Students with disabilities in tertiary institutions across the nation have chronicled their challenges in the quest for quality education, from intimidation to ridicule, to discrimination, their educational journey has not been exciting. They stressed the need for the government to introduce policies that aid inclusion, while also advocating world-class facilities and programmes to make learning worthwhile, WONDERFUL ADEGOKE (UDUS) reports
Mustapha Ibrahim Kofarbai is in a serious fight to keep his dreams of being successful alive. Despite his hearing impairment, Kofarbai demonstrates resilience, even when hope rises, it is still a long walk to the podium of glory.
His academic journey has been a rollercoaster. After losing his ability to hear in 2002, he faced several challenges, recalling being mocked and verbally bullied. However, determined to forge through these academic hurdles, he enrolled in Government School for the Deaf in Malmufashi, Katsina State, where he found a sense of belonging; although he least expected it would be so distant when he completed his secondary school education in 2013. Years later, unknown to him, his admission to study B.ED (Special Education), at Federal University, Dustin-ma, Kastina State (FUDMA) in 2021, would strip him of the sense of belonging he dearly cherished.
Kofarbai navigates the bitter-sweet terrain of tertiary institutions, knowing the challenges his quest for formal education entails. Throughout his life and educational career, he encounters problems with people, struggles with friendships, and overcomes communication barriers. However, he notes that challenges on campus surpass all others, with discrimination being the most significant.
Kofarbai’s painful ordeal aligns with the realities of nearly 250 million Nigerians who have at least one form of disability, according to the World Health Organisation (WHO) estimation.
In addition, the United Nations (UN) emphasised that inclusive education ensures teaching methods and curriculum, policy and practice of education are accessible to all students (at all levels) without discrimination. According to the United Nations, placing students with disabilities in mainstream classes without these adaptations is not inclusion.
Similarly, Suwidi Mustapha Kogawa, a 300-Level student at FUDMA, has faced several challenges since his admission to study Special Education in the 2021/2022 academic session. Despite attending lectures, he struggles to keep it up.
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“One of the challenges I face is the absence of a sign language interpreter in class,” he noted with sadness.
Unarguably, Kofarbai and Kogawa’s plight highlights the need for inclusive education. In January 2019, Former President Muhammad Buhari signed the Discrimination Against Persons with Disabilities (Prohibition) Act 2018 into law. The act aimed at making provisions for the full integration of PWDs into society, states that “all public schools, whether primary, secondary or tertiary, shall be run to be inclusive of and accessible to persons with disabilities”, and every school should have special trained personnel to cater for the educational development of PWDs.
Moreover, Kogawa’s colleagues have been resourceful, helping with translation and offering support. However, he’s disappointed in the management’s approach.
“Although the issue was tendered before the Vice Chancellor, no sign language interpreter has been appointed to this moment,” he said.
Since Bello Yusuf Maiglass, an indigene of Tsafe Local Government Area in Zamfara State, gained admission to Federal University Dustin-ma, he wondered how things had deteriorated so fast. As an advocate of inclusivity, he stressed the need for equal access to education as a fundamental right, adding that aside from providing sign language interpreters, universities play a crucial role in ensuring accessibility in classrooms and beyond.
The Secretary General of the National Association of Deaf Students, Federal University Dutsin-ma Chapter, Yusuf commended Prof. Armaya’u Hamisu Bichi, the Vice Chancellor of FUDMA, for offering free accommodation to students with disabilities. However, the 28-year-old noted that more can be done. He cited the Federal College of Education Bichi’s 50 percent discount on school registration fees for students with disabilities as a positive example and suggests implementing policies that would promote inclusivity.
Yusuf said that developing a deaf-friendly culture on campuses requires access to technological devices, which would also help reduce stigmatisation. He acknowledged the University of Ilorin’s Centre for Supportive Services for the Deaf, which provides students with disabilities in deaf centres access to technology.
Kofarbai’s enthusiasm, once daring for learning, now seems to have reclined, as the weight of his struggles betrays his efforts. Though slightly inured to the challenge of a sign language interpreter, he remains drowned in his own shadow; his countenance, in total alienation to defeat.
“I’m always staying lonely in class,” he recalled, his voice lethargic. Kofarbai describes his experience: “I go to school, attend lectures, and sit like a perfect goat.” According to him, he collects notes from classmates and studies in the library to gain knowledge on missed concepts.
Pushing through these challenges, Kofarbai stressed the need for accessibility to education.
“It is through education that deaf children can grow up with good attitudes. Deaf children, unlike their hearing peers, learn to speak at school: they can’t be moulded by their parents due to the communication barriers that lie between them.
“Moreover, investing in their education isn’t a waste, as deaf children are not only useful to their parents but to society in general; they are goal-oriented,” he added.
Building on his personal experiences, Kofarbai serves as the President of the National Association of Deaf Students, FUDMA Chapter, where he urged school authorities to create an office within the Student Union Government to address the needs and concerns of students with disabilities.
Nigeria National Association of the Deaf (NNAD) to provide support
National Secretary-General, Nigeria National Association of the Deaf (NNAD),Timothy Adejumo emphasised the association’s commitment to ensuring no deaf student is denied access to education and inclusion.
“To standardise sign language learning, NNAD developed the Nigerian sign language dictionary. We are currently seeking sponsorship to print and distribute copies of this dictionary to tertiary institutions and libraries nationwide,” he said.
He further added that the association has been engaging government agencies, academic institutions, and policymakers. “NNAD has been advocating for the official recognition of Nigerian Sign Language (NSL) as a national language and the primary mode of communication for deaf students in school to ensure sign language interpretation services are enforced in tertiary institutions,” he said.
Adejumo explained that NNAD organised the National Summit on Nigerian Sign Language in Abuja, where they actively engaged with the National Universities Commission (NUC), National Board for Technical Education (NBTE), and Tertiary Education Trust Fund (TETFund).
“At the summit, we pushed for learning materials, deaf-friendly infrastructure, ensuring that deaf students are not excluded from academic opportunities,” he added.
Varsity authorities on top of the situation
When contacted, Dr Ayuba Idris, Deputy Dean of Students’ Affairs, FUDMA, insisted that there’s nothing as seclusion.
“We value inclusion. The only issue we are having and I’m still pushing is for them to have sign language interpreters,” he said.
Dr Ayuba noted that although fellow students who often interpret for them during lectures are busy with their own studies, the school hires an interpreter whenever an important programme is being held.
“Some of them are intelligent, but because they don’t have interpreters, for them to read English and manuals on their own can be an issue. This is the concern I am pushing to the Dean. It’s not that we are doing it intentionally; I’m pushing this issue for their benefit. We want the school to employ at least five interpreters for them.”