‘School enrolment not enough for children with disabilities’

The National Commission for Persons with Disabilities (NCPWD) has called for greater practical support for children with disabilities in schools, saying enrolment alone does not guarantee meaningful access to education.

The commission said learners with disabilities require appropriate educational materials, assistive devices and an enabling environment to participate effectively in teaching and learning.

The Executive Secretary of the commission, Ayuba Gufwam, represented by the Head of the Health and Rehabilitation Unit, Dr Aisha Ali Yahaya, stated this yesterday in Abuja during the distribution of educational learning support materials and assistive devices to children and students with disabilities.

The programme was held under the theme, “Breaking Barriers, Enabling Learning: Equipping Children with Disabilities for Inclusive and Quality Education.”

Yahaya said the intervention was aimed at removing barriers that prevent children with disabilities from fully participating in education, stressing that inclusive education should move beyond policies to practical support.

She said materials such as Braille and large-print resources, communication support, mobility aids, adapted learning materials and assistive technology were essential to ensuring equitable access to education.

“These are not special privileges. They are practical tools that enable children to access education on an equitable basis,” she said.

Yahaya said the commission was adopting a needs-based approach because children with disabilities had different requirements, adding that assessment, teacher support, caregiver involvement and follow-up were necessary to ensure effective use of the intervention.

She urged schools and teachers to properly use, maintain and integrate the devices into teaching and learning.

“Assistive devices alone do not create inclusion. Inclusion is created by people, strengthened by systems and sustained by positive attitudes,” she said.

She also urged parents and caregivers to support children with disabilities to attend school, participate actively and develop their talents.

The Head of the Education Unit, Dr Kehinde Ogunbiyitan, said the intervention was designed to provide learners with the practical support required to overcome barriers to education.

He said the commission would continue to work with schools, government institutions, parents, organisations of persons with disabilities and development partners to strengthen inclusive education across the country.

Yahaya subsequently handed over the materials and assistive devices to the beneficiaries, urging stakeholders to ensure their effective use and maintenance.