1.

0 Introduction

2.0 Objective

2.1 How to study the unit

3.0 Main Body

4.0 Summary

5.0 Assignment

6.0 Bibliography

3.0 What is Special Education?

Historical perspectives of Special Education.

 Pre Christin Era.

 The Christian Era.
 The Post Christian Era.
 The Pre Missionary Stage.
 The Missionary Stage.
 The Post Missionary Stage

1.0 Introduction

People with special needs are found in all the societies of the world. In the institutions of learning
and within the different communities there are many learners with special needs that often require
prompt and adequate response to their educational needs, emotional needs, psychological needs
and social needs. These group of students may not be able to benefit from the conventional
classroom because they require special education and related services if they are to realize their
potential and function effectively in life. These children with special needs may have learning,
attention difficulties, intellectual retardation, behavioural problems, physical and health related
problems, communication disorder, hearing impaired and visual impaired.

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The course is a two unit’s compulsory course for all students in Faculty of Education in this
institution of learning.

2.0 Objectives

At the end of this lecture students should understand:

1. What is special education?

2. Why do you need to study about special education?
3. Brief history of special education.

2.1 Students are expected to read the introduction, the content, the objectives set out to be
achieved and content for each topic should be carefully studied.

3.0 Content

What is special education?

Special Education is the design and the delivery of teaching and learning programmes for
individual with disabilities or learning difficulties that could be enrolled or may not be able to
enrol in regular school settings. Students who are in need of special education may include students
with hearing impairment, visual impairment, physical disability, intellectual disability, learning
disability and so on. There are some people with a lot of disabilities which often tend to affect the
way that they learn.

There are students who may require special education programmes of some kind to be able to cope
with their learning whether at the primary or the secondary level of their educational pursuit. Since
there are changes in the social values, increase acceptance, tolerance and growth in the provision
of services and resources for special education across the country. It is then likely that the students
with special educational needs that are attending regular schools might increase rapidly.
Therefore, it is essential that teachers should develop practical and effective special education
skills so that they will make sure that all students in their classes, including those with special
educational needs learn effectively.

Special education has been described as the education of children and adults with learning
difficulty because of their different handicaps which includes; blindness, partial sightedness,
deafness, mental retardation, social maladjustment, physical handicap, etc. due to certain

2
circumstances. There are also the specially gifted children who are exceptionally intelligent and
find themselves insufficiently challenged by the programme of the normal school. These two
groups of’ individuals are referred to as exceptional and handicapped children. Exceptional
children are both gifted and handicapped who may not be able to maximize learning with the
regular class instruction, because of their varied abilities academically or otherwise, hence they
required special education in order to achieve their maximum potential. Both the mentally retarded,
exceptional child and a child that is physically handicapped e.g. the lame, the blind, the deaf and
the dumb, all require special attention and assistance if their potential were to be realized.

Special education is the educational programme for the handicapped and the gifted children. It
involves the modification of or addition to school practices intended for the ordinary child. Thus,
special education provides for the gifted and the handicapped and its modifies, supplements and
refines the regular school programme which includes the employment of specially trained teachers
and the use of specialized equipment, materials and techniques.

There is the application of special methods and utilization of special equipment that take care of
the special problem of the children under consideration. Therefore, special education is designed
to meet the needs of persons with special needs. Special needs education merely entails simple
modifications, adaptations, adjustment, innovations and management of the curriculum, methods
and material in addition to the other resources and practices of regular schools to fit and meet the
special learning needs of those who present different forms of disabilities and learning difficulties
(Obani, 2006).

 Special Education is designed specifically to meet the uncommon needs of

exceptional/special students.
 It is the education of learners with special needs in such a way that it addresses the learner’s
individual needs and differences.
 Special education is the education that is purposely put together to suit the special needs of
children that may be experiencing learning difficulties or handicaps or other forms of
special educational needs.
 Special education is designed to assist the exceptional children (the gifted and the disabled
individuals) to make ultimate use of their capabilities so as to contribute their quota to the
socio-economic development of their country.

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Today, handicapped persons are known to be making significant contributions to the development
of the society so much that they are now accorded first class status in most developed nations. It
is not a surprise that the declaration of the Right of Disabled Persons by United Nations General
Assembly of 1975 stated that “disabled persons” have the right to education which enables them
to develop their capacities and skills and will hasten the process of their social integration.

The idea of the “Right to Education” of 1975 led to the ”democrization of education” the objective
of which focuses on ensuring that every person without exception, has the opportunity to exercise
his/her right to education. Special education is the area of educational needs of this special group
of individuals.

Assessment: Why is it necessary to study special education?

b. Is there any benefit for the study of special education?

c. Can those with disabilities or handicapped be assisted to live meaningfully?

Historical Perspective of Special Education

Special education has passed through different phases. These phases could be classified as- The
pre-Christian era, the Christian era, the post Christian era.

The Pre –Christian Era- This was before the advent of Christianity. The period is referred to as
the “Dark Ages”. During this period children with special needs were maltreated, dehumanized
and ostracised. It was the era of ignorance and superstitious beliefs. During this time some of the
handicapped children were made use as royal clowns, jesters or gladiator fighters to entertain the
nobles among them. While some of the disabled were locked up in asylums believing that they
were demon possessed,

In the pre-Christian era, the city /state of Sparta did not have any programme for persons with
disabilities, they were either eliminated or they were exposed to harsh and unfriendly weather to
die at the top of mount Taygetu gradually. Whereas, in the ancient Rome, Balbus Balaesus, the
stutter was put in a cage and displayed along the Appian Way to amuse travelers who thought his
speech was funny. In the pre –Christian era in Nigeria, children with special needs were not catered
for. There was no special education programme to take care of them.

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The Christian Era: This was the period that there was emphasis on love and charity. Christianity
laid more emphasis on love for one‘s fellow human beings. The content of love for one‘s fellow
man was evidence by the words in as much as ye had done it unto one of the least of these brethren
ye have done it unto me. It was during this period that the inhuman treatment towards persons with
disabilities began to disappear.

Post Christian Era: The formal education for children with special needs started to be noticed
during the 1800s. Most of those who started educating people with special needs were Europeans
physicians. The early years of special education witnessed the remarkable contributions of the
likes of Jean Itard, Edward Seguin, Valentine Howe, Thomas Hopkins Gallaudet, Samuel Grialey
Howe and a host of others.

It is necessary to address the historical progression of education of persons with visual impairment
from the earliest times to the present under the following stages in Nigeria.

1. The Pre- Missionary Stage

2. The Missionary Stage

3. The Post Missionary Stage

The Pre Missionary Stage

This period dates back before the advent of the missionaries in Nigeria. The actual missionary
impact on education in Nigeria date back to 1840. Before this time, the blind were mistreated like
most primitive societies in the world then. The western education was not concerned with special
education in Nigeria until a century later.

The Missionary Stage (1940-1970)

After the Second World War there was dramatic turnaround in the education for persons with
visual impairment. The story changed when the first school for the blind was established in Gindiri
by the Sudan United Mission in 1953. Also, in 1962, Pacelli School for the Blind was established
by the Catholic Mission under Archbishop Taylor. Thereafter, the nation began to witness various
educational ordinances but all were silence on special education.

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The Post Missionary Stage (1970 to Date)

Missionary did play major role in the establishment of special schools and in the growth of special
education in Nigeria. Nigeria government started to be involved in the education of persons with
disabilities as from 1970. Zindi (1997) opined that complete involvement in the education of the
disabled by government did not take place until the 1970s when the then Head of States, Major
General Yakubu Gowon declared government‘s interest in the education of the disabled. He
directed that all the state Ministries of Education must establish units for special Education so as
to strengthen the existing schools.

Assessment: The historical knowledge about special education is a good source of information for
current insight about the special needs of the disabled? Discuss.

Today elements of Special Education are being taught in the Colleges of Education and some
Universities’ Faculty of Education. A lot of improvement are being made in Special Education
especially in the education of persons with visual impairment.

In 1977, the Federal Government released a National Policy on Education which contained some
provisions for special education including the idea of equalizing education for all children
irrespective of their physical, mental and emotional state. The Federal Government of Nigeria in
the National Policy on Education defined special education as the “Education of Children and
Adults who have learning difficulty because of the different sorts of handicaps, blindness, partial
sightedness, deafness, mental, physical health or accident in later life and so on”. The Federal
Government of Nigeria defined the purpose and objectives of Special Education as being:

 To give concrete meaning to the idea of equalizing educational opportunities for all
children, their physical, mental and emotional disabilities notwithstanding.
 To provide adequate education for all handicapped children and adults in order that they
may fully play their roles in the development of the nation.
 To provide opportunities for exceptionally gifted children to develop at their own pace
in the interest of the nation‘s economic and technological development.

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It would be agreed that the aims, philosophies and rationale of Special Education in the National
Policy is to concretise for implementation, the disabled children and adults will have opportunities
equal to that which the non- handicapped children members of the society do have. They will be
able to have mental stimulation which promotes mental development also, they will have the
opportunity for social and economic growth.

One of the American Public Law 94-142, as stated by Kirk and Gallagher (1989), is that
handicapped children should be educated in the least restrictive environment. Children who are
handicapped must be educated with children who are not handicapped. The philosophy is to move
as close to the normal setting (regular classroom) as feasible for each child. This idea confirm the
position of the Nigerian Policy of Education (1981) that integration is the most realistic form of
special education since handicapped children are eventually expected to live in the society.

4.0. Summary: Special education is the instruction specially designed to meet the unusual needs
of exceptional, disabled, those with various learning disabilities, hearing impairment, visually
impairment, emotionally conflicted, mentally retarded, physically handicapped, language and
speech disordered, gifted and talented. There could be the need for special materials, teaching or
equipment and other facilities to cater for such students so that they will be able to adequately
utilize their God given potential in order to function effectively within their societies. The
historical perspective is an eye opener to have an insight to the way that the disabled were being
treated before the awareness of the present age that now tend to give proper education and attention
to children or students with special needs so that they can contribute their own quota meaningfully
to the national development.

5.0 Assignment: Disability is not inability, explain this in relation to your understanding of the
special needs of the handicapped and disabled students.

6.0 Bibliography

Adeshina, S. (2001). Management of disabilities: A practical handbook for all people. Ilorin Rajah
Dynamic Printers.

Adima, E.A. (1987). Special education made easy. Ibadan: Department of Special Education,
University of Ibadan.

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Ajobiewe, T. (2000). Management of disability in the family and community. Ibadan: Teton
Educational Service.

Ajujuo,D. (1989). Special Education: An important component in education. Education Today

Journal of Federal Ministry of Education, 2(20), 1-2.

Barraga, N. (1983). Visual handicaps and learning: (Rev. Ed.), Austin, TY: Exceptional Resources.

Mba, P.O. (1995). Fundamentals of Special Education and vocational rehabilitation. Ibadan: Codat
Publication.

Olawale, S. G. (2000). Counselling exceptional children: A handbook for professionals and parents
working with exceptional children. Ibadan: Emolaj Press Nig.

Topic: Objectives of Special Education and types of educational programmes for children and
students with special needs.

1.0 Introduction

2.0 Objective

2.1 How to study the unit

3.0 Main Body

4.0 Summary

5.0 Assignment

6.0 Bibliography

3.0 General Objectives of Special Education Progamme.

Objectives of Special Education in Nigeria.

What is integration?

Advantages of Integration.

Disadvantages of Integration

Advantages of Special Schools.

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Disadvantages of Special Schools.

1.0 Introduction
This is to allow the students to know the objectives of special education in order to assist
those with special needs to benefit from the various programme provided for them so as to
live a worthwhile lives, their in capabilities notwithstanding. The students are introduced to
the different categories of educational programmes available for those with special needs, so
that they could be of great assistance to them, to help them to cope and adapt successfully to
their various disabilities and handicaps.
2.0 Objectives:
 There is going to be discussion on the objectives of special education.
 There will be discussion and identification of the various educational programmes for
students with special needs.
 The advantages and the disadvantages of each of the educational programmes for
those with special needs will be identified and discussed.

2.1 How to study this unit: the students are to read through the topic, objectives to be achieved
and the content of the topic, then check through to answer the assessment questions at the end of
the contents

3.0 Content of the unit

General Objectives of Special Education Programme

The followings are the objectives of the special education to assist those with special needs to
become more productive and efficient to face life difficulties with greater zeal and rigor so as be
successful in life.

1. To help the exceptional children in bringing about an all-round development in their personality.

2. To help them in actualizing their abilities and capacities to the maximum potential possible.

3. To help them in knowing and accepting themselves with their deficiencies or abundance of
capacities in one or the other aspects of their personality.

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4. To arrange for the guidance services for the parents with the intention to seek their cooperation
in the education and adjustment of their exceptional or disabled children.

5. To work for bringing educational opportunities to the doorsteps of every exceptional child
irrespective of his disability, limitation or strength in one or the other areas of development.

6. To help the exceptional and disabled children to learn and acquire necessary skills for their self-
help, independent living and leading future life as properly as possible.

7. To help them to acquire necessary social skills, emotional literacy to live and participate in
school, home and community life as properly as possible.

8. To help them in receiving instructions and learning experiences in tune with their learning
abilities and specific individualities.

9. To help them in seeking their integration into the mainstream by providing them with the least
restrictive environment for their educational placement.

10. To help them in acquiring learning experiences and training by the use of materials, methods,
techniques, aids and equipment, assistive devices, etc. as it relates with the nature of their
exceptionalities and disabilities.

11. To help them in getting appropriate, educational, personal and vocational guidance for their
adequate adjustment, development and education.

12. To help them in seeking redressed to their specific and special needs and problems through the
direct, indirect and support services of special human resources like special education teachers,
experts psychologists, therapists, medical professionals, speech and language pathologists, social
workers, etc. 13. To help them in seeking their successful transition from school to community
and provide vocational and employment oriented training for them to become well-adjusted in the
world of occupation.

14. To recognize and respond to all learners with special needs and attributes, i.e. the gifted, the
preschoolers with a handicap, children at risk and adult disabled.

15. To make early intervention programme of preventive, remedial or compensatory nature

available to the exceptional children.

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16. To change the attitude of the society in accepting the disabled and exceptional children and
adults by identifying their needs.

17. To utilize their contributions for the progress of the country and in turn increase their self-
concept, self-awareness, self-esteem and status in the society.

Objectives of Special Education in Nigeria

Special education, being relatively a quite new term in Nigeria, does not possess a long history as
compared to the history of disability and its education which may be said to be as old as the history
of the mankind, looking into this history it may be divided into different eras characterizing, the
way disability has been treated during its varying period.

 Special education is something special with special materials, special training techniques,
special equipment and special help or special facilities may be required for special
categories of children having special needs. It is a service with tools and techniques; it is
individually planned, systematically implemented, and carefully evaluated instruction to
help exceptional learners achieve the greatest possible personal self-sufficiency and
success in present and future environments.
 In fact the scope of special education is changing and widening with the new research
findings coming up at international level. The scope of special education includes various
types of intervention measures such as, environmental, administrative, social and academic
and various levels of intervention such as, preventive, remedial and compensatory efforts.
 Special education is meant for serving, two types of objectives, the general objectives to
be realized by any type of general education and the specific objectives needed to be
attained for meeting the special needs and requirements of the special/exceptional children
history as compared to the history of disability and its education which may be said to be
as old as the history of the mankind.
 attained for meeting the special needs and requirements of the special/exceptional children
The latest edition of National Policy on Education (2004) defined special education as "a
formal special educational training given to; disabled, disadvantaged and gifted and
talented adults and children. Special programmes include early intervention programme,
education programme, vocational training programme, gifted education programme,

11
 homebound programme and hospital instructional programme (Ozoji 2003) The
importance, which the government attaches to special education, is clearly seen in the
aims/objectives of special Education (NFE 2004, section 10) as follows;
(1) To give concrete meaning to the idea of equalizing educational opportunities for all
children, their physical, sensory, mental, psychological or emotional disabilities
notwithstanding

. (2) To provide adequate education for all people with special needs in order that they
may fully contribute their own quota to the development of the nation.

(3) To provide opportunities for exceptionally gifted and talented children to develop their
talents, natural endowments/traits at their own pace in the interest of the nation's economic
and technological development.

(4) To design a diversified and appropriate curriculum for all beneficiaries.

(5) The policy also stated among others that all necessary facilities that would ensure
access to education includes, regular census, special equipment and materials, training and
retraining of personnel, ideal teacher/pupil ration in special schools, funds and conducive
physical environment should be provided.

The foregoing laudable policy intentions and statements notwithstanding, the

implementation of special education programmes in Nigeria is still a far cry from what is
obtainable on paper as it is bedeviled with a number of problems which defeat the purpose
of special education as stipulated in the aims and objectives in the policy.

Assessment: 1. State fifteen objectives of special education and how it could better the life of
those with special needs in Nigeria.

2. State the five objectives of special education as stipulated by the National Policy of Education
in Nigeria.

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What is integration?

It is a process by which handicapped children are placed in a regular school environment to receive
instruction with regular students. This form of integration can be partial or total. Partial integration
involves providing a “unit” in the regular schools for handicapped children who are taught
separately by their specialized teachers. Whereas, during other school activities such as recess,
games, outdoor work and other non-academic activities, the handicapped students associate with
their normal peers. This form of integration has been adopted by Methodist Grammar School,
Bodija, Ibadan, Oyo State; Akure High School, Akure, Ondo State; Baptist High School, Benin
City, Edo State; State Grammar School, Eric Moore, Lagos, Lagos State.

Whereas, schools like Ijokodo High school, Ibadan and Technical Secondary School, Umuoka,
Enugu State operate full integration while schools like Kwara School for the Handicapped and
Imo State School for the Deaf, Orodo- Owerri and Niger State School for the Handicapped children
are solely for the handicapped children. This is also referred to as special schools. There are
advantages and disadvantages in both systems.

Advantages of Integration

1. The handicapped constitute minority in most societies, and since they must live with the
non- handicapped majority, it is necessary for them to begin early in life to learn to live
and work with the non- handicapped.
2. Special schools are seen as institution for “misfits” and the severely disabled. Whereas,
parents of moderately or severely handicapped children often resent the stigma associated
with such institutions.
3. It is believed that integrated handicapped children have a good opportunity of learning
desirable behaviour by interacting with the non- handicapped peers.
4. Both parents of the handicapped and non- handicapped children learn from one another.
The parents of the handicapped have the opportunity of developing realistic attitudes
toward their child‘s handicap, while the later gain some insights into the kind of
adjustments they must make and the needs of the handicapped child and his/her parents.
5. The handicapped child is prepared early to adapt to the realities of life and move away
from the sheltered environment of special or residential school for the handicapped.

13
Disadvantages of Integration
1. Integration may bring about segregation of the handicapped child, if teachers and other normal
children have had no prior experience with handicapped persons or prior orientation to
integration.
2. Many children in regular classes need one kind of supportive service or another. Where such
services are not provided the handicapped child may be further handicapped academically or
socially, that is he/she is physically present but absent academically.
3. Most regular schools have classes which are often too large to permit the teacher to give
individual attention to children who need it. Lack of any form of individualization of
instruction, which is the bedrock of special education, places most handicapped children at a
disadvantage in regular classrooms.

Assessment: What is integration? State four advantages and three disadvantages of integration in
special education.

Advantages of Special Schools

1. It provides a healthy environment in which the handicapped child feels accepted and is
encouraged to learn.
2. It enables the handicapped child to continue his\her treatment (therapy) where this is
required.
3. It provides special equipment, specialized method of teaching and modified buildings.
4. It facilitates economical use of support personnel such as doctors, speech therapists,
psychologists etc.

Disadvantages of Special Schools

1. The handicapped child may have few opportunities of interacting with non- handicapped
children and thereby learning acceptable social behaviour.
2. The child is deprived of the opportunity of receiving the language patterning of normal
child later in life.
3. The child is not given the opportunity of learning to live with normal children, and may
become maladjusted later in life.

Assessment: Mention four advantages and three disadvantage of special schools.

14
 4.0 Summary: The objectives of special education as stated are to assist students with special
needs to be more pro-active so as to be able to cope more effectively with their life
challenges so as to function efficiently in life. Disabilities should not be something that
will hinder those involved to achieve their aspiration in life. There are many people in the
contemporary time who doing great for themselves despite their disabilities. There are
different types of schools available for students with special needs, there is the integrated
and the special schools. However, it is imperative that handicapped children should be
educated alongside their “able bodied peer “rather than be segregated in special subgroups
or institution. Since they are part of the society when they are trained in integrated schools
then it is easier for them to fit and adjust within the communities with adequately.
5.0 Assignment: (a) State fourteen objectives of special education.
(b) Mention three advantages and disadvantages of integrated schools.
(c) State three each advantages and disadvantages of special schools.

6.0 Bibliography:

Lewis, R.B. & Doorlag, D.H. (1995). Teaching special education students in the mainstream (4th
ed.), Upper Saddle River, N.J..Merrill.

Ozoji, E.D. (2003). Special education for general studies .Jos: Deka Publications.

Adima, E.E. (1989). Special Education. Ibadan: NFS Educational.

Ugwu,A.B. (1994). Elements of Special for higher education. Enugu: Fred-Ogah Publishers.

1.0 Introduction

2.0 Objective

2.1 How to study the unit

3.0 Main Body

4.0 Summary

5.0 Assignment

15
6.0 Bibliography

3.0 Problem of Special Education in Nigeria.

Possible solutions to the problems of Special Education in Nigeria.

Explanation of the following: Exceptional/Gifted.

Impairment

Disability

1.0 Introduction: Special education is confronted with many challenges as with many educational
programmes in Nigeria. The negative attitude of the government to every sectors of the
educational programmes is what the education of children and adults with special needs are
confronting also in the country. The possible problems are highlighted and probable solutions
are identified. Some terms are explained as they relate to those with special needs.
2.0 Objectives: 1. The students need to be able to identify the problems confronting those with
special needs in Nigeria as regards to their education.
2. There is the need for the students to be able to provide solutions to the identified problems
of special education in Nigeria.
3. The students should be able to distinguish between the various term used in special
education.

2.1 How to study this unit: The students should read through the introduction, the objectives to
be achieved, the content of the topic under discussion and try to answer the questions raised at the
level of the assessment.

3.0 Content

Problems of Special Education in Nigeria

1. Poor funding: Due to poor funding, services provided are substandard and the beneficiaries of
the programmes are in great discomfort of hunger and ill health. Consequently many have taken
to the streets to fend for themselves as beggars thus constituting social menace. Many of the
government owned special schools are not properly funded and many of the structures are now in

16
very bad shapes. Workers that were employed are not adequately paid or some under-paid. This is
not allowing many of them to function maximally.

2. Inadequate equipment: In a recently concluded investigative study on the status of special

education facilities in Anambra State, Eberechukwu (2005) found that special equipment and
materials in the two special education centers and the four integrated schools in the State, are
grossly inadequate. In one of the integrated secondary schools, there was only one old model
Braille typewriter. Similarly, Mallubu (2003) noted that most of the special equipment and
materials in use in Nigeria are too old and therefore often failed to yield the expected result. Despite
the fact that we are in a science and technology dominated era. The modern day technological
infrastructure available for those with special needs is not being provided by the government. This
is because the cost of purchasing those items is often beyond the reach of the ordinary citizen of
the country, thus those with special needs often depend on government or individuals who could
be of help to them.

3. Problem of personnel: The curricular content of teachers' training does not prepare the
prospective teachers with the needed skills and competence to handle the handicapped children on
graduation (Oluigbo, 1986). Oluigbo also observed that supportive staffs are generally nonexistent.
The result of the study conducted by Eberechukwu (2005), also revealed that more than 50% of
the teachers teaching the handicapped in the special education centers in the state of study have
neither received any form of training in special education nor had any type of in-service training.
Without trained hands, how does the nation hope to provide appropriate education for exceptional
persons? There is need for proactive measure to address this ugly incidence to reduce the plight of
those with special needs in the society.

4. Inequality of educational opportunities: There is unequal awareness and provision of education

for the various types of handicapped persons contrary to the objective of giving "concrete meaning
to the idea of equalizing educational opportunities for all children ......... " Adima (1989) noted that
"opportunities for education are much better for the blind and deaf than for the physically and
mentally retarded." There is no special education facility for the multiply handicapped known to
the presenter. Those with other special needs outside of the blind and deaf should be properly
catered for so as to implement what is written in the National Policy on Education as its relate with

17
those with special needs that everyone should have equal access to education their disabilities
notwithstanding.

5. Lack of infrastructural facilities: In most cases, the infrastructures are non-existent. The
physically handicapped are faced with architectural barriers in their various schools. There are no
tramps, many are not provided with wheel-chairs, crutches and artificial limbs (Mallubu, 2003). It
is very pathetic that in Nigeria that policies are made but there is often no effective medium of
implementation. Many students with special needs go through great hardship in life especially
those who are going into schools from the primary level to the higher institution. The basic things
that they need to assist them to cope with their academics is not often available.

6. Problem of legislation: The gap between policy statements on special education and their
implementation is due to absence of appropriate legislation. Without appropriate legislation, the
developmental rate of special education would be very low since there will be no basis to regulate
it. The problems highlighted above calls for a repositioning of special education in Nigeria
especially as it affects the areas touched, in order to allow for better delivery of special educational
services.

Assessment: Mention five problems identify with special education programme in Nigeria.

Possible Solutions to the Problem of Special Education in Nigeria

The following are recommended as measures that could be taken to achieve significant
improvement in the implementation of special education in Nigeria.

(1) To ameliorate the problem of inadequate funding, the prevailing economic crutch calls for the
cooperative efforts of communities' voluntary organizations, religious bodies and individuals in
providing funds for the delivery of special education programmes. This will reduce the financial
burden on government. To serve as incentives to donors or sponsors, honours, awards or tax rebates
could be given. The various levels of government can have consolidated account for financing
special education programme under the control of the National Council for Exceptional Children.
Thus funds for meeting the divergent needs of the handicapped will be secured.

(2) No educational education can thrive without adequate personnel. To provide the appropriate
teaching and supportive staff needed for the delivery of special education services, government

18
should as a matter of urgency, organize seminars, workshops and in-service programmes for the
training and retraining of special education personnel as stipulated in the FRN (2004). Government
should mount special education programmes in all teacher training programmes of universities that
presently do not run such programmes.

(3) Thirdly, to improve the delivery of special education programmes in Nigeria, appropriate
legislation should be provided. In the United States of America, legislation has been used to
improve the education of exceptional persons. The Education for All Handicapped Act otherwise
known as the American Public laws (P.L 94-142) of 1975 (which mandates a national commitment
to the education of all handicapped children) is a good example. In Nigeria, legislation should be
similarly provided mandating the education of all her handicapped persons. Legislation should
also be initiated for special budgetary allocation for special education. By so doing, most of the
problems facing the field, which are attributable to lack of funds, would be arrested. Legislation
will also reverse the present state of inequality of educational opportunities available for different
categories of the handicapped and rid our streets of destitute, as every handicapped child of school
age must be in school.

What is Exceptional or Gifted?

Exceptional: This is a broad term that refers to all children and youths who deviates significantly
either above or below the group’s norms intellectually, emotionally, physically or otherwise, to
such an extent that such children will require special services to profit from the normal
expectations of his/her age group, and to such an extent that he/she requires additional assistance
from the teacher to enable him/her reach the full extent of his/her potentials.

Impairment: This refers to any loss or abnormality of psychological, physiological or anatomical

structure or function (WHO, 1980). Impairment is a medical term for anatomical loss of bodily
function. Ajobiewe (2000) also explained that an impairment is a problem with a part of the body
resulting from injury, disease and hazard in the environment or genetic factor.

Handicapped: The World Health Organisation (1980) defines a handicap as a disadvantage for a
given individual, resulting from impairment that limits or prevent the fulfilment of a role that is
normal depending on age, sex, social and cultural factors for that individual. Adesina (2001) also
defined handicap as the consequence of environmental and social conditions which prevent a

19
person with disability from realizing his/her maximum potentials. This also refers to the effects
caused by disability. It is therefore, the incapability to carry out or perform some societal
expectations in terms of normal behaviour.

Disability: This term is used for the measurable functional loss resulting from an impairment.
Ajobiewe (2000) stated that disability is any restriction or lack (resulting from an impairment) of
ability to perform an activity in the manner or within the range considered normal for a human
being. It represents deviation in a person’s make-up which could be physical, psychological or
neurological classification. It should be noted that there is significant difference between disability
and handicap e.g. one who is blind is disabled in terms of sight but not handicapped when it comes
to speaking and hearing.

Assessment: 1. Identify four solutions to the problem of special education programme in Nigeria.

2. Distinguish between individual with handicap, disability and impairment.

4.0 Summary

Every educational programmes in Nigeria are confronted with one challenge or the other, but the
pathetic issue is the fact that the educational stakeholders at every level of government seems not
to be concerned about many of these problems. The need to seek for appropriate solution is often
not their priority, thus such issues continue to be a thing of concern to all sundry. The problems
related to special education in Nigeria has been identified and possible solutions were also
enumerated. The common variables in special education were defined and described appropriately
so that students will be able to distinguish among them.

5.0 Assignment: 1. People with special needs are not properly treated, nor their educational
programme given great priority. Discuss.

2. Distinguish between these words disability, handicap and impairment.

6.0 Bibliography

Adima, E. E. (1989). Special education. Ibadan: NFS Educational.

Kneedler, (1984). Special education for today. Englewood Cliffs, N.J. Prince Hall.

20
Lewis, R.B. & Doorlag. D.H. (1995). Teaching special students in the mainstream (4th.ed.) Upper
Saddle River, N.J: Merrill.

Herward, W.L. (2000). Exceptional children: An introduction to special education (6th ed.) Upper
Saddle River, New Jersey: Merrill.

Federal Republic of Nigeria (2004). National Policy on Education. Lagos: NERDC Press.

Mallubu, B.E. (2003). Problems facing the field of special Education in Nigeria and the way
forward. Journal of Research in Special Education 6 (1), 27 -36.

Oluigho, F.C. (1986). Statistics of special. Education development in Nigeria. Lagos Federal
Ministry of Education.

Ozoji, E.D. (1993) .Special Education for the Non-Professional Jos: Deka Publications.

Unit 1 VISUAL IMPAIRMENT

1.0 Introduction

2.0 Objective

2.1 How to study the unit

3.0 Main Body

4.0 Summary

5.0 Assignment

6.0 Bibliography

3.1 Meaning of Visual Impairment

3.2 Observable Sign of Visual

21
3.3 Causes of Visual Impairment

3.4 Educational Programme for Visual Impairment.

Content

1.0 Introduction:

Vision is a vital tool in the development progress and well-being of children.

The use of vision for educational purpose cannot be over emphasized. Hence, there is need to study
visual impairment, the signs, causes, classification and educational adaptation to solve this
problem (visual impairment).

2.0 Objectives

At the end of this unit, you should be able to:

1. Define visual impairment

2. State the classification of visual impairment

3. State the signs of visual impairment

4. Explain the causes of visual impairment

5. List the preventive measures of visual impairment

2.1 How to study this unit:

 Pay attention to the new words.

 Visualize yourself in the classroom.

 Be focus.

22
3.0 Main Body

3.1 Meaning of Visual Impairment

Visual impairment simply means all level of visual impairment ranging from severe visual
impairment to total blindness. A child is visually impaired if he/she cannot perform visual task
such as print reading. According to Barrage (1983), a visually handicapped child is one whose
visual impairment interferes with is optimal learning and achievement except adaptations are made
in the nature of the materials used in learning. Ozoji (2005) described visual impairment in children
to mean the sense of vision is defective and it can ranges from the ability to see a little to total
blindness.

Classification of Visual Impairment

Visual impairment could be classified into three major areas:

1. Blindness

2. Low vision

3. Partial sightedness

Blindness

An individual is said to be blind if he/ she cannot read and write printed materials after all optical
corrective measures are done. If he/she uses Braille as a means for reading and writing.

Low Vision

Barraga (1976) explains individual with low vision , as those who might have been certified blind
but have some residual vision or individual who have limitation in distance vision, however, are
able to see object and materials nearer to them . A child with low vision is at a disadvantage in a
normal classroom.

23
Partial Sightedness

This refers to children with visual difficulties but can see and read with the help of magnifiers or
spectacles to read and write, such children suffer from near-sightedness (myopia), hyper-metropia
(far – sightedness) and astigmatism (blurred vision)

ASSESSMENT 1:

 State and describe briefly the three classifications of visual impairment.

3.2 Observable signs of visual impairment

The common signs exhibited among visually impaired children are:

1. Low progress at a rate below the age grade. Visually impaired young children do not develop
motor skills and other developmental life stage e.g. crawling at the appropriate age.

2. When a child cannot complete long reading assignment given to him from the school that
involved the use of the eyes.

3. When a child finds it difficult to do basic principle involving certain areas such as division or
multiplication.

4. When a child understands better when book are read to him than reading by himself.

5. When you see a child covering one eye while reading.

6. When a child skip letters and words or lines while reading.

7. When a child appears difficult and refused to participate during play time.

8. When a child is always looking confused about details on things appearing on map or other
which needs interpretation as the impaired eyes, cannot see things clearly.

9. The child have red eyes or discharges yellowish matter from the eye.

24
10. When the child often holds books or other reading materials far away from the eyes or too
close to the eyes.

11. When a child rarely respond to peripheral stimuli.

12. When a child looks slightly nervous or tense when asked to perform a task that has to do
with vision.

Assessment 2;

 State five signs of visual impairment in children.

3.3 Causes of Visual Impairment or Disability

The following are the causes of visual impairment in children:

1. The transfer of genes and chromosomes associated with visual disability in children from their
parents at the time of conception.

2. Malnutrition: This is one of the causes of visual disability in children due to mother carelessness
in the diet, malnutrition, use of strong drugs being affected from chronic diseases and by serious
accidents and incidentally abnormal and stressful body state, unhealthy living and socio-
psychological environmental conditions faced by the mothers during their pregnancy.

3. Abnormalities and incident at the time of the birth of the child: Premature delivery, effect of
anesthetics agents and instrument used in the taking delivery, infection caused during child
delivery.

4. Starvation, malnutrition and hardships faced by children during their early years.

5. Bad effect of infectious disease, such as chicken pox and measles.

6. Diseases associated with the eyes and infection.

25
7. Deficiency of vitamins and other essential components of nutrition for health and well-being of
the eyes.

8. Using dim light to read can cause visual disability.

9. Bad effects of dust, smoke and pollution.

10. Excessive viewing of programmes on the low vision screen and working with computers
always.

Assessments 3:

State five causes of visual impairment.

3.4 Educational Adaptation

These are measures used to enable the children who are visually impaired to read and write. For
children who are totally blind or nearly blind children cannot be educated or learn with normal
children in normal schools. Therefore;

1. They have to be sent to special schools meant for the blind. Teacher who are specialist are
employed to these schools in teaching and dealing with the blind children. Touching, smelling and
hearing become necessary tools for the communication of learning experience and adaptation to
physical and social environment. Teaching and learning processes is done with the use of braille
scripts. By Braille scripts, they are taught to read and grab the written communicated ideals through
their sense of touch. For children who are of low vision and partially blind, the following measure
can be adopted in their education:

 Corrective measures of their eyes impairment be taken.

 Using their sense of sight in their education in a minimum way. Avoid over loading them
with reading and writing task, drawing, painting and geometric construction.

 Classroom arrangement should be made in such a way that they are put in the front seats
and good lights be provided in the classroom.

26
  Paying attention individually to those with low vision by removing that difficulties in
viewing the black board or white board, charts, maps and so on.

 Take out time to read aloud what is written on the blackboard and other visual aids.

 Increase the use of the aids materials and devices requiring senses than visual aids.

 Equip them with visual aids such as magnifiers, lens and so on.

 Provide bold lettered books in library for these children.

4.0 Summary:

Visually impaired or handicapped disabled children are those children who suffer from the
impairment and defects to such an extent that make them disable in terms of the visual ability and
perception. The cause of visual impairment is majorly hereditary, socio- psychological and
physical environment. To make proper adaptations for the children, their difficulties be divided
into totally blind and low vision or partially blind. For the totally blind, they should be sent to
special boarding school for the blinds, while the low vision can be educated with extra effort, care
and needed special attention.

5.0 Assignment

1. Who is a visually impaired child?

2. State the causes of visual impairment.

3. What are the corrective measures can be put in place to adapt and educate a low vision and
partially blind child?

6.0: BIBLIOGRAPHY

Omede A.A, (2016) Introduction to Special Education for Higher Education. God’s love press.

Mangal S.K, (2007) Essentials of Educational Psychology. Prentice Hall of India Private Limited.

27
Unit 2: Mental Retardation

1.0 Introduction

2.0 Objective

2.1 How to study the unit

3.0 Main Body

3.1 Meaning of Mental Retardation

3.2 Types of Mentally Retardation or Disabled Children

3.3 Causes of Mental Retardation

3.4 Educational Adaptation

4.0 Summary

5.0 Assignment

6.0 Bibliography

Content

Unit 2: Mental Retardation

1.0 Introduction ; This unit focuses on meaning of mental retardation, classes/ types of the
mentally retarded children, causes of mental retardation and educational adaptation for mentally
retarded.

2.0 Objectives

At the end of this unit, students should be able to:

1. Define Mental Retardation.

28
2. State the classification or types of Mental Retardation

3. Describe the causes of Mental Retardation in children.

3.0 Main Body

Mental Retardation is described as a special type of psychological disorder linked with the
incomplete development of one’s brain from birth and leading to intellectual prowess as related to
the chronological age. Mental Retardation is a gradual decrease in the functioning of one’s brain.
A child that is mentally retarded does not developed his intellectual prowess at the normal speed
expected from children at that very chronological ages. Page J.D (1976) defined mental retardation
or deficiency as a condition of subnormal mental development present at birth or early childhood
and characterized mainly by limited intelligence and social inadequacy.

American Association on Mental Deficiency (1973) defines Mental Retardation as

significantly sub-average intellectual functioning existing concurrently with deficits in adaptive
behaviour and manifested during the development period.

British Mental Deficiency Act (1981) described Mental Retardation as a condition of arrested or
incomplete development of mind existing before the age of 18 years arising from inherent causes
or induced by sickness or injury.

Characteristics of Mental Retardation

1. It is a state of mind

2. It is not a sickness of the mind

3. It is linked with subnormal development of the mind or brain

4. It is also linked with one’s inadequate adjustment with the environment.

5. The disability maybe observed at birth or in early childhood.

6. It can be caused by external and in inherent factors.

29
Assessment 2

Who is a mentally retarded child?

3.2 Classification of Mental Retardation

1. The mild mentally regarded with an IQ of 50-70

2. The moderately mentally retarded with an IQ of 40-50

3. The severely mentally retarded with an IQ of 20-40

4. The profoundly mentally regarded with an IQ of 20 and below.

1. The Mild Mental Retardation: This group is called educable mentally retarded as they can
engage in recreational arts and can live life independently. They can engage in any social activity
and also attend school to learn with others.

2. The Moderate Mental Retardation: As adult, they attain intellectual levels of an average six
years old. They show sign of retardation very early in life in all areas of development. Thought
they can speak, their rate of learning is too slow. They lack abstract reasoning and cannot perform
the basic skills of reading and writing. They can perform certain functions that can be useful at
home with close supervision from parents and guardians.

3. The Severe Mental Retardation: They never attain an intellectual growth greater than that of
the average four years old child. They are totally dependent on their parents/guardians. They are
taught especially to carry out daily living skills such as; toileting, bathing, feeding, drinking, and
dressing one self.

4. Profound Mental Retardation: The individual belonging to this group are worthless and
hopeless. They never attain in adult life an intellectual level greater than that of the average two
years old child. They are disable in both intellectual capacities and adaptive behaviour. They
experience retardation of growth, physical deformities pathology of the central nervous system,

30
autism, and severe speech difficulties, motor in coordination, deafness and convulsive seizure.
They have low life span.

Assessment 3

State the four classes of Mental Retardation.

3.3 Causes of Mental Retardation

1. Factor associated with time of conception.

2. Factor associated with mother’s womb

3. Factor associated with time of delivery.

4. Head injuries due to accident.

5. Infection and chronic disease in early childhood.

6. Food deficiency and malnutrition.

7. Socio- cultural and Educational deprivation.

8. Emotional maladjustment and mental conflict.

9. Environmental influence.

10. Trauma and accidents.

Assessment 3

 List five causes of Mental Retardation.

3.4 Prevention of Mental Retardation/ Educational adaptation:

Mental retardation is majorly caused by hereditary and the environment. The following measures
can be used to prevent Mental Retardation.

31
1. The need for providing proper atmosphere for the growth and development of the children will
reduce the incidence of Mental Retardation.

2. Genetic counselling should be provided to couples to be, to avoid genetic error which can lead
to given birth to Mentally Retarded children.

3. Age of mother also plays a great role in given birth to a Mentally Retarded child. Old mother
should be discouraged through public campaign enlightenment to have children at old age. As a
woman grows old the genes are equally very old whereby the reproductive organ is no longer
functioning up to expectation.

4. Pregnant mother should be advised to go for balance diet, especially at early stage of pregnancy
to avoid the incidence of deformity. Such foods include, fruit, vegetables, fish, meat, egg, milk,
beans and so on.

5. Another important preventive measures is the need for medical care for mothers and babies
during development period as well as pregnancy period. This is because, proper medical care will
help mother to reduce effect of drug use and abuse of pregnant mothers during the stage of
pregnancy.

Educational Adaptation for the Mentally Retarded:

1. Identification

2. Instructed planning

3. Learning environment

4. Regular classroom

5. Provision of resource room.

6. Provision of special class

32
4.0 Summary:

In this unit, we have learnt about who the mentally retarded or disabled children are. Several
definition has been written on characteristics and causes of Mental Retardation. We have also
learnt preventive measure and educational adaptation for the Mentally Retarded children.

5.0 Assignment

1. Define Mental Retardation

2. What are the possible causes of Mental Retardation?

3. How would mental retardation be prevented in children?

6.0 Bibliography

American Associated on Mental Retardation (2002). Mental retardation: Definition, classification

and system of support (10th Ed.) Washington D.C.AAMR

Omede A.A. (2016) Introduction to Special Education for Higher Education.

Unit 3: Learning Disability

1.0 Introduction

2.0 Objectives

2.1 How to study this unit

3.0 Main Body

3.1 Definition and classification

3.2 Characteristics of Learning Disability

3.3 Causes of Learning Disability

33
 3.4 Language Disorder

3.5 Educational provision for the Learning Disable

4.0 Summary

5.0 Assignment

6.0 Bibliography

Content

UNIT 3: Learning Disability

1.0 Introduction

In this unit you will learn about Learning Disability, classification of Learning Disability,
characteristics, causes of Learning Disability and educational provision for the Learning Disabled.

2.0 Objectives

At the end of this unit, students should be able to:

1. Define Learning Disability in children

2. Classify the level of Learning Disability

3. State the causes of Learning Disability

4. List the different educational provision for the Learning Disabled.

3.0 Main Body

3.1 Meaning & Definition of Learning Disability

Learning Disability (LD) is a state of helplessness that can be felt by the sufferer in terms of his or
her academic performance (learning or understanding something) in the same way as experienced

34
by a mentally disabled in terms of his mental functioning or by a physically handicapped or
disabled in term of his physical functioning.

The United State Department of Education (2005) defined Learning Disabilities as a disorder in
one or more of the basic psychological process involved in understanding or in using language,
spoken or written that may manifest itself in an imperfect ability to listen. Think, speak, read, write
spell or to do mathematical calculations including such condition as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia and aphasia.

Keller (2005) defined Learning Disabilities as a neurological disorder that cause difficulty in
organizing information recovered, remembering them and expressing information and therefore
affect a person’s basic function such as reading, working, comprehensive and reasoning.

Learning Disability is a genetic term and it means a heterogeneous group of disorder manifested
by significant difficulties in the acquisition and use of listening, speaking, reading, writing,
measuring or mathematical abilities.

Cronn (1978) describe Learning Disabilities to represent those that display one or more difficult
in the essential learning processes of perception, conceptualization, language, memory, attention
and impulse control. “It is not a diseases”.

Smith (2004) explained Learning Disability as a discrepancy between what the child ought to be
able to learn and what the child can actually learn.

Omede (2016) described Learning Disabilities to include when children are slow in learning to
talk, to acquire other communication skills or to develop visual or auditory perception or having
difficulty in hearing, to read, to spell to write or to calculate or read or children who cannot learn
by ordinary method of instruction but are not mentally retarded.

Assessment 1:

Define the term Learning Disabilities

35
3.2. Characteristics of Learning Disabilities

1. Learning disabled children are known to suffer from severe learning problems.

2. They exhibit hyper activeness and impulsiveness.

3. They suffer from emotional problems and demonstrate signs of anxiety and moodiness.

4. They move up and down in the classroom

5. They suffer from severely impaired learning efficiency or a handicap

6. They exhibit a significant educational discrepancy. i.e. a wide gap between their learning
potential and actual educational achievement.

7. They may exhibit disorder of memory, thinking, attention, general coordination perception and
motor functioning and so on.

8. They are handicapped in learning and acquisition in the same mastery of academic tasks.

9. They are usually characterised with lack of motivation, inattention, inability to generalize and
lack of adequate ability in problem solving, information processing and thinking skills etc.

Assessment 2

State five characteristics of Learning Disabilities in children.

3.3 Causes of Learning Disabilities

A number of factors contributed to the causes of Learning Disabilities in children. Some of these
factors are:

1. Genetic or Hereditary Factor: It has been observed that learning disabilities can be inherited
from the family through genetic transmission from generation to generation.

2. Brain damage: Brain damage caused by accident may affect children ability to learn.

36
3. Spinal Cord injury: Spinal cord injury or damage of message carrying nerves can lead to
malfunctioning and learning difficulties.

4. Poor nutrition: Poor nutrition during the developmental stage of a child can lead to dysfunction
of the central nervous system and can cause biochemical imbalance and may lead to learning
disabilities.

5. Environment factor; Learning Disabilities can be caused by factors present in an individual

such as physical, social, cultural and educational environment. Environment plays a significant
role in the life an individual or child.

Assessment 3

Explain three causes of Learning Disabilities in children.

3.5 Educational Adaptation

What can be done to the learning disabled children once they are identified? Some of the methods
of educating children with learning disabilities are:

1. Remediation approach: Individualized Educational Program (IEP) is essential to ensure each

child unique needs are met. Some of the remediation teaching approaches include; task training,
process training and ability training.

2. Specific intervention strategies: Specific intervention strategies, such as the use of computer,
provision of resource center with adequate learning materials, equipment and some trained
specialist expert in guiding and helping the Learning Disabled.

3. Customized lessons: Teachers of the learning disabled should be aware of the learning styles
of each child and fashion out their lesson so that it can take care of such style of learning.

4. Teacher of Learning Disabled children should be patient and have interest in teaching them.

37
4.0 Summary

In this unit, you have learnt about the meaning and definition of Learning Disabilities. Children
also with Learning Disabilities are called learning disabled. Learning Disabled children are those
children who suffer severely from the impaired learning inefficiency to the extent that they
essentially require special attention, care and individual programme for the rectification of their
learning problem and disabilities. Causes of the learning disabilities may be due to hereditary or
genetic, dysfunction of the central nervous system due to diet deficiency or poor nutrition and
social, physical or educational environment. For educational provision, there should be
remediation approach, use of trained teachers, such teachers should be patient with them and there
should be provision of aids to take care of the learning style.

6.0 BIBLIOGRAPHY

U.S. Department of Education (2003). Twenty- third annual report to congress on the
implementation of the individuals with disabilities Education Act. Washington DC.

Omeden A.A. (2016). Introduction to special education for higher education. Circa Commons
Assoc.ltd.

Individual wide Disabilities Education Act. (2004) Evaluation and eligibility for specific learning
disabilities. U.S.A. Department of Education.

Smit, C.R (2004) Learning disabilities; The Interaction of Students and their Environment. New
York; Pearson Education Inc.

UNIT 4: Language Disorder

1.0 Introduction

2.0 Objectives

2.1 How to study this unit

3.0 MAIN BODY

38
 3.1 Definition and classification

3.2 Characteristics of Language Disorder

3.3 Causes of Language Disorder

3.4 Educational provision for Language Disorder

4.0 Summary

5.0 Assignment

6.0 Bibliography

CONTENT

1.0 INTRODUCTION

In this unit you will learn language disorder, classification of language disorder, characteristics,
causes of language disorder and educational provision for the language disorder.

2.0 OBJECTIVE

At the end of this unit, you should be able to:

1. Define Language Disorder in children

2. Classify the forms of Language Disorder

3. State the causes of Language Disorder

4. List the different educational provision for Language Disorder.

3.0 MAIN BODY

Language Disorder

39
Language is an organized system of symbol used to express and receive meaning. A Language
Disorder is the impairment or deviant development of comprehension or use (or both) of a spoken,
written or other symbol system. The disorder may involve:

1. The form of language- This is the system of language including phonology morphology and
syntax.

2. The content of language- System within language growing combination of sounds (semantic
system).

3. The function of language in communication (pragmatic system) in any combination.

A person that has a breakdown in the above three aspects of language has a Language
Disorder.

Characteristic of Language Disorder

1. They exhibit lack of concept formation

2. They exhibit lack of vocabulary

3. They cannot follow oral direction

4. They can't do rhymes

5. They exhibit poor quality of voice

6. They manifest problem in expressing personal need.

Causes of Language Disorders

1. Genetic factor

2. Brain injury

3. Hearing disabilities

40
4. Use of hard drugs by the mother during pregnancy.

5. Environmental causes

Educational Prevention/ Adaptation to Language Disorder

To help children with language disorder in the classroom for better language skills, the following
approach must be applied:

1. Teachers must give introduction support to children with language impairment.

2. Teachers should be employed adopted explicit language instruction strategy in teaching them.

3. Provide a language set up environment/resources center in enhancing, teaching-learning

process.

6.0 BIBLIOGRAPHY

U.S. Department of Education (2003). Twenty- third annual report to congress on the
implementation of the individuals with disabilities Education Act. Washington DC.

Omeden A.A. (2016). Introduction to Special Education for Higher Education. Circa common.s
Assoc.ltd.

Individual wide Disabilities Education Act. (2004) Evaluation And Eligibility For Specific
learning disabilities U.S.A Department of Education.

Smit, C.R (2004) Learning disabilities: The interaction of students and their environment. New
York; Pearson Education Inc.

UNIT 5: Hearing Impairment

41
1.0 Introduction

2.0 Objective

2.1 How to study this unit

3.0 Main Body

3.1 Meaning & type of Hearing Impairment

3.2 Causes of Hearing Impairment

3.3 Methods of educating the Hearing Impaired.

4.0 Summary

5.0 Assignment

6.0 Bibliography.

CONTENT

UNIT 5: HEARING IMPAIRMENT

1.0 Introduction

Hearing is an important communication skill. A child having hearing disorder has the inability to
communicate with order children. Communication is a vital tool in any knowledge acquisition
process and the adjustment to one‘s environment, the children with hearing disorder will suffer
adjustment and educational development. Hence, this unit is devoted to learning this Learing
Impairment/Disorder, what causes it and how the children can be helped educationally to adjust.

2.0 Objectives

At the end of this unit, students should be able to:

42
1. Define Hearing Impairment

2. List the type of Hearing Impairment

3. Describe the causes of Hearing Impairment.

4. Explain how to educate the Hearing Impaired children.

2.1 How to study this unit

1. Read and study this unit properly

2. Take note of new words used

3.0 Main Body

3.1 Definition and Types of Hearing Impairment.

WHO (World Health Organisation (2005) described Hearing Impairment as partial or complete
loss of ability to hear from one or both ear. Hearing Impaired children are those children who
suffer from a wide range of hearing losses including deafness making them wholly or partially
disabled in utilizing their hearing organs for getting and exchanging information with orders.

A Learning Impairment occurs due to pathological conditions in the various result of

disease or other causative damage to one or more part of the ears, thus preventing the child from
hearing.

A deaf person is described as one whose hearing disabilities include successful processing of
linguistic information through audition with or without a hearing aid.

A hard of hearing was on the other hand explained as one who generally with the use of hearing
aids has residual hearing sufficient to enable successful processing of inquisition information
through audition. Kirk also described hard of hearing as someone whose sense of hearing is, though
faulty and defective is functional with or without a hearing.

43
3.1 2 Type of Hearing Impairment

Hearing losses are classified into the following four types:

1. Conductive hearing losses: These are those with slightly hearing loss. A person with a
conductive hearing loss is usually able to use a hearing aid well or can be helped medically.

2. Senserineural hearing losses: These are those with mild hearing loss. They often affect the
person’s ability to hear certain frequencies more than other.

3. Mix hearing loss: These are those with moderate hearing loss. It is a mixture of both slight and
mild hearing loss. The problem occurs both in the outer or middle and the inner ear.

4. A central hearing losses: These are those with severe hearing loss.

Assessment

Define the term deafness.

3.2 Causes of Hearing Impairment

Causes of hearing impairment could be classified on the base of the location of the problem as well
as the time when the problem was caused. For instance, the ear is divided into three parts and each
part has the causes separately as thus:

Causes of impairment of the outer ear are:

 Inability of the external auditory carnal

 Excessive formation of ear wax

 Perforation of the ear drum.

 Infection of the skin of the external auditory carnal.

2. Causes of Impairment of the Middle Ear are:

44
  Infection

 Allergies

 Disease of ear born

 Congenital defects

 Pressure; as in slap and blow on the head

3. Causes of Impairment of the Inner Ear are:

 Rhesus blood incompatibility

 Degeneration, of inner ear

 Viral infection

 Pressure as in blows, excessive noise

 Side effect of antibiotic usage

 Cerebral spinal meningitis.

Hearing Impairment of can also be caused in the course of any of the following developmental
stages.

A. Causes of Hearing Impairment during prenatal stage:

 Excessive use of drugs by the mother during pregnancy.

 Hereditary factor

 RH blood incomparability

 Malnutrition.

B. Causes of Hearing Impairment during perinatal stage (delivery).

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  Prolong labour

 Heavy sedative: as in the use of anesthetic

 Misuse of forceps

 Blockage of respiratory track; as in where the umbilical cord wraps up the baby or through
excessive production of discharges.

C. Causes of Hearing Impairment after birth (postnatal)

 Infection disease such as whooping coughs, mumps, measles, typhoid etc.

 Head injury due to accident

 Production of ear wax

 Violent slaps

 Insect invasion

 Traumatic experience by loud voice.

 Old age; when auditory nerves becomes weak.

Assessment:

State five causes of Hearing Impairment in children.

3.3 Educational Adaptation for the Hearing Impaired.

A good educational adaptation for deaf children must provide opportunities for them to learn
communication skills such as auditory training, lip reading (speech reading), manual
communication and total communication.

Auditory Method: This method makes use of sound amplification to develop listening and speech
skills through the use of hearing aids.

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Lip Reading (Oral Method): This is the method or process of educating the deaf on what a
speaker is saying by watching the lips movement and the face of the speaker.

Manual Communication: This involves finger spelling and signs. Finger spelling involves
spelling out the letter of the alphabet or words on the finger of one hand- American Sign Language
(A S L) or both hands (The English System)

Sign Language: This is the use of gestures by a person to describe meaning to another. E.g. both
index finger drawn down the cheeks from the eyes indicates crying. Manual communication
consists mainly of drama, pantomimes and gestures.

Total Communication: This is also called simultaneous or combined method. It is a combination

of finger spelling, speech, signs, gesture etc. teachers are encouraged to be patient with the deaf
children and make an individualization of instruction to them. Teachers should also use concrete
objects in teaching.

4.0 Summary: In this unit, we have learnt, the hearing disabilities, type and causes of hearing
impairment and also ways to educate a child with hearing impairment.

5.0 Assignment

 Explain the cause of Hearing Impairment.

 Briefly describe how a Hearing Impaired student can be educated in your school.

6.0 Bibliography

Omede Andrew A ((2016) Introduction to Special Education for Higher Education.

Esere M.o (). Learning Disabilities and Learning Problem in School.

Arogundade B. & Oluwatimilehin JJB (2001) Introduction to Special and Adolescence Education
published by Igbala press, Ondo Road Akure.

Mangual S.K (2007) Essentially Of Educational Psychology Prentice, Hall Of India.

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UNIT 6 Giftedness and Talented

1.0 Introduction

2.0 Objectives

2.1 How to study this unit

3.0 Main body

3.1 Definition, Meaning & Characteristics

3.2 Identification of Gifted and Talented Children.

3.3 Factors Contributing to Giftedness and Talentedness

3.4 Educational Programme for Giftedness and Talentedness.

4.0 Summary

5.0 Assignment

6.0 Objective

Content

1.0 Introduction

The Gifted or Talented children needs proper environment for their development. In this unit, there
shall be the description, the meaning, how to identify the Gifted or Talented children and
educational programme for the Gifted and Talented children.

2.0 Objective

At the end of this unit, the students should able to:

1. Define who a gifted child or talented child is.

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2. State the need of a Gifted or talented child

3. Describe or identify a talented or gifted child.

4. State the ways to educate a gifted or talented child.

2.1 How to use of this unit

1. Be focus and decline to learn

2. Pay attention to the new group of children.

3.0 Main Body

3.1 Meaning, Definition and Characteristics of Gifted and Talented Children

3.1 Meaning and Definition.

Havighurst (1958) defined a talented or gifted child as one who shows consistently remarkable
performance in a worthwhile line of endeavour.

Pasricha (1964) described a gifted child as one who exhibit superiority in general intelligence
or the one who possesses special abilities of higher orders in the field which are not necessarily
associated with higher intelligence quotient.

American Public Law 91-230 defined a gifted and talented children as those identified by
professionally qualified person who by virtues of outstanding abilities are capable of high
performance.

Assessment 1

Define gifted or talented child.

3.1.2 Characteristics of Gifted and Talented Child.

1. They learn faster than average child as a result of their special intellectual potential.

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2. They are readiness habit is very adequate and courageous without a guide.

3. They have wide acquisition of vocabulary.

4. They exhibit curiousness and inquisitiveness most time.

5. They have good logical reasoning.

6. They are very creative with all kind of objects.

7. Very prolific in ideas and proffering solution to problems.

8. They exhibit reliable character.

9. They maintain good relationship.

10. They exhibit technical knowhow and also have superior mind set in all they do.

Assessment 2

List five characteristic of gifted and talented children.

3.2 Identification of Giftedness and Talented children

 Teacher nomination

 Peer nomination

 Parent nomination

 Individual nomination

 Through intelligence test.

3.4 Educational Programme for the Gifted and Talented Children.

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Teachers have agreed on the following in producing educational objective for the talented and
gifted children.

1. Gifted children should master important concept systems that are at the level of the abilities in
various fields of endeavour.

2. They should develop skills and methods that enable them to become more independent in their
chosen fields.

3. They should develop interest and be excited about learning.

It is observed that gifted children have special abilities above the average children. To meet
up with these unique abilities, there is need to modify the school curriculum so as to meet their
educational objective.

Some of the ways of educating the gifted children are:

1. Acceleration: This is to enable them have rapid education during their learning period. This
system involved double promotion and it gives room for him/ her to complete their education faster
than their mates. Acceleration is done through:

1. Skipping of Classes

2. Early School Admission

3. Advanced Placement Programme

2. Enrichment Programmes: This method involve given the student special assignments within
and outside the syllabus.

 Work on an independent projects

 Preparing reports and participation in group/ panel discussion.

 Independent library reading

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  Excursion to places.

 Participation in the organization of curricular activities.

 Experimentation and independent research works involvement.

3. Separate schools can be provided to the gifted children to enhance their performance. Such
separation is always criticized as it well put the child in danger and is termed undemocratic.

4. Ability grouping: This is placing the gifted child to where his potentially are higher. Ability of
the gifted children normally helps, teachers and administrators to group student into science or arts
or commercial classes. This grouping helps the gifted child to remain on superior intelligence roll
call. Examples are Nigeria School of Academy, Suleja and Jos and Hill Grace School.

4.0 Summary

In this unit, the students have learnt who a gifted or talented child is, how to identify them in the
classroom, their characteristics and ways to educate and bring out the best in them.

5.0 Assignment

1. List and explain ways to educate the gifted and talented students.

6.0 Bibliography

Kiric, S. A. (1962). Educating exceptional children. Bostons: Hughton Maftlin Company

Abang, T. B. (1980). The exceptional child, who is he? A handbook on elements of special
Education Lagos:

UNIT 7: The Roles of Guidance and Counselling In the Management of Handicapped

Students in School.

1.0 Introduction

2.0 Objective

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2.1 How to study this unit

3.0 Main Body

3.1 Categories of handicapped children.

3.2 The role Of Guidance and Counselling.

4.0 Summary

5.0 Assignment

6.0 Bibliography

1.0 Introduction:

Special Education has provided healthy environment in which the handicapped child feels
accepted and is encouraged to learn. These handicapped children are categorized into different
groups which students are going learn about and the role of guidance and counselling in managing
these handicapped children will be learnt.

2.0 Objectives

At the end of this unit, the students should be able to:

1. Maintain or list the various categories of handicapped children.

2. State the roles played by guidance and counselling in managing the handicapped children.

2.1 How to study this unit:

1. Students should be able to visualize the various categories of handicapped children.

2. Differentiate the various categories and learn what causes their handicap.

3.0 Main Body

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3.1 Categories of handicapped children.

The different categories of handicapped children include:

1. The hearing impaired

2. The visually impaired

3. The mentally retarded

4. The learning disabled and

5. The gifted and talented children.

Others categories include the physically handicapped, the emotionally disturbed, the speech
impaired and so on.

Assessment

List five categories of handicapped children.

3.2 The role of guidance and counselling in managing the handicapped children

One of guidance and counselling goals is to help and assist the handicaps to cope and properly
adjust with the academic pursuit and to live meaningful life.

The counsellor should among other things help the handicapped.

Students to achieve the following:

1. Counsellors should help the handicapped to fulfill his/ her potential in academic pursuits.

2. The counsellors should provide acceptable level of self- care socially and academically for the
handicapped students.

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3. The counsellors should develop a realistic view of self, other and situation in the handicapped
so they will not be discouraged to drop out of school.

4. The counsellors should encourage and improve interpersonal relationship with the family, the
school and community where these handicapped lives.

5. The counsellor should encouraged the handicapped to have vocabulary development leading to
vocabulary self -sustenance.

6. The handicapped should be encouraged to be creative.

7. They should be encouraged to accept the limitation they have.

8. The counsellors should encouraged than to avoid self-pity.

9. They should not limit themselves in the learning process.

10. They should be encouraged to deal kindly with the curiosity of others about their disabilities.

11. They should be encouraged to accept kindness and attention from people in good fate.

12. Counsellors should encourage parents, guardians and care givers of disable children to accept
the children and help them to associate with others to improve on them lives.

Keys point to parent:

 Disability is not in ability

 Accept that each child is different and stop comparison.

 The disabled child needs proper care, acceptance, love, a feeling of security to succeed.

 Parent should avoid over protection.

 Task should be broken into steps for the handicapped child. Age, maturation, interest and
hand coordination should be taking into consideration when working with a disabled child.

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4.0 Summary

We have learnt the various groups of handicapped these includes the visually impaired, hearing
impaired, learning disability, and gifted child. The role of guidance and counselling is also
described to aid them to live reasonably and fulfill their potential.

5.0 Assignment

List and explain five roles of guidance and counselling in the management of the handicapped
children.

6.0 Bibliography

Kiric, S.A. (1962). Educating exceptional children. Bostons: Hughton Maftlin Company

Abang, T.B. (1980). The exceptional child, who is he? A handbook on elements of special
Education Lagos :NERC.

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