The Schoolchild with Hearing Disability and Nigerian Special Education Provisions


This study presents a review on the special education provisions for the Nigerian schoolchild with hearing disability. Going by what obtains presently in the special education programmes in Nigeria, it is apparent that the same child would hardly have a future to cheerfully hope for. This is because his education programmes are grossly deficient to adequately compensate for his deficits and meaningfully equip him to face life challenges in future. Lack of proper audio-logical assessment procedures and necessary therapeutic interventions, inappropriate school placements and instructional practices, failure to comprehensively identify and manage some latent disorders and unfavorable cultural norms are some problems characterizing the education of the child with hearing disability in Nigeria. Consequently, this education has been described as a rudimentary one. As a result those who graduate from it can only occupy the bottom of their societal socio-economic ladder. The study therefore, recommended that the same educational programme be reviewed and made more effective by administering it with some frameworks provided by the Education for ALL in 1990 and Special Needs Education in 1994 world conferences.