must acknowledge diversity and understand that every child deserves access, regardless of their diagnosis. This reduces stigma and isolation in communities,” she added.
The inclusive educationist reiterated that inclusive education was not a privilege, but a fundamental human right, adding that the biggest barrier was not disability itself but the mindset surrounding it.
“Until we address these societal perceptions, children with disabilities will remain excluded, and even those who manage to graduate will face unemployment and systemic neglect.
“The change starts with education not just for children with disabilities but for their parents, teachers, school owners, and the wider community.
“If we fail to act now, we are not just failing these children; we are failing our society as a whole,” she said.
The inclusive educationist, also founder of Agatha Obiageli Aghedo Memorial Foundation said, “I have developed the ‘3 As’ – Awareness, Acceptance and Assistance – Strategies of Inclusion which is expected to midwife parents and educators on the inclusion journey.”