CHALLENGES FACED BY SPECIAL EDUCATION TEACHERS IN SOUTH-WEST NIGERIA

Authors

  • Akinbode Eunice Oluwapelumi Speech Language Therapist (Special Education), Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0009-0003-7717-9782
  • Akinola Moses Ayodele Associate Professor of Otorhinolaryngology, Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0000-0002-9349-0330
  • Osisanya Ayo Professor, Audiology and Speech Pathology Unit, Department of Special Education, Faculty of Education, Nigeria orcid.org/0000-0003-0959-3677
  • Egeonu Erica Oronne Medical Officer, Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0009-0003-2685-8216
  • Oreoluwa Abigail Idowu Medical Officer, Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0009-0000-9544-8841

DOI:

https://doi.org/10.46827/ejse.v11i7.6414

Keywords:

special education teachers, special education, challenges, policy implementation, South-West Nigeria

Abstract

Special education has undergone a remarkable transformation from a past where individuals with special needs were often ostracized and mistreated to a field passionate about providing tailored learning for these individuals. In Nigeria, early efforts from religious and voluntary organizations have evolved into formal government policies. However, despite improvements in policy formation, a persistent gap exists between formulation and implementation. This study aimed to identify the specific challenges faced by special education teachers in South-Western Nigeria, assess their impact on education quality, evaluate existing policies, and propose solutions. Employing a descriptive survey design, we obtained data from 69 special education teachers in government-owned schools across Lagos, Ogun, Oyo, and Ondo states using a structured questionnaire. Our findings highlighted widespread challenges, including low salaries (61%), lack of resources (55%), and limited professional development (51%), as well as inadequate government and parental support, and high rates of burnout. These challenges significantly impair teaching efficacy and impact the quality of special education received by students. Our findings reveal that current policies, while conceptually sound, suffer from operational weaknesses, necessitating structural and cultural reforms to bridge these gaps and improve education quality for special needs students.

 

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Author Biographies

  • Akinbode Eunice Oluwapelumi, Speech Language Therapist (Special Education), Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0009-0003-7717-9782

    Akinbode Eunice Oluwapelumi, Senior Audiologist. B.A, Linguistics, M.Ed, Special Education (Audiology and Speech-Language Pathology unit). Research interests: developing AI-driven assessment tools for the identification of communication disorders in the pediatric population.

    orcid.org/0009-0003-7717-9782

  • Akinola Moses Ayodele, Associate Professor of Otorhinolaryngology, Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0000-0002-9349-0330

    Akinola Moses Ayodele, Associate Professor of Otorhinolaryngology/Head and Neck Surgery Specialist. ResearchConsultant Otorhinolaryngologist. MBBS, FMCORL, FACS. Research interests: Head and Neck Surgery/Audiology.

    orcid.org/0000-0002-9349-0330

  • Osisanya Ayo, Professor, Audiology and Speech Pathology Unit, Department of Special Education, Faculty of Education, Nigeria orcid.org/0000-0003-0959-3677

    Osisanya Ayo, Professor of Special Education (Audiology and Speech-Language Pathology unit)/ Vice President - Speech Pathology and Audiology Association of Nigeria/ Certified Audiologist. B.Ed, M.Ed, Ph.D. Research interests: promoting quality special needs education and rehabilitation, healthy hearing and listening, strategic school/industrial screening and conservation, audiologic tinnitus management and effective communication.

    orcid.org/0000-0003-0959-3677

  • Egeonu Erica Oronne, Medical Officer, Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0009-0003-2685-8216

    Egeonu Erica Oronne, Medical Officer of Head and Neck Surgery Unit. MBBS. Research interests: Early detection and appropriate interventions in children with neurodevelopmental differences.

    orcid.org/0009-0003-2685-8216

  • Oreoluwa Abigail Idowu, Medical Officer, Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0009-0000-9544-8841

    Idowu Oreoluwa Abigail, Medical Officer of Head and Neck Surgery Unit.MBBS. Research interests: early detection and appropriate interventions in children with neurodevelopmental differences. orcid.org/0009-0000-9544-8841

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Published

2025-12-05

Issue

Vol. 11 No. 7 (2025)

Section

Articles

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