A SUMMARY REPORT ON FIELD

TRIP TO SPECIAL SCHOOLS IN IBADAN

SUBMITTED TO THE DEPARTMENT OF SPECIAL

EDUCATION

BY:
ADEBAYO RIDWAN ABIOLA
MATRIC NO: 230151

COURSE NAME: PROFESSIONAL PRACTICE I

LECTURER-IN-CHARGE:
DR. UDEME SAMUEL JACOB

SUBMITTED ON:
27TH DAY OF JUNE, 2023
TABLE OF CONTENTS

INTRODUCTION__________________________________________________________ii

AIMS OF THE FIELD TRIP________________________________________________ iii

OBJECTIVES OF THE FIELD TRIP ________________________________________ iv

DATA COLLECTION ______________________________________________________ v

FIELD OBSERVATIONS __________________________________________________ vi

BEERSHEBA MISSIONARY SCHOOL _______________________________________ 1

THE ADMINISTRATOR OFFICE ________________________________________________ 5

THE ROOMING QUARTERS ___________________________________________________ 5

THE KITCHEN________________________________________________________________ 6

THE LEARNING CENTRE _____________________________________________________ 7

JUVENILE CORRECTIONAL INSTITUTION _________________________________ 8

1. JUVENILE HOME ___________________________________________________________ 9

2. CHILD CARE UNIT_________________________________________________________ 10

OMOYENI SPECIAL SCHOOL OF THE BLIND ______________________________ 14

REHABILITATION CENTRE FOR THE DISABLED __________________________ 17

CONCLUSION ___________________________________________________________ 22

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 INTRODUCTION

A field trip is an excursion or educational trip taken by students or a group of individuals to

explore and learn outside of the traditional classroom setting. It involves visiting a specific
location or site that is relevant to the subject being studied, providing participants with
practical, hands-on experiences and the opportunity to apply their knowledge in a real-world
context.
This particular field trip was a carefully planned work involving a number of efforts from
various stakeholders including the student elect executives that were actively involved in the
various aspects of the processes of planning and decision making. And had championed the
vigorous course of actions that led to the success of the expedition
The biggest success of this expedition is without doubt owed to the lecturer in charge of the
course DR. UDEME SAMUEL JACOB, who in his indefatigable efforts had vetted important
decisions, brought them to action and directed the whole processes that ultimately made the
experience to be exciting and memorable. A way for the students to expand their knowledge
and gain a deeper appreciation of the world of special needs around them, and those intimately
connected with the world and life of people with special needs.

Names of Schools Originally Proposed to Be Visited:

1. CHESHIER PRIMARY SCHOOL, POLY ROAD.

2. BEERSHEBA MISSIONARY SCHOOL, AKUFO.
3. OMOYENI SCHOOL FOR THE BLIND, ORÍTA APERIN, AGODI GATE.
4. REMAND HOME, POLY ROAD.
5. REHABILITATION HOME, MONIYA.
6. HOME SCHOOL FOR THE DEAF, POLY ROAD.

Due to a number of factors such as limited time frame and unforeseen climatic conditions, the
places that where eventually visited were:

1. BEERSHEBA MISSIONARY SCHOOL, AKUFO.

2. JUVENILE CORRECTIONAL HOME.
3. OMOYENI SCHOOL FOR THE BLIND, ORÍTA APERIN AGODI GATE.
4. REHABILITATION HOME, MONIYA.

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 AIMS OF THE FIELD TRIP
The aim of this field trip is to provide participants with a firsthand experience and exposure to
the environment, educational practices, and individuals with special needs.
The primary aim is to promote understanding, empathy, and inclusivity while challenging
stereotypes and reducing stigma associated with disabilities. The field trip aims to broaden
participants' perspectives, foster respect for differences, and inspire them to contribute to a
more inclusive society.
Additionally, the field trip is designated to enhance social skills, encourage career choices in
special education or related fields, and promote personal growth through self-reflection.

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 OBJECTIVES OF THE FIELD TRIP

The objective of this field trip is to enhance students understanding of individuals with special
needs and disabilities. By interacting with students at the special school, participants can
develop empathy, compassion, and a deeper appreciation for the diverse abilities and
challenges people may have. To help raise awareness about various disabilities and promote
inclusivity within the community. To challenge preconceived notions, debunk stereotypes, and
contribute to reducing the stigma associated with disabilities.
The field trip encourages fostering of an appreciation for diversity and respect for individual
differences. By observing how students at the special school thrive and overcome challenges,
participants may develop a sense of admiration for their resilience, determination, and unique
talents. This experience can help create a more inclusive and accepting society. Additionally,
the visit may encourage students to engage in volunteer activities or advocacy efforts to support
the special needs community. Enhance social skills and interpersonal relationships, foster
inclusive practices etc.

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 DATA COLLECTION

Data collection were mainly through oral modes. Brief historical references. And gesticulations
made to infrastructure and in some cases references to Objects. e.g. At Omoyeni School for the
blind where Mrs. Silas made references to the slate and frames and braille. Tools used for
communication by the blinds.
At Beersheba Christian missionary school, there are wheel chairs that served as mode of
collection of data that were used in the completion of this report.

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 FIELD OBSERVATIONS

On the 21st of June 2023, I set out in the company of 78 other students from the department of
special education, University of Ibadan, Ibadan Oyo State. To explored some aforementioned
places of interest as listed above. Below is the carefully documented record from the start to
the finish of the expedition.
Our journey began on a ceremonious note at the point of convergence in the faculty of
Education quadrangle. The time for arrival was slated for 7:00AM, however, certain people
had began to arrive long before the appointed time and a few arrived at a later time. But every
student was accounted for before 8:15AM. The teacher in charge of the course, Dr. UDEME
Would later arrive in the company of the HOD, AYO OSISANYA (PhD) to begin the
preliminaries of formalities and instructional guides before the journey would formally begin
on a food note.
Our mode of conveyance was a three multi purpose buses loaned from the college of medicine.
We were arranged in different buses with a member of the committee in each bus to provide a
measure of authority and coordination.

For bus one, it was ADEWOLE TIMILEYIN EMMANUEL. The prayers were led by Miss
PHILLIPS ESTHER OLUWADARSIMI. We proceeded out of the faculty, taking the route that
led to one of the schools through the Polytechnic of Ibadan. We had a few minutes stopping for
fuel at a filling station before we would proceed on what would be a thirty-four-minute drive
to our First destination: BEERSHEBA MISSIONARY SCHOOL, AKUFO.

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 BEERSHEBA MISSIONARY SCHOOL
The first thing that strikes you about BEERSHEBA SCHOOL, AKUFO is its well-appointed
environment and immaculate grooming. It also radiates an impression of cleanliness. Almost
like a home. Beersheba school is situated very deeply in remote parts and of respective distance
to residential areas. This to create an atmosphere that is both conducive to the academic and
personal endeavour of the students.
A medium sized bungalow, plastered but without painting. Standing on expanse of land with
ornamental decorations in it's front. BEERSHEBA MISSIONARY SCHOOL seems to have
been constructed by a person who seems to have specific form of building in mind, and putting
into considerate the building schematics. Making it look like a loving home to students who
will be loved irrespective of what conditions they suffer which brought them to the loving
embrace of the school. We arrived at the Vicinity of the school exactly at 9:57AM.

Side view of Beersheba Missionary School

We were received by a member of the school who was appointed as the lead spoken person and
informant for our group. He identified as MR. ABRAHAM TOLUWALASE. A young man of
impeccable grooming. Addressing us in his welcome, Mr. Abraham Toluwalase said:

"Good morning, everybody.

It is exciting to see you and we are elated to receive the company of excellent people.
I know you are all excellent people, right? And you have come to an excellent place.
So, this is Beersheba Christian Mission.
We noticed that there was a little mistake in the letter we received concerning the name of the
school.
So, it's Beersheba.

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Like B-E-E-R-S-H-E-B-A. Not BATHSHEBA. I'll spell it again. B-E-E-R-S-H-E-B-A. Thank
you. And it is a Christian Mission school. Hence, the name BEERSHEBA MISSIONARY
SCHOOL.
It was established to provide interventions. I know you know what that means. It is a school
that gives
Interventions to people with special needs and disabilities.
So, here we provide services.
We offer interventions to people who are living with Autism, Dyslexia, Down syndrome,
Learning difficulties and cerebral palsy.
And we are Christian Mission because we bring the perspective of the Christian faith. Even in
collaboration with scientifically based interventions.
And that's why we are different. So, it's good to have everybody here.
And I know you are happy to be here as well. We are going to have a wonderful time."
Mr. Abraham Toluwalase would go on to list the rationale behind the establishment of
BEERSHEBA MISSIONARY SCHOOL, the responsibilities it is charged with and the other
primary obligations of the school and its stakeholders. And its many challenges which are
utmost financial. Because Beersheba school is not government owned, it's funding comes from
it's owners and contributions from well meaning persons in the society. They do what they can,
but the financial resources are not adequate to perform all the needs of the school. Therefore,
donations are needed.
Mr. Abraham Toluwalase gave us opportunity to ask him questions.

QUESTION 1:
“How long has it been that your school was established, Sir?”

MR. ABRAHAM TOLUWASE:

“This school was founded in 2008. So, that means we are 15 years strong. And by the grace of
God, we have attended to over 200 Clients. We are very, very proud of our students.”

QUESTION 2:
“Why is your school boarding school and not day school?”

MR. ABRAHAM TOLUWASE:

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“The Idea of that was part of the policy of this school which was indoctrinated by the founder
of the school in the name of MRS. ABOSEDE OLUREMI. It was done this way so that parents
can be relieved of the burdens of their children with special needs at home. It also enables the
special needs child to be less dependent on their parents and less attached to them while being
away from home. It helps to make them adjust on their own away from parental and family
influences. It is also a step for the special needs child towards independence.”

QUESTION 3:
“Are parents allowed to visit their wards at school and do wards visits their parents at home?”

MR. ABRAHAM TOLUWASE:

“Parents could visit their cards at school on only specific occasions or under certain
circumstances. Except for on holidays, students are also allowed to visit their parents at home
for a shirt period of time not mess than a day at best.”

QUESTION 4:
“How long is a term in your school?”

MR. ABRAHAM TOLUWASE:

“A term is only for a short time space of three months. After which each student is allowed to
go home. But we do not allow them to stay home for long because it would allow them to get
more comfortable at home, develop attachment to their families and forget all that they have
learned at school.”

QUESTION 5:
“What are the procedures for admission into your school?”

MR. ABRAHAM TOLUWASE:

“The criteria for the selection of new students are based on the board. Beersheba school has a
board that directs its activities and also supervises the process of admission.
When a new student seeks to be admitted to the school, we notify the board and the take up the
matters. Reviewing the application of such child. If they find such child acceptable and fitting
for the educational standard offered in the school, we then begin a formal fact-finding process.

3
We visit the home of such child and interview the parents on the family, medical, behavioural
history of the concerned child. And then we give them forms ti fill out. The admission process
begins from there.
The age of admission is from the onset of four years of age. Admission is first come, first
served. This way, those who come earlier have a better chance of completing a term/graduating
before those who come later. Our programme is divided into many aspects. It is
individualized, and also inclusive/mainstreaming. And we also do academic works on each
client on individual based level. The weekly activities are structured into different patterns
unlike regular schools. To avoid confusion. We set out different activities for different days.
And days have its own number of activities. For example, on Monday we allow them to have
a thirty period of exercise for clients with down syndrome. Which is very needed because
they're discouraged from sitting down all day to accumulate body weights.
On the mode education of the clients. Mr. Abraham Toluwalase maintains that since the school
supports individualized programme, it implies that once a student comes the period of learning
starts. The countdown to the day of graduation summarily began. They have a Chance of
graduating before the clients that came later. Graduation is based on how much such client has
demonstrated independence after a period of four years. Because the school is focused on
helping such children achieve both their potentials and Independence in life. To be relevant in
the community and live a well-adjusted life. He proudly listed a few of their previous clients
who had graduated successfully from the school and have begun to live positive lives. He
enjoined that early identification Is necessary in identifying children with special needs by
parents so that they can be helped with timely intervention programme.”

After the questions ceased from Mr. ABRAHAM TOLUWASE, he turned us to another person
who introduced himself as Mr. DEMILADE ANIFOWOSE.

Mr. DEMILADE ANIFOWOSE, a young man with a friendly demeanour and approachable
manner, introduced himself as the Head of learning of BEERSHEBA MISSIONARY
SCHOOL, AKUFO. He is also a graduate of the department of Special Education of the
University of Ibadan. On a good note, it was his experience and study at school that allowed
him adjusted to the demanding life at BEERSHEBA MISSIONARY SCHOOL, AKUFO.
Speaking to us, Mr. DEMILADE ANIFOWOSE acquainted us to the other sides of the school.

4
Mr. Demilade emphasized that the school environment is necessary to help cater for the needs
of the special needs pupil under their care. And they must be under constant scrutiny. Even
when they're asleep, the staff takes a shift to watch them. They may be Sometimes capable of
extremely unusual behaviour and an alarming tendency for being odd, but they school
management does it's best to cater for them and there are obvious and a commendable result.
The school was founded to provide a place for the special needs people. To help them become
well adjusted and reintegrated into the community to with good prospects for being employed
and living independent life.
We were shepherded into a waiting room where we take turn in groups exploring the inner
areas of the school.

THE ADMINISTRATOR OFFICE

Is the office of the head of the school in the name of MRS. ENIOLA ENIOLORUNDA. It is a
spacious room filled with leathery upholstery furniture and a silvery desk behind which the
woman sat to warmly receive the stream of students that entered her well appointed office. She
was an impeccable groomed woman. A section of her office is filled with a book shelf, wheel
chairs used by some of the special needs students with mobility issues.

A cross-section of the Administrator’s office

THE ROOMING QUARTERS

5
The rooming quarters are the residential places where the students sleep after school hours each
day. Or during siesta breaks. It is diversified into both male rooming quarters and female
rooming quarters. However, only the male rooming quarters was shown to us. It is a brightly
lit room with a two-row bed space arranges horizontally. Students are allowed to lay their bed
by themselves every morning and under supervision.

A cross-section of the boy’s room

THE KITCHEN

Here, food and edibles are served to the students. They go to the kitchen to take their foods
everyday at each meal times. They're sometimes allowed to wash their plates on their own (the
same with allowing to do their own laundry once in a while). They are giving little culinary
education but not allowed to cook.

6
 An overview of the kitchen

THE LEARNING CENTRE

This is where the Learning takes place for all students. Whole some are inclusive, some are
individualized. All focusing on catering to the needs of the child concerned. Pictures are
discouraged from being taken here.

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 JUVENILE CORRECTIONAL INSTITUTION

At 12: 05PM, we arrived at Juvenile Correctional Institution and we were signed in by the
security personnel. Juvenile correctional home is located at a vantage point to the main road
and the loud activities of the traffic network filters into the school compound although muted.
It is a gates enclosure composed of rows of haphazard buildings scattered around the uneven
compound.

A front view of Juvenile Correctional Institute

We were received by the matron in charge and were bridely addressed after our guide(and
lecturer in charge of the course DR. UDEME gave a brief introduction. Then we were cautioned
not to take the pictures of the children. However, we were authorized to take the picture of
anything else including the buildings. We were led through a dimly lit enclosure to a big-room
area where the children in various ages have gathered to welcome us.

The children welcomed us with an exciting chorus of songs. Two elderly matrons introduced
us to the children. Then we were led to an open space outside and within the school
Environment where we were introduced again to the officer-in-charge of the facility. She is
names MRS. AKINPELU
Mrs. Akinpelu spoke briefly on the history of the school and its roles which is part of the
expectations. According to Mrs. AKINPELU, the correctional institute is referred to as
orphanage home under the Oyo State Government covering all local government in Oyo States.
She started to introduce us to the activities of the institute. That the institute is mainly meant
for people with special needs and abandoned children. The institute is been categorized into
three sections which include:

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1. Juvenile Home
2. Child Care Section
3. Rejected Section

1. JUVENILE HOME

The Juvenile home is subdivided into two categories which are:

A. JUVENILE CORRECTION CENTRE

This is where children that have demonstrated a disregard for the law are kept. Children whom
by their actions have crossed the limit of which the law recognize as legal and therefore are
due for punishment and rehabilitation. They are usually less than the age of 18 years old. And
they have specific time they will need to spend in the correctional centre. Their stay is expected
to have reformed them and turned them into better persons before being reintroduced into the
society.

It is also home to children who ran away from home after progressive abuse or incessantly
truant behaviour. Especially children who shows potentials for street life that marks them out
as possible hoodlums or miscreants. After a period of stay in the correctional home, such a
child will be temporarily withdrawn by his or her parents or guardians and taken home. They
will be scrutinized for a while to check for changes and signs of reformation from earlier habits.
If such child is found lacking of change and no sign of rehabilitation, they're taken back to the
correctional facility for extended stay. The modern term for this process is known as
REPATRIATION.

B. SPECIAL NEEDS
This is a category for children who have impairment in one or two parts of their bodies,
systems, organs or brain. That makes them unable to perform certain tasks. Also accommodates
children that have been diagnosed to require special attention and other necessities that other
children do not need.

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2. CHILD CARE UNIT
This include children that have been dumped by their parents as a result of obvious financial
difficulties to cater to the welfare of the concerned child. Children that demonstrated peculiar
behaviour lending towards the abnormal and overbearing which becomes potential indicators
for being casted off by the parents. Or children with obvious defects EG Disability. Missing
children who got lost on their way home, couldn't recollect where they live and no information
about any family members. Or orphans without anybody to cater for them. These children are
found roaming aimlessly around the streets. They're found by good Samaritans, government
agencies, community members, special forces, law enforcement officers etc. Others are brought
by medical practitioners and they institute accept them and gladly look over them. These
children can be adopted, fostered, and giving vocational educations.

According to MRS. AKINPELU. There is also the rejected section that caters to the welfare of
children in vegetative states. Children that are cognitively Impaired and shows no sighs of
awareness or sensibilities. They have been categorized to have profound mental retardation.
Some having Hydrocephalus (extremely large head). Micro-cephalus (extremely small head).
And comordibility (incidence where two or more disabilities exist in n individual)

Mrs Akinpelu:
"...as I am the officer in charge of this facility, I work with other professionals. Yes, there are
social workers with whom we're working together here. We have our caregivers, our kitchen
staff. A nurse comes in every Tuesday to give medical aids as well. We have been able to divide
the facility into sections.
We have one, the Child Care Unit 1, where we have children between 0 and 10 years.
It could be 0 months; it could be anything.
Between 0, that's the age range of group that we use.
Between 0 and 10 years.
Even if you are defining who is a child in Nigeria, it's between 0 and 10 years.
A child who is not more than 17 years old. Once you are 18, you're an adult. Nigeria and Congo,
children over the ages of 18 are adults and that is what is being adopted all over the states of
Central Africa.

10
We have the Child Care Unit 2 also. The Child Care Unit 2 is made up of children who are
having or living with some certain conditions like children with cerebral palsy, Down
syndrome, we even have a child with hydrocephalus.
Their own unit is also different from the CCU one.
We also have the JCI unit, am I right? The JCI unit, Juvenile Correctional Institution Unit.
In that place, we have mixed children from different groups and from different backgrounds.
Why do I say mixed? As the name implies, Juvenile Correctional Institution, just like we have
that of the adult one at 10, we also have a replica of that here for children.
Like I said, once you are 18, you are an adult.
So, any child who is in conflict with the law, or any child who is beyond parental control can
be brought to this place for rehabilitation.
So, you correct whatever is the anomalies in them.
Also, we have children who are in conflict with the law, but presently they are not on grant.
We have them initially, but they have been released by the courts to their different homes.
Some of them are still appearing in courts. when they are told to bring them into the courts.
So, the CCU, like I said, is home for abandoned children or children who are rescued from the
streets.
It could be children who are walking about, who doesn't even know where they are going to,
or forgotten where they are coming from.
Maybe they couldn't even trace their home again, and if they are found straying around, they
bring them here or to our Zonal office at Onireke, or any police can bring them to this place.
So once a child is brought here, they come with that child together with the extracts.
What's the name of that Zonal you said? Ibarapa Zonal Office, Onireke.
It's also an arm of the Women Affairs. The correctional facility is controlled by specifically
women.
That's where we handle issues of mostly child adoption, and then even disputes, family issues,
they also handle it there.
So, from there, they take cases to court, they work very closely with the family courts.
We have our court assessors who are also social workers, part of the court assessors.
So that concludes all on the types of children we have here in the facility."

11
 Some buildings from Juvenile Correctional Centre

On an emotional note, MRS.AKINPELU spoke on the conditions of the life of the correctional
facility. According to her, government doesn't not provide funds all the time and there is
irregularity in the materials received to cater for the welfare of the children. The more children
that are admitted into the facility, the more the available resources are stretched thin. It is not
enough to cater for the growing demands of the facility. The have to rely on suppers from
external sources and other well-meaning people. There is constant clamouring for donations
and financial help is hard to come by. Insufficient food given to the children has caused
malnutrition which is responsible for the sickly and emaciated state of the children. Part of the

12
help received was from Fidelity bank that constructed an annex of female living quarters for
the children.

Students were taken in groups to the facility where infants that had been abandoned where kept.
Some of them in the poorest forms and showing tell tale signs of disability.

Building where the Infants are kept

We departed the school premises as exactly 1:05PM

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 OMOYENI SPECIAL SCHOOL OF THE BLIND

We arrived at OMOYENI SPECIAL SCHOOL OF THE BLIND located at Adesola Area,

Orita Aperin, Ibadan, Oyo State by 1:35pm. The school was already closed for the day activities
and the compound was bare with the few exceptions of Mrs. Silas and a few number of students
who were reportedly doing extra lessons. These special students (both blind and deaf) are
preparing for the common entrance examination that is to take place in a short while. The
school is located in a predominantly residential community and is flanked on all the sides by
houses that are irregular in sizes and outlooks. With no apparent forms of orderly sequence.
The neighbourhood lacks proper road network and each blocks of classrooms are tightly packed
together owing to a lack of space.

A front view of Omoyeni Home for the Blind

We were welcomed into the school by Mrs. Silas is a worker of the school. She started the
discussion by telling us briefly of the history of the institution. She said Omoyeni Special
School was formerly known as Omoyeni Home for the blind, established in the year 1980.
Omoyeni Special School consist of three categories which are;

VISUALLY IMPAIRED: This category includes children with visual problems that find it
very difficult performing activities that involves the use of the organ of sight (the eyes) and
therefore requires specialized instruction. They mainly use braille for their learning process.

HEARING IMPAIRED: This category consists of children with Hearing challenge. They find
it hard to understand spoken sounds and instructions due to hearing deficit. Sign language,
finger spelling, Visual display and computerizing are major means of communication.

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INTELLECTUALLY DISABLED: All children with low Intellectual Quotient and aptitude
for academic input. They are placed in this category. These children need their learning
processes to be broken down into simpler units for the level of their understanding. They use
of concrete object (such as empty can) also help in their mode of learning.

Mrs. Silas also explained to us that the institute operate on both day and boarding and those on
boarding are well accommodated but the institute lack adequate supply to feed the students.
she mentioned that the government only provide feed for few people while the institute houses
more than the number. The institute was able to continue running based on the fund solicited
from external and non-governmental sources and from donation by citizens. Educational
materials like pen, book, braille, stylus etc. are been purchase by the disabled and government
provide little of these materials.

on close observation, the institute is equipped with both well water and borehole. The borehole
water is only functional when there is powerful supply.

There are few teachers and one head mistress in the school. The teachers together with the
head mistress monitor the activities and proper care of the institute and children.

According to Mrs. Silas. The school was founded by ELDER CHRISTOPHER AJIBOYE
ABORISADE. Who at the time also doubled as it's first headmaster. Admission begins at the
age of six. Writing frame is used to learn the write by the younger children while typing with
the use of typewriter typically begins from the onset of basic three. So that by the time they get
to secondary school they would have fully mastered it. Typewriter is used for writing exams.
They also used an instrument called braille which is a system of embedded dots. The dots are
from A-Z. Braille have Alphabets on it and number 1-10. The feel it before they begin to
write. The school is consisted of predominantly blinds and they move with the aid of mobility
stick. There have paper cutters used to cutting the paper(cardboard) into desired shape for
Writing. Classrooms are spaced for easy movement. A single large classroom accommodates
students in classes 4,5 and 6 respectively and they could mix. i.e. Deaf and Blind .

15
The institute consists of various categories which include pre-deaf, Deaf 1 to Deaf 6 for the
hearing-impaired students and ID 1 to ID 5 covering the classes for the intellectual disabled.
The school repeatedly faces crisis of financial predicament and lacking of appropriate
implements to teach the students. And in many cases teachers have had to improvise.

A cross-section of the school/classrooms

We left Omoyeni School for the blind at 2:45pm.

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 REHABILITATION CENTRE FOR THE DISABLED

Finally, we proceeded to Rehabilitation Centre for the Disabled which is located at Moniya,
Ibadan, Oyo State. We stepped into the institute by 3:23pm and we're ushered into a spacious
reception room where the students, the administrators and caretakers were gathered. The
students marked our arrival with welcome songs.

An overview of Rehabilitation Centre for the Disabled.

We were welcomed by the Principal, MRS. EUNICE OGUNJOBI and another member of the
administrative staff, MRS. GRACE ODERINDE. According to the narration given to us, the
institute was founded by ministry of women affairs and pupils are classified into two groups

1. STATE WARDS: students whose whole life and habits revolves around the institute. They
have no home to go to or no family to search for them. They're are also students brought
in by government agencies for care.
2. TRAINEE: Students that are brought in for rehabilitation. This category have existing
annual contract and can be renewed every year. Some who show extraordinarily tendency

17
 for delinquency are sent to the correctional homes for a period of time and allowed to
return after being reformed.

The school had its first set in the year 1999 and have western parts in Lagos, Ekiti, Oyo, Ogun,
Osun, etc. Although they are considered government children, the government have sometimes
show signs of neglect for their welfare and there is increase in the plights of the children in the
centre. The students in Ibadan shows signs of severe lacking because the state is not as
developed as compared to places like Lagos where the other branches fare better. There is
significant donations and the life and conditions of living are better. Some children are
sometimes transferred within each branch of the institution. Lagos state has the largest record
of adoption rates of children from the institute and they're better off

Part of the day-to-day activities includes Bathing and cleaning. Some of the students are unable
to bath by themselves and thus require assistance from workers. And while some of them have
the functional abilities to performed some tasks(chores), others could not serve in the same
capacity. The ones who could engage in chores and enlisted to help the workers on daily
routines. After these each student then proceeds to the various vocational centres to learn what
is required of them. Under attentive scrutiny.
There are different vocational units/departments where the students are categorized to learn
various vocations that may be pertinent to their skills.
1. SHOE MAKING WORK SHOP
2. PAINTING AND DECORATIONS WORSHOP
3. HAIR DRESSING DEPARTMENT
4. FASHION DEPARTMENT
5. ICT WORKSHOP

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 A cross-sectional photo of the various
departments for vocational training.

Although the institute was founded by women rights, it is still under the care of the state
government. The government makes provision for some basic amenities Including
accommodation and feeding. And also, the payment of the fee for the students vocational
training. But there have been serious drawbacks in the support from the government over time.
It is never enough. Especially feeding. It is impossible to feed such large quantity of students
with few quantities of food items. The students have ravenous appetite, said the principal. They
could eat five times a day and not be satisfied. Government has also neglected the rehabilitation
of the buildings as some have become a source of concern. For example, the female student’s
hostel where there is broken asbestos and leaking ceiling that makes water enter the building
from the roof during heavy rain.

The principal said that before any student is admitted to the institution, necessary assessments
were done for them to know the category which such candidate falls into. And the type of
vocational training such candidate might undertake. If the candidate does not meet the required

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assessment to be admitted into vocational training, such student will be transfer to hospital for
treatment.
We left the school premises at exactly 4:15PM at the approach of rain. We set for the journey
back to school.

We arrived at the premises of University of Ibadan through the second gate at 4:54PM. Then
proceeded to the faculty where we were met by the HOD on a warm welcome. The HOD
commended our effort and praised DR. UDEME for his thoroughness and dedication. And with
further words of encouragement and advises we departed for our Various abode.

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 CONCLUSION

The field trip was an amazing experience for me to learn and observe many things from
personal experiences. It enhanced the previous knowledge already acquired in class and
broadened my view on the concept of the life leas by individual with special needs.

In particular the challenges they face and how they're being helped by various professionals to
overcome it. It calls for a form of soulful Sensitivity to the plights of people with special
needs and an advocacy for the world to know of their travails. And perhaps, do something
constructive for a change. Like treating them better and making provisions for their needs.
This is a journey that everybody must undertake. The insight to be drawn from it would give
people new food for thoughts and provide unique templates for the subject of special education
and those of special needs. I have learnt a lot and It has humbled me a lot. For this I owe Dr.
UDEME a very loud THANK YOU!

Lecturer-in-charge:
Dr. Udeme Samuel Jacob

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