The Executive Director of Golden Links Educational Consultants, United Kingdom, Angelina Ikeako, has called on the federal government and stakeholders to make inclusive education a practical national priority to ensure children with learning differences are not left behind in Nigerian classrooms.
Ikeako, who is also a Senior Fellow of the International Forum of Inclusion Practitioners, said that while conversations around inclusive education and neurodiversity had increased in recent years, many children still lacked adequate support within the education system.
In a statement sent to PUNCH Online on Thursday and titled “Inclusive Education Must Move Beyond Conversation in Nigeria,” the education expert corrected the notion that inclusive education means simply admitting children with special needs into mainstream schools.
She emphasised that true inclusion involves creating a learning environment that supports both neurotypical and neurodiverse learners without marginalisation, neglect or isolation.
“Inclusive education is often misunderstood as simply admitting children with special needs into mainstream schools. In reality, inclusion is far more comprehensive. It is a learning system deliberately designed to support both neurotypical and neurodiverse learners within the same educational environment without marginalisation, isolation or neglect.
“A truly inclusive classroom is one where every child has an opportunity to learn in a way that recognises their strengths, challenges, and learning style. It is not enough for a child to be physically present in school while remaining academically disconnected and emotionally unsupported.
“Unfortunately, that remains the experience of many learners across the country,” Ikeako said.
She further noted that many Nigerian classrooms still operate rigid teaching and assessment systems that fail to accommodate children who process information differently.
The educationist stated that learners with conditions such as autism, Attention Deficit Hyperactivity Disorder, dyslexia, dyspraxia and dyscalculia were often labelled as slow, difficult or distracted rather than properly supported.
Ikeako further noted that many teachers were working within systems that had not adequately prepared them for inclusive learning, citing limited training on neurodiversity and weak support structures in schools.
Consequently, she said the situation has created a widening gap between educational participation and meaningful learning outcomes for many children.
She warned that children who repeatedly experience exclusion within learning spaces risk losing confidence and opportunities to develop their full potential.
“For many children, school becomes a place of survival rather than growth. Their abilities remain undiscovered, their confidence gradually erodes, and their potential is left untapped simply because the system was never designed with them in mind.
“The implications extend beyond academics. When children repeatedly experience exclusion within learning spaces, society ultimately loses the opportunity to benefit from their creativity, intelligence and contribution.
“This is why inclusive education must move beyond policy conversations and awareness campaigns. It must become a practical national priority,” Ikeako said.
Against this backdrop, the education expert added that stakeholders, including parents, policymakers, therapists, school leaders and inclusion advocates, would gather at the National Inclusion Conference 2026 scheduled to hold in Lagos on May 29 and 30, 2026.
The conference, themed “Embedding Inclusive Excellence: Supporting Neurodiverse Learners in Every Class,” will focus on practical discussions around inclusive learning, neurodiversity, accessibility and educational support systems in Nigeria.
Read the full article here
