By Hafsah Ibrahim Tilde, News Agency of Nigeria (NAN)
Every parent dreams of a world where their child can thrive. Yet, for parents of children with disabilities in Abuja, that dream often collides with a harsh reality: a system ill-equipped to recognize, much less nurture, their child’s potential. While special needs education in Nigeria faces profound challenges—from a scarcity of dedicated schools and undertrained teachers to pervasive societal stigma—a quiet revolution is unfolding within the walls of the NAFOWA Special Needs School.
The scale of the need is staggering. United Nations data estimates that 32 million Nigerians live with a disability. For children within this group, education is frequently disrupted by barriers that are systemic, not personal: stigma, discriminatory attitudes, physically inaccessible infrastructure, and a critical lack of funding and tailored resources. The consequence is a devastating waste of potential, with countless children left at home, their abilities locked away not by their condition, but by an unprepared world.
Against this backdrop, the NAFOWA Special Needs School stands as a beacon of what is possible. Its philosophy is foundational: every child is more than a diagnosis. Here, a child is first a name, a personality, and a universe of possibility. This ethos is made tangible through a meticulously applied Individualised Educational Programme (IEP), a best-practice model endorsed by global bodies like UNESCO and UNICEF.
Beyond Theory: The IEP in Action
The school’s approach moves beyond a one-size-fits-all curriculum. Upon entry, each child is assessed by teachers and therapists to establish a developmental baseline. A unique plan is then drafted, combining personalized academic instruction with integrated therapeutic support. This plan is a living document, reviewed periodically to track progress against the child’s own starting point, not against classmates.
“This Individualised Educational Programme gives you the privilege to teach a child at a time,” explains Head Teacher Blessing Imuh. “It has really helped children to develop their self-confidence, to attain their academic tasks… It’s a plan that is being reviewed periodically to know if the child is actually attaining the goals set.”
The results speak through the children themselves. Olaedo Ekpe, a student who integrates with peers in the mainstream NAFOWA Little Angels School for some classes, enthusiastically demonstrates a love for mathematics. For parents like Flying Lieutenant H. Garba, the school provides irreplaceable peace of mind, knowing their child is in capable, caring hands.
The Critical Role of Early Intervention and Community
Therapist Pandukur Garba underscores a vital message often clouded by stigma: “It’s not shameful to have a child with a disability; disability has no regard for religion or class… Parents should seek early therapeutic intervention.” This early, tailored support is crucial for developing communication, functional, and social skills, setting a trajectory for lifelong growth.
The school’s environment is deliberately crafted to be welcoming and non-discriminatory, fostering a profound sense of belonging. Supervisor Mrs. Seember Olanrewaju notes, “Every child is peculiar when you understand their personality,” which is why the one-on-one teaching model is so effective. This method ensures that education is not just delivered, but received and integrated.
A Model with Challenges, A Vision for Expansion
The journey is not without significant hurdles. The staff openly acknowledges the constraints of limited resources, the need for more trained therapists and teachers, and the high cost of specialized assistive technologies. Financial barriers also impact families, with some parents forced to withdraw their children due to cost and proximity issues, highlighting the urgent need for broader support and replication of this model.
Yet, the transformation witnessed at NAFOWA is undeniable. Mrs. Rita Nanbol observes clear improvement in her son Pirnan since his admission. Student Munnir Otse’s comfort and joy in school are palpable. These individual stories coalesce into a powerful testament: with empathy, specialized training, and patient, individualized care, the world of a child with special needs can be dramatically expanded.
In a growing city like Abuja, NAFOWA poses a poignant question: How many more children are waiting at home, unseen and unheard? This school may not be the sole solution, but it provides an essential blueprint. It demonstrates that building an attentive, inclusive society is not an abstract ideal—it is a practical mission, achieved one child, one personalized plan, and one nurtured possibility at a time.
(NAN)
If used, please credit the writer and the News Agency of Nigeria (NAN).
