Disabilities In Nigeria Research Articles

Understanding and Managing Developmental Disabilities in Nigeria

Understanding and Managing Developmental Disabilities in Nigeria

Effect of Financial Literacy and Entrepreneurship Training on Entrepreneurship Intentions of People Living with Disabilities in Nigeria

People living with disabilities (PLWDs) are considered the most vulnerable segment of the population, and in most societies or countries neglected especially with respect access to education, health care, infrastructures, economic, social and political participation; thereby pushing them in to begging and other non-productive activities. Thus, there is strong need to pay attention to these categories of people in order to make them self-reliant, and engage them in to different forms of entrepreneurship activities. Therefore, the aims to examine the influence of financial literacy and entrepreneurship training on entrepreneurship intentions of PLWDs in Nigeria. Using a descriptive survey research, the population comprises all the PLWDs in the North West region of Nigeria, out of which a sample of 210 were conveniently surveyed using questionnaire. With the help of SPSS, the data collected was analysed using descriptive, correlation, and regression. The results revealed that entrepreneurship training was significant on entrepreneurship intention of the PLWDs, while financial literacy was not significant on entrepreneurship intentions. The study concludes that, while financial literacy does not determine entrepreneurship intention of the PLWDs, entrepreneurship training does. Hence, the research recommends that, emphasis be placed on different forms of entrepreneurship trainings in order to encourage the PLWDs to embrace entrepreneurial activities, while less attention be given to financial literacy as it has only little impact. However, the research further emphasized that PLWDs be integrated in to not only theoretical aspect of entrepreneurship, but also be encourage to acquire some forms of skills that translate in to real entrepreneurial ventures.

Extolling The Role of Sociology of Education in Empowering Individuals with Disabilities in Nigeria

The paper examined the extolling the role of sociology of education in empowering individuals with disabilities in Nigeria. The paper discussed the concept of disabilities, education, sociology, and sociology of education. The paper also discussed the Contributions of Sociology of Education to People with Disabilities in Nigeria which included; critical analysis of educational systems, understanding social dynamics, advocacy and policy development, examining intersectionality, empowering marginalized voices, critical analysis of social structures, advocacy for inclusive policies, understanding intersectionality among others. The paper concluded that sociology of education stands as a beacon of empowerment for individuals with disabilities in Nigeria. sociology of education paves the way for the empowerment of individuals with disabilities, nurturing a society where every member has the opportunity to thrive and contribute meaningfully. Sociology of education serves as a powerful force for empowerment among individuals with disabilities in Nigeria. The paper recommended among others that; government, non-governmental organization and education philanthropists to provide training and professional development opportunities for educators on inclusive teaching strategies, government should empower individual with disabilities themselves by providing them with opportunities for leadership, advocacy and skill development, teachers and care givers of the people with disability should treat and give them adequate care, love and attention, only specialized teachers with at least a minimum of first degree in special education should be allowed to teach and handle people with disability.

OER Accessibility for Students with Visual Disabilities in Higher Education in the Era of Open Knowledge

Open knowledge has the potential to expand inclusive and equitable access to lifelong learning while supporting social inclusion. However, there is low public awareness on issues around inclusiveness, especially for students with visual disabilities who are unable to use the medium of the sighted owing to the consequences of their disabilities. This article discusses various issues around the accessibility of open educational resources (OERs) and the integration of inclusive institutional culture in the Nigerian university system. An interpretive approach was adopted for this study. Out of 22 universities offering enrolment to students with visual disabilities in Nigeria, seven universities were purposively selected based on the availability of OERs on their websites. The purposive sampling method was also used to choose 30 participants from four out of the seven universities who could serve as key informants for the study. Data were collected using in-depth interviews. Data from interviews was designed to achieve qualitative analyses and results were analysed thematically. The study revealed strategies university libraries could deploy to improve access to OERs for students with visual disabilities and provided insightful thoughts and direction on re-imagining the future of the open knowledge movement in Nigeria and the rest of Africa.

INCLUSIVITY AS A STRATEGY FOR SUPPORTING AND PROMOTING STUDENTS WITH DISABILITIES IN PHYSICAL EDUCATION IN FCT COLLEGE OF EDUCATION, ZUBA AND NIGERIA IN GENERAL

This study investigates the challenges and strategies for promoting inclusive physical education for students with disabilities in Nigeria's FCT College of Education, Zuba. Despite the framework supporting inclusive education, significant barriers hinder effective implementation. These include inadequate resources, insufficient training for educators, and pervasive negative attitudes toward disabilities. Employing a mixed-methods approach, the research assesses current inclusivity levels through surveys and classroom observations, revealing a moderate perception of inclusivity among respondents. Key findings highlight the necessity for enhanced support systems, improved training for physical education instructors, and the integration of adaptive equipment. The study concludes with evidence-based recommendations aimed at fostering an inclusive environment that accommodates all students, emphasizing the importance of policy adherence and community engagement in promoting equitable access to physical education.

The Evolution of Services for Children with Autism and Developmental Disabilities in Nigeria

ABSTRACT Provision of services for autism spectrum disorder (ASD) and developmental disabilities (DD) in Nigeria has been influenced by US and international research and awareness efforts. Forces that impact progress include Nigerian cultural beliefs and family involvement, societal attitudes, inadequate infrastructure and resources, and inconsistent policy and enforcement of disability laws. These forces can impact families both positively and negatively. A lack of standardised teacher training and accreditation programs limit access for students with disabilities to individualised education programs (IEPs) and classroom inclusion. Effective treatments for those with ASD/DD are well-documented, however these effective interventions often do not reach more rural, low-income, or less developed nations or rural, low socioeconomic US schools. The focus of this paper is to thoroughly analyse the evolution of special education and inclusion in Nigeria and the United States and to highlight how US progression influenced Nigeria and the importance of advocating for culturally relevant, low-cost, research-based interventions and outreach African nations such as Nigeria.

Education inclusiveness among children with learning disabilities in Nigeria: Implications for counselling psychology

Education is seen as the cornerstone of every development forming the basis for literacy, skill acquisition, technological advancement as well as the ability to harness the natural resources of the state. Participants in the World Conference on “Education for All” pointed out that education is a fundamental right of all people, women, and men of all ages throughout the world. Learning disabilities occurs when the learning process is hampered due to problems within the central nervous system which results in an inconsistency between the individual’s intelligence quotient and academic achievement. Education for All programs emanated from UNICEF, UNESCO and the World Bank had some positive results for non-disabled children. School enrollment and literacy rates have risen in almost all countries to date; however the same cannot be said for children with disabilities. Despite the numerous meetings, declarations and encouraging developments that have followed over the years, progress has certainly not matched. The development of education inclusiveness can be viewed in three stages which include segregation, integration, and education inclusiveness. Successful inclusion is less to do with the individual factor such as amount of support for the child; rather, it is the interaction of certain key factors that bring about the likelihood of a more successful inclusion outcome for the child. Varieties of instructional skills which include assessment, communication, management, motivational and evaluation (ACMME) are needed by the teachers to build education inclusiveness. In view of the above, the study stressed that there should be a re-orientation of attitudes of people towards persons with disabilities in the society to reduce stigmatization and discrimination and that counselling psychologists and other educational stakeholders should be trained on the need to strengthen the to enhance the practice of inclusive education.

Inclusion of Persons with Disabilities in Nigeria: A Pre-Requisite for National Sustainable Development

Globally, several efforts have been made to promote the rights and inclusion of vulnerable members of society, however, persons with disabilities (PWDs) in Nigeria are constantly faced with several barriers to their full participation in social, economic, political, and environmental circles. These challenges which have been discovered to be a result of societal prejudice/misconceptions, limited resources, inability to access necessary facilities/resources, educational discrimination/limitations, employment discrimination, and policy gaps can present significant obstacles to their abilities to acquire and execute skills that will make them self-sustainable and contribute meaningfully to society, ultimately hindering collective national sustainable development. This study adopts a comprehensive study of relevant literature, observation, and interview at centres for PWDs to address the societal attitudes, discriminatory practices, and specific obstacles faced by PWDs in Nigeria. A comparison of inclusive practices in other developing and developed nations were made to show the progress Nigeria has made and the gaps that need to be filled. The study further explores the negative impacts of exclusion on national sustainability, and the implications of disability inclusion on the promotion of economic, social, political, and environmental sustainability in Nigeria. Conclusively, this research proposes some recommendations to address the barriers limiting disability inclusion in Nigeria, through the employment of specific strategies such as creating awareness of disability issues, providing accommodations, promoting inclusive policies, and engaging in community-based rehabilitation programs which when implemented will improve the quality of life of PWDs, thus promoting their contribution to national sustainable development.

A Portrait of the Rights of Children with Disabilities in Nigeria: A Policy Review.

Worldwide, 200 million children experience disability, with the vast majority living in low- and middle-income countries. The United Nations Convention on the Rights of the Child (CRC) places great importance on the rights of all children for the opportunities for survival, growth, health, and development. A subsequent document, the UN Convention on the Rights of Persons with Disabilities (CRPD), identifies children with disabilities as rights bearers who should be considered in all policies and programming worldwide. Nigeria, in 1991 and 2010, ratified the CRC and the CRPD, respectively. Nonetheless, knowledge of the extent to which their disability and child-directed policies considers these two key conventions, in ensuring that children and children with disabilities have access to care within their right remains limited. This study examined the extent to which Nigeria's current disability and childhood policies have integrated the two child and disability related conventions from the UN. Using a structured search of databases and Nigerian federal and state government websites, we conducted a policy review to identify their disability and child-related disability policies. We also included the CRC and CRPD reports submitted by the Nigerian government to the United Nations Office of the High Commissioner for Human Rights (OHCHR) (2008 and 2010 cyclical year). A thematic analysis, based on the CRC and CRPD report, identified the following six themes: participation, support systems, awareness raising, factors associated with adherence to the CRC, laws and rights, and services. The review showed that the available Nigerian disability policies were federal, with some state policies which aligned with the CRC and CRPD. Also identified was the lack of disability policies specific to children and their families. We concluded that, to ensure proper inclusion of the rights of all children, including those with disabilities, in Nigeria there is a need for a more optimal uptake of recommendations of the CRC and CRPD as laid out by the UN.

An Exploratory Study of the Situation of Persons with Disabilities in Nigeria: Practice Consideration for Social Workers

ABSTRACT Purpose Disability is one of the various challenges that people face around the world. People with disabilities are confronted with a lot of challenges, and they experience depression, social marginalization, and isolation. The study aims to explore the situation of persons with disabilities in Nigeria. Method To conduct this study, focus group discussions and key informant interviews were used to collect data from 45 purposively selected study participants (40 persons living with disabilities, and 5 chairpersons of a joint association of persons living with disabilities). Results Findings showed that some of the challenges facing persons living with disabilities in Nigeria include environmental, educational, and socio-economic challenges. Discussion and conclusion In conclusion, to overcome some of these challenges social workers should advocate for inclusive strategies and one way this can be realized is by the domestication and implementation of the Discrimination against Persons with Disabilities (Prohibition) Act, 2018.

Legal Appraisal of the Electoral Rights of the People Living with Disabilities (PLWDS) in Nigeria: Need for Collaboration and Inclusivity

Aim: According to the World Health Organisation, persons living with disability in Nigeria constitute 15% (25 million) of Nigeria’s population, and their civil and political rights must be protected. It is noteworthy that by virtue of the Discrimination Against Persons with Disabilities (Prohibition) Act, the voting rights of Persons Living with Disabilities (PLWDs) are secured, however, implementation of this Act has become an impediment to the rights of PLWDs. This paper investigates the reasons for the decline in political participation among the PLWDs and effective measures to actualize the already provided legal frameworks.
 Methods: This work adopts a desk-based (doctrinal) research methodology.
 Results: This paper reveals that the primary threat to the enjoyment of political rights by PLWDs is the failure to include PLWDs in decision-making, which is nearly impossible as there are few or no PLWDs in the legislature. It is noteworthy that Nigeria’s democracy will be deemed pseudo if a fraction of the society, regardless of their population, are disadvantaged or put in such a position that enforcing their suffrage is impracticable.
 Conclusion: This study concludes that involving the PLWDs in decision making or seeking their suggestions before making laws concerning or affecting them will make the laws practicable.

Metacognitive Awareness of Reading Strategies as Predictors of Reading Comprehension Achievement among Students with Learning Disabilities in Nigeria

Reading is an essential language skill in students’ educational success. However, reports have shown that the most prevalent type of academic difficulties among secondary school students with learning disabilities is reading difficulties. Previous studies focused more on interventions to improve reading comprehension achievement of students with learning disabilities than on the influence of metacognitive strategies on students’ reading comprehension achievement. This study, therefore, investigated the influence of metacognitive awareness of (before, during and after) reading strategies on the reading comprehension achievement of students with learning disabilities in Senior Secondary Schools (SSS) in Ibadan, Nigeria. The study adopted a descriptive research design. A sample of 100 students with learning disabilities was purposively selected from nine SSS in Ibadan, Nigeria. Instruments used were Academic records, Screening Checklist for Suspected Learning Disabilities, English Language Achievement Test, Metacognitive Awareness of Reading Strategies Questionnaire and the Reading Comprehension Test. Data collected were analyzed using the Multiple regression analysis at 0.05 level of significance. There was a joint contribution of the independent variables (metacognitive awareness of before, during and after reading strategies) to reading comprehension achievement (F(3,96)=3.61; R2=0.101). The result also reveals the relative contributions of metacognitive awareness of reading strategies (before, during and after) to the reading comprehension achievement among students with learning disabilities as follows: before (β = 0.25), after (β = 0.23) and during (β = -0.17) reading strategies. The study concludes that metacognitive awareness of (before, during and after) reading strategies influence reading comprehension achievement of students with learning disabilities. It is therefore recommended that students with learning disabilities should be trained on the use of metacognitive (before, during and after) reading strategies for improved reading comprehension achievement.

Barriers to Social Inclusion among Older Adults with Disabilities in Imo State, Nigeria: A Descriptive Phenomenological Inquiry

Discourses on successful aging in modern times have emphasized older people’s active participation in community life as essential to their independence and sense of fulfillment. However, in some country contexts, the goal of inclusion for older adults with disabilities is not feasible. The aim of this research is to explore the barriers to social inclusion faced by older persons with disabilities in Imo State, Nigeria. We adopted Heidegger’s hermeneutic phenomenological inquiry and non-probability sampling methods. We utilized snowballing and criterion-based purposive sampling techniques to recruit 19 study participants aged 60 years and older, using face-to-face in-depth interviews for data collection. In accordance with the hermeneutic phenomenological research criteria of reflection, immersion, and categorization, data were analyzed thematically. Our findings show a lack of social inclusion and participation among older adults with disabilities, citing personal (negative self-concept and self-isolation), social (negative perceptions and attitude towards disability), and structural (poor access to buildings, transportation, and technology) factors as barriers. Strategies to leverage these factors to facilitate inclusive participation of older persons with disabilities in Nigeria are recommended.

Understanding Disability and Disability Rights in Nigeria

This paper aimed at conceptualizing disability within the law, culture and society in Nigeria. It attempted to compare the definitions of disability and provide a unique definition of disability based on the Nigerian experience. This theoretical paper explored the types and models of disability and related it to the Nigerian society. It distinguished the Nigerian Discrimination Against Persons with Disabilities (Prohibition) Act 2018 from the United Nations Convention on the Rights of Persons with Disabilities (2006). While the CPRD is majorly a compilation and restatement of human rights found in other human rights document, the DAPPA, 2018 is an anti-discrimination Act for persons with disabilities. The paper captured the expected benefits of DAPPA on persons with disabilities in Nigeria. It recommended the appointment of members of the National Commission for Persons with Disabilities as provided in the Act as the will ensure the implementation of the Act to the later. It further recommends the enlightenment of persons with disabilities on their rights as contained in Act so they can identify violation of such rights and seek redress of their rights.

Evaluation of Opportunities Provided Under the Normative Frameworks for Protection of Persons with Disabilities in Nigeria and Indonesia

The United Nations General Assembly adopted the Convention on the Rights of Persons with Disabilities (UN CRPD) and its Optional Protocol in 2006 towards the promotion and protection of the rights of persons with disabilities (PWDs) and to support the respect for their innate dignity. Nigeria and Indonesia have signed and ratified the UN CRPD as well as domesticated it in their respective domains. The purpose of this article was to evaluate how the global and relevant national instruments have been implemented in Nigeria and Indonesia to protect the rights of PWDs against discrimination and transform their fortunes. The article adopted library-based doctrinal and comparative research methods. This is in addition to employing some theoretical analytical models of disability to further explicate the perception or attitude of people towards PWDs in these countries. The findings of the article revealed that to certain extents, there have been some prospects and achievements recorded by reason of the extant normative frameworks guaranteeing the rights of PWDs in Nigeria and Indonesia; though the fundamental rights of PWDs have not been entirely fulfilled despite the optimistic clauses in the examined laws. The authors therefore, recommended that a lot more are still required to be done by relevant stakeholders in both countries under reference for the full realisation or accommodation of the protected rights of PWDs in Nigeria and Indonesia.

Evaluation of Opportunities Provided Under the Normative Frameworks for Protection of Persons with Disabilities in Nigeria and Indonesia

Evaluation of Opportunities Provided Under the Normative Frameworks for Protection of Persons with Disabilities in Nigeria and Indonesia

Evaluation of Opportunities Provided Under the Normative Frameworks for Protection of Persons with Disabilities in Nigeria and Indonesia

Evaluation of Opportunities Provided Under the Normative Frameworks for Protection of Persons with Disabilities in Nigeria and Indonesia

Impact of COVID-19 on the Accessibility of HIV Services among Persons with Disabilities in Nigeria

Impact of COVID-19 on the Accessibility of HIV Services among Persons with Disabilities in Nigeria

Awareness and access to mass media sources of information about modern family planning methods among women with disabilities in Nigeria: An analysis of 2018 demographic and health survey.

Family planning is the foundation of sexual and reproductive health, and necessary for achieving the Sustainable Development Goals. Yet, the needs of women with disabilities and their access to these services have been neglected for decades, especially in Low and Middle-income Countries. To improve utilization of these services among women with disabilities, they have to be aware and informed about the services. This study was conducted to examine awareness and mass media sources of information on family planning between women with and without disabilities. This study used data from the 2018 Nigeria Demographic and Health Surveys (NDHS). Our analytic sample included 26,585 women between 15 and 49 years of age who answered the disability module. We compared demographics and socioeconomic characteristics of women with and without disabilities using the chi-square test for categorical variables. In addition, we conducted logistic regressions to estimate the unadjusted and adjusted odds ratio (with 95% confidence intervals) for level of awareness and mass media sources of information on modern contraceptive methods, using women without a disability as the reference group. Finding showed that women with disabilities have poor awareness about family planning compared to women without disabilities even after adjusting for all covariates (AOR = 0.42, 95% CI: 0.23-0.76, P < 0.05). We also found that women with disabilities are less likely to receive information about family planning from any of the available mass media channels even after adjusting for covariates (AOR = 0.46, 95% CI: 0.22-0.98, P < 0.05). The study revealed that women with disabilities Nigeria have poor awareness about modern family planning methods compared to non-disabled women. They are also less likely to receive information about modern family planning methods compared to non-disabled women. To effectively reach women with disabilities, information barriers must be eliminated, coupled with increased opportunities to access family planning information. Donors, government, and other relevant stakeholders should consider funding inclusive campaigns and explore other mechanisms for disseminating family planning information to women with disabilities.

Utilization of Assistive Technology for Effective School Library Service Delivery to Students with Disabilities in Nigeria

Disability is a part of the human condition. Everyone might experience disability either permanently or temporarily at some point in their life. It was estimated that about 25 million people live with one form of disability or more. This study explored the utilization of assistive technology for effective school library service delivery to students with disabilities in Nigeria. The study adopted descriptive survey design and used online structured questionnaires to collect data from school librarians. A total of 240 school librarians responded to the online survey across the 36 states in Nigeria. Data collected through online questionnaires were analyzed using percentage, mean and standard deviation. The study revealed that, there is inadequate availability of assistive technologies for effective school library service delivery to students with disabilities in Nigeria. Also, the extent of utilization of assistive technologies for effective school library service delivery was very low except for braille technology and Hearing Aids. The major challenges associated with the utilization of assistive technology for effective school library service delivery to students with disabilities in Nigeria are lack of support from the government, inadequate assistive technology in the school libraries, ranked together with inadequate funding of the school libraries; and unstable electric power supply. The study recommended; Provision of adequate assistive technology in the school libraries by the government. Training of both students with disabilities and school librarians in the use of assistive technology. Developing adequate interest in inclusive school library service by the government. Adequate funding of the school libraries by the government. Adequate support from the government through provision of material and human resources. Provision of adequate support service on the use of assistive technology by the manufacturers or vendors. Provision of stable electric power supply through installing solar power systems or purchasing standby generators.