By: Sonaike Peter

In a candid reflection on campus life, Biola Funwonton, a hearing-impaired final-year student of Special Education, spoke about the pervasive inequality faced by students with disabilities.

Despite initial hesitation, stemming from numerous media engagements that often overlook their plight, Biola revealed the stark challenges he and his peers face, an admixture of neglect and marginalization.

Lamenting the glaring disparities in access to essential resources and opportunities, Biola highlighted the lack of adequate facilities, which hinder academic success, and the daunting process of securing residential accommodations in his hall of residence.

His frustration, fueled by the slow pace of promised improvements to the welfare of special students on campus over the past four years, is palpable. This has led to a deep-seated sense of disillusionment, as the long-promised support system remains elusive.

“They haven’t cared about people with disabilities for a long time, and I doubt they’ll start caring now,” Biola expressed in an interview with IndyPress. 

“My friends and I have given numerous interviews on this subject since we began our journey at this school. We’re in our final year now, and the promised improvements to our welfare haven’t materialized in over four years. Frankly, we’re losing interest at this rate,” Biola said.

Biola advocated substantive change, calling for subsidized tuition fees for students with special needs. He also urged the establishment of merit-based scholarships to recognize and reward academic excellence within the special needs community, promoting inclusivity.

“The disparity in facilities between us and regular students is glaring, both here and elsewhere in the world. Just studying is a challenge,” Biola added. 

“Accessing accommodation is another hurdle we face. It’s time they subsidized fees for students with special needs and should award scholarships based on academic merit,” he concluded.

Akolade, a visually impaired final-year student and former presidential candidate in the Students’ Union election, shared his personal struggles. During his time as a resident of Lord Tedder Hall, C Block, he recounted the inconvenience of having to walk to A Block to access water, due to frequent shortages in C and B Blocks.

Akolade expressed dissatisfaction with his current living arrangements, highlighting the difficulties faced by visually impaired students like himself. The lack of awareness among fellow residents about the presence of special students has exacerbated these challenges, resulting in cluttered hallways that pose significant risks to students with special needs.

“One of the challenges I faced as a special student was when there was no water in my block (C Block). I had to undergo the stress of fetching water in A block. Also due to lack of awareness among other residents that there could be special students in the hall, they littered it with hazardous items that could harm us,” Akolade told IndyPress.

He urged the Students’ Union leadership and University management to make inclusivity a priority, ensuring special students benefit from all programs and projects currently available to regular students. Seeking clarity on the Students’ Union Executive’s inclusivity plans for the academic session, he requested specifics on how special students would be supported.

“They should let us know how we can participate in the upcoming activities and projects, with this, they can foster inclusivity,” Akolade said.

Who Are Special Needs Students?

Special students fall into two categories: those with disabilities or impairments that may hinder their ability to function like regular students, and those who are gifted and talented. Some impairments affecting the former group include visual impairment, total deafness, intellectual disability, autism, down syndrome, and others. Meanwhile, gifted students possess an innate potential to excel significantly beyond the average in one or more of the four primary domains: intellectual, creative, social, and physical.

According to a report in March 7, 2023, an estimated 1.3 billion people experience significant disability. This represents 16% of the world’s population. Also, according to human angle’ report in 2022, 95.5% of children with disabilities had no access to education.

According to the United Nations, around 25 percent of the population in each country comprises people with special needs, who often experience neglect in different ways globally. The Salamanca Statement, ratified at the 1994 World Conference in Salamanca, by UNESCO and Spain’s Ministry of Education and Science, advocated for inclusive education. Regrettably, Nigeria illustrates the contrary.

Biola’s and Akolade’s concerns, based on their campus observations, reveal that students with disabilities receive minimal support from the University community. They are denied privileges enjoyed by regular students, such as access to interpreters at social events, including inaugural lectures, dinner nights, press nights, student representative meetings, and GES classes, among others.

Student politics reveals a concerning trend: notably low participation from special students, compounded by a widespread lack of faith in their leadership abilities. This phenomenon was evident in the recent Students’ Union election, where Akolade, a special student, received the fewest votes among the four presidential candidates.

Furthermore, some special students face additional obstacles, including challenges with hostel accommodations, inadequate learning facilities, and other issues that exacerbate their existing conditions. It is essential to emphasize that being a special individual is not a limitation or weakness. Many individuals with special conditions excel beyond expectations in various fields. A notable example is Nick Vujicic, a renowned pastor and evangelist who has achieved remarkable success in ministry despite being born without limbs, exemplifying remarkable resilience and determination.

The challenges and needs of special students on campus 

The needs of special students on campus are multifaceted. One critical requirement for academic success is access to suitable residential accommodations that cater specifically to their needs, providing proximity to essential amenities and facilities that promote their well-being. The importance of such accommodations cannot be overstated.

Biola previously advocated for the management to subsidize fees for students with disabilities. In light of the recent fee increment, some of these students may face the risk of dropping out, highlighting the urgent need for financial aid and scholarships tailored to their needs.

Another essential requirement for special students is access to specialized support services, including assistive technologies, sign language interpreters, note-takers, and personal aides. However, special students often face a frustrating lack of these resources. For instance, the absence of interpreters at important campus events, such as inaugural lectures and GES classes, severely impacts their ability to learn effectively.

This situation demands an immediate response from the Students’ Union. While many student leaders make promises, only a few have been fulfilled. It is crucial that the President, Bolaji Aweda and the entire Students’ Union leadership address the challenges faced by the special community.

In an interview with IndyPress, Adediran Abdul Mujeeb, a final-year special education student and President of the student association, shared insights on enhancing support for students with special needs. He stressed the vital importance of raising awareness and promoting acceptance of their conditions.

Abdul Mujeeb highlighted the comprehensive support systems available to special needs students in developed countries, which include access to facilities, scholarships, and opportunities. In contrast, he noted the significant shortcomings in Nigeria’s current support system.

Abdul Mujeeb criticized the bureaucratic hurdles faced by special students in Nigeria and urged the government to allocate more funds to the education sector. He argued that this would ensure sufficient resources, interpreters, and facilities conducive to learning, ultimately promoting inclusive education.

“We must continue to advocate for the acknowledgment of students’ needs, empathize with them, put them in our shoes and we should not perceive them negatively,” Mr. Mujeeb told IndyPress. 

He urged the government to boost funding for educational institutions, enabling them to hire more interpreters and provide enhanced learning facilities and opportunities. This increase in funding would help bridge the gap in support for students with disabilities, ensuring they have equal access to education.