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By Lovejane Chinaza Chidi-Iwobi
One morning in my crowded classroom, I noticed Anthony, a bright but restless child, struggling to follow the lesson. He wasn’t lazy; he wasn’t inattentive by choice. He had needs that the system around him simply did not acknowledge. That moment haunted me, prompting a personal research and investigation into Special Educational Needs and Disabilities (SEND), a topic rarely discussed in Nigerian schools.
Through careful research, discussions with the head teacher, and meetings with Anthony’s parents, who were open-minded and receptive, we began a process of closer observation, research, and assessment. Eventually, it was confirmed that Anthony fell under the autistic spectrum.
Based on my research, findings, and experience, I recommended immediate interventions, including the presence of a dedicated Teaching Assistant (TA) in my lessons to provide daily support for Anthony and other students with similar needs. I also proposed classroom strategies tailored to diverse learners. Because the school had no provision for Teaching Assistants (TAs), Anthony’s parents personally funded an extra TA to support him during lessons. Once these measures were implemented, classroom disruptions drastically reduced, and Anthony became fully engaged in learning alongside his peers.
This experience highlighted the importance of identifying students’ individual needs, training teachers, and ensuring appropriate support is in place. It also underscored the critical need for systemic SEND support, including provisions for trained TAs in every school, so that no parent has to bear this burden alone.
In Nigeria, the concept of SEND is virtually invisible. Teachers are rarely trained to recognize ADHD, autism, dyslexia, or other learning differences. Students are grouped together regardless of their individual learning needs. As a result:
• Teachers face burnout trying to support all learners without guidance. In my own experience, managing a class of 45 students meant that individualized attention was impossible, leaving both students and teachers frustrated.
• Students without SEND support fall behind or disrupt classroom flow. Anthony, for example, would become restless and disengaged, affecting both his peers and the overall lesson.
• Parents often remain unaware that their children could benefit from tailored interventions. Many families I worked with had never heard of ADHD or autism, and assumed their child’s struggles were personal failings rather than learning differences.
Research from global education studies underscores the consequences of neglecting SEND. Florian and Black-Hawkins (2011) highlight that inclusive practices are not just moral imperatives; they improve outcomes for all students. Similarly, Norwich (2014) argues that failure to provide targeted support increases inequality, leaving vulnerable learners behind. UNESCO (2015) reports that countries investing in SEND teacher training see measurable improvements in literacy, numeracy, and student well-being.
According to the Global Education Monitoring Report (UNESCO, 2017), students with disabilities are twice as likely to be excluded from school in countries without inclusive education frameworks.
Ignoring SEND in schools has ripple effects across the system. Educators feel frustrated and underprepared, overall classroom performance suffers, and children’s confidence diminishes. In my school, I witnessed teachers questioning their own effectiveness because they could not meet the diverse needs of students.
Conversely, countries with well-established SEND frameworks show that early identification, teacher training, and differentiated support boost engagement and achievement for all learners (Smith, 2015; Dyson & Gallannaugh, 2008). For instance, in the UK, classrooms with structured SEND programs see improved peer collaboration, reduced behavioral issues, and higher academic attainment (Florian et al., 2019).
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The Federal Ministry of Education must act now to implement structured SEND policies. Continued inaction perpetuates systemic inefficiency and widens educational inequities. Without urgent intervention, Nigeria risks producing generations of students whose potential is stifled and educators whose morale is compromised. Schools cannot claim to value diversity while ignoring the needs of learners with disabilities.
Parents should not be required to fund support systems that should be standard. The absence of government provision for TAs places undue burden on families, especially in a country where education is not free and costs are already high.
Every school, public or private, should:
• Establish a dedicated SEND framework or department staffed with trained specialists.
• Train teachers to recognize and support learning differences using evidence-based strategies.
• Engage parents and caregivers in identifying and addressing students’ needs through workshops and community programs.
• Recognize Teaching Assistants (TAs) as a vital component of SEND support, ensuring they are trained, deployed, and integrated into classrooms to assist teachers in meeting the diverse needs of learners. TAs must be a central element of the educational framework for SEND inclusion, supporting both teachers and students effectively.
• Monitor progress through data-driven approaches to measure inclusion effectiveness.
Recognition, understanding, and timely intervention are key. Without these measures, classrooms will continue to operate under outdated assumptions, and students like Anthony will remain unseen and unsupported.
SEND is not a luxury; it is essential. If Nigeria hopes to build an equitable and high-performing education system, the time to act is now. Teachers must be empowered, students supported, and policymakers held accountable. , , . Diversity must be celebrated and inclusion actively implemented, not just written on policy documents.
Without decisive action, systemic neglect will continue to frustrate educators, hinder learners, and create long-term consequences for the nation’s educational and social development.
Lovejane Chinaza Chidi-Iwobi is a
Transformative Educator/Advocate for Inclusive Classrooms/Research-Led Innovator in Teaching/Leader in Educational Excellence/Change-Maker in Nigerian Schools.
