INCLUSIVE EDUCATION AND SUSTAINABLE LEARNING OPPORTUNITIES FOR PERSONS WITH DISABILITIES (PWDs) IN AKWA IBOM STATE UNIVERSITY, OBIO AKPA CAMPUS, NIGERIA

Abstract

INTRODUCTION 
Inclusive education offers global citizens with disabilities sustainable life-long learning opportunities for self-actualization on equal basis with others (Hale, 1990). Regrettably, 90% of children with disabilities in low income countries do not go to school, and of which about 30% of the world‟s street children live with a disability (UNESCO, 2014). In Nigeria, children with disabilities are systematically turned away from educational establishments by social barriers, compelling many to remain either uneducated or educated at home or, later on, sent to special schools (Iheanacho, 2009).However, education founded on wrong philosophy of destroying the traditional skill cannot drive sustainable development goals (Agha et al. 2020).

In spite of policies by development agencies to guarantee the education for all, people with disabilities consistently experienced less education (Effiong and Ekpenyong 2018), lower levels of employment and higher poverty rates (Effiong, 2019). Scholars on disability studies such as, Axelsson et al. (2009) viewed disability as neglected from being viewed as a vital issue in global poverty disconnected from mainstream development theories and practices. Evidence and experience in Nigeria, according to Effiong (2018a), shows that despite existence of institutional policy frameworks and legal instruments, such as the United Nations Convention of the Rights of Persons with Disabilities (2007); National Policy on Education (2014) and the Discrimination Against Persons with Disabilities (Prohibition) Act (2018) which clearly spelt out that inclusive education is a universal and fundamental human rights for all persons with disabilities. Yet, fewer children with disabilities have access to education and are most times, completely excluded or have to face constant battles to prove their abilities in rural schools in most communities.

Disability, according to the Agenda 4 of Sustainable Development Goals (SDGs), should not be a reason for unequal access to educational opportunities, and hence, had nonetheless, proven to be more disability oriented framework targeted at an inclusive and equitable qualitative education and promotion of lifelong learning and opportunity for all by 2030 (SDGs, 2016). The situation in Nigeria, as noted by Effiong and Ekpenyong (2018), had attracted serious academic debates from scholars on disability studies, especially as previous disability programmes appear far too objective than practical both in terms of the nature and its operation. Given this scenario, there is need for researchers or the affected persons to show the extent of accessibility gaps hitherto existed, which this study is, at least very apt, to pervade into by adopting a suitable research approach to ascertain its aim.