A deaf classroom teacher and inclusive education advocate, Auwalu Ismaila Salisu, has urged the Kano State Government to adopt inclusive education practices across basic education institutions in the state.
In a letter addressed to the state governor, Salisu expressed concern over the lack of inclusive systems in Kano’s schools, noting that the current practice of separating learners with disabilities into special schools promotes discrimination and limits social integration.
“Inclusive education means adapting the educational system to meet the needs of all learners, regardless of disability, within regular or special classroom settings,” Salisu stated, referencing Article 24 of the UN Convention on the Rights of Persons with Disabilities (UNCRPD), which Nigeria has ratified.
He suggested that, rather than isolating learners with disabilities, special education teachers—such as those trained in Braille or sign language—should be deployed to regular schools to teach these skills to all students. This, he argued, would reduce stigma and promote better communication and inclusion.
Salisu cited Kaduna State as an example, where sign language is taught in selected public schools as part of the standard curriculum. According to him, such measures have improved interaction and reduced discrimination against persons with disabilities.
He added that the approach aligns with Sustainable Development Goal 4, Nigeria’s National Policy on Education, and the Discrimination Against Persons with Disabilities (Prohibition) Act of 2018, all of which affirm inclusive education as a fundamental right.
Salisu called on the government to take urgent steps toward implementing inclusive education, noting that the continued use of separate schools limits opportunities for both learners and teachers.
