By Opeyemi Gbemiro
The Kogi State Universal Basic Education Board (SUBEB) has established a Special Programme Department to strengthen inclusive education and improve access to quality learning for children with disabilities and other special needs across the state.
The Director of the department, Mr Nuhu Ameadaji, disclosed this during familiarisation visit by officials of the board to the Lokoja School for the Deaf on Friday.
Ameadaji said the creation of the department reflected the Kogi Government’s commitment to ensuring that every child, irrespective of physical or learning challenges, had equal access to quality basic education.
According to him, the department is mandated to coordinate policies, programmes and interventions aimed at improving educational opportunities and welfare for pupils and students with disabilities and other vulnerable learners in public basic education institutions across the state.
He said the visit was to assess the school’s learning environment, interact with management, teachers and students, and identify areas requiring government intervention to enhance teaching and learning.
He added that “inclusive education remains a vital component of sustainable development. Children with special needs deserve equal opportunities to develop their potential and contribute meaningfully to society.”
He assured that the state government would intensify efforts to improve infrastructure, instructional materials and support services in schools catering to learners with special needs.
He commended the management and staff of the Lokoja School for the Deaf and Special Needs for their dedication and commitment to nurturing the students in spite of challenges.
The SUBEB delegation also inspected other facilities in the school and held discussions with stakeholders on measures to strengthen the delivery of special education services.
In his address, Mr Shola Anifowose, the school manager, thanked the board for establishing the department and its commitment to improving the welfare and educational development of learners with disabilities.
He described the establishment of the Special Programme Department as “a significant step towards building a more inclusive education system where every child is given the opportunity to succeed, irrespective of physical, sensory or intellectual limitations.”
Anifowose noted that adequate support mechanisms, specialised teaching resources and inclusive policies were essential to achieving universal basic education goals.
The manager expressed optimism that the department would provide structured framework for addressing the unique educational needs of children with disabilities, while promoting their full participation in the state’s education system.
