Àkànní Olúwaségún
University of Ibadan is the oldest in Nigeria. It prides itself as the Premier University and is expected to project that in many ramifications. The Department of Special Education in the university was created in 1975/76b session. With almost five decades of existence, University of Ibadan and the department of Special Education is expected to be leading in showcasing inclusive educational institutions. But unfortunately students with disabilities are still largely left behind
On the surface level, this establishment of the Department of Special Education in the institution should be a commitment to inclusivity and to recognizing the potential within all students. Many students with disabilities especially the visually impaired students are still left out. The gap and the margin of required supports are still largely inadequate.
Newly constructed building within the department of Special Education (photo credit : Akanni Oluwasegun M)
The newly constructed building for the Department of Special Education, funded by the Tertiary Education Trust Fund (TETFund), is one of such efforts. a positive step towards improving accessibility. The facility includes a resource room with typewriters and other basic tools that are useful for visually impaired students during exams. This new building also offers a designated space where students can receive guidance and training on how to use these assistive devices effectively.
Elevator not working in the new Building. meanwhile there is no other accessibility route (Photo: Akanni Oluwasegun)
But these efforts are not enough. Despite projects like the department’s building, many students still struggle because the available resources are inadequate in meeting their needs.
Special Education’s Limited Reach and Inadequate Resources
Oyindamola Adebayo*, who is a first-year and visually impaired student of Special Education and English at the University of Ibadan acknowledges the construction of the new faculty building but thinks that it lacks true accessibility. Oyindamola is frustrated by poor design of the building ramps and how the elevators have remained inoperative. However, she expressed frustration over the building’s lack of true accessibility, as the elevators remain inoperative, and several ramps are poorly designed, limiting their usability.
“It’s disheartening to see a new building that still doesn’t meet the basic accessibility needs of visually impaired students. The intention behind the funding was good, but without functional infrastructure, it feels like we’re still being left behind,” she lamented.
Oyindamola commended the university’s Department of Special Education for providing some assistance, but she noted that these efforts fall short. “There’s a resource room where visually impaired students can complete exams, but it’s not enough. While the department offers essentially tools like typewriters, the absence of assistive technology such as laptops equipped with screen-reading software severely limits independence,” she explained.
“Without access to computers loaded with JAWS or similar screen-reading software, we rely on human interpreters to read out exam questions.”
This lack of accessibility becomes apparent during examinations. Visually impaired students often encounter last-minute changes, limited resources, and a dependence on volunteers whose availability is not guaranteed.
Oyindamola believes that the resources made available to them are outdated and advocates for enhanced resources to meet their learning demands. “I have asked the department to consider providing laptops with screen readers instead of typewriters, but it seems nothing will be done about it,” she lamented.
Typewriters for visually Impaired Students in the department (Photo credit: Akanni Oluwasegun)
“Typewriters might have been useful decades ago, but in today’s world, they only slow us down, while some facilities exist such as reserved seating in classrooms, these provisions fall short, the equipment here is outdated, and it doesn’t meet our needs,” she explained.
Reflecting on her previous school’s access to tools, she says, “Queen’s College had all the equipment we needed. But here, it’s a struggle. I even have to dictate answers to someone else because the technology isn’t adequate for me to write exams myself.” The shortage of braille machines and updated computers has further compounded her struggle, making exams and assignments more challenging than they need to be.
Oluwamogode , a 200-level student in the Department of Special Education, echoed similar concerns. “I thought the university would offer better resources, but the reality here is far from ideal,” he said.
Mogode, who is not visually impaired but works closely with students who are, pointed out the scarcity of interpreters and technological tools within the university. “There are very few interpreters, and those who are available are overburdened. This, combined with outdated equipment, makes studying here incredibly difficult for students with disabilities,” he explained. “What’s even more troubling is the reliance on volunteers who are not always dependable. This leaves students with disabilities to fend for themselves in crucial moments.”
Resource Centre with no resource (Photo Credit: Akanni Oluwasegun)
“Even the Department of Special Education, while doing its best, is limited by a lack of resources. We still don’t have enough tools, and the ones we do have, like typewriters, are not fit for purpose in today’s world,” he said.
“When we ask for more modern solutions, like laptops equipped with screen-reading software, the response is always the same: no money, no resources.”
His passion for this issue grew as he witnessed the struggles faced by his peers. As someone studying Special Education, he felt responsible for calling attention to these problems. “I’ve seen first-hand how hard it is for students with disabilities to get the support they need. Just last semester, I had to assist a deaf student during an exam because the department couldn’t find an available interpreter on time,” he recounted.
Mr. S.O Adewumi, an administrator at the department of special education familiar with resources for visually impaired students, further highlighted these issues. “When a student becomes visually impaired, the first step should be rehabilitation. This involves teaching them how to use tools like typewriters, computers with screen-reading software, and even abacuses for calculations,” he explained.
However, the process is often hindered by a severe shortage of tools and resources. For instance, the department reportedly supports over 20 visually impaired students with only 15 typewriters and
During exam periods, these resources become critically overburdened. “We advise students to acquire their own laptops because the department’s shared devices are rarely sufficient during exams. Having their own laptops ensures they are adequately prepared, especially when taking exams in other faculties where assistive tools might not be available,” Mr. Adewumi said.
The lack of modern training infrastructure adds another layer of difficulty. “If a student doesn’t know how to use a typewriter or computer upon admission, they are dependent on human assistance for exams and assignments. We try to encourage them to learn these skills, but structured training programs are almost non-existent,” he added.
This challenge is exacerbated by the scarcity of specialized staff. “Not all lecturers are trained in special education. As a result, students often have to arrange for interpreters themselves or rely on volunteers, which is far from reliable,” Mr. Adewumi said.
The Strain of Inconsistent Support Across Faculties
While the Department of Special Education attempts to create a more accommodating environment, Oyindamola noted that students with disabilities often feel abandoned by other faculties, which do not offer the same level of consideration or resources. Even fundamental provisions, like assigning readers or providing accessible exam formats, are inconsistently applied across the university.
This lack of cross-departmental coordination means that visually impaired students like Tunde Onifade, a first-year student in the Sociology department at the faculty of social sciences, are left in vulnerable positions during exams. According to some of the students, some departments make last-minute adjustments, and these adjustments often prove to be inadequate. Without a comprehensive, university-wide policy on accessibility, students with disabilities find it challenging to thrive academically.
Oyindamola’s experience during her ENG 102 exam shows these systemic failures. Despite notifying the department of English about her need for special accommodations, she was left waiting outside the exam hall for an extended period. This left her with little time to complete the exam. When she was finally allowed to enter, the exam invigilator informed her that she could only use a typewriter to write the exam. “I was shocked. I don’t know how to use a typewriter, and I certainly don’t have one with me,” Oyindamola recalled.
“I had to speak up for myself, but it felt like I was fighting for the basic right to have access to proper exam conditions.”
The situation was made even more challenging by the state of the room where she was asked to write the exam. Oyindamola described it as “dirty and unkempt, with piles of discarded papers and dust everywhere.”
She noted that the unpleasant environment only added to her frustration, saying, “It was hard to concentrate or perform well under such conditions.” Oyindamola’s ordeal did not end there. She was also forced to find a volunteer interpreter on her own, as the faculty failed to provide one.
Speaking about the added difficulty, she said, “I had to search for an interpreter myself, despite informing the faculty well in advance. It felt like I was being left to handle everything on my own.” Students with disabilities who are not enrolled in the Department of Special Education face significant barriers in accessing crucial resources. The absence of a dedicated resource center for these individuals exacerbates the challenges they encounter, particularly in an academic environment that often overlooks their needs.
For Tunde, faculty of social Sciences student, the lack of tailored support leads to His daily struggles. Despite his intelligence and determination, Tunde feels constrained by the inadequate provisions for persons with disabilities (PWDs). “There is no provision for special facilities in my faculty,” he said, reflecting a systemic neglect of the unique challenges faced by PWDs.
The University main library(Photo Credit: Akanni Olwasegun)
While the university does provide a resource center for those studying Special Education, many students outside this department find themselves navigating an educational system that is poorly equipped to accommodate PWDs. Tunde’s reliance on a typewriter—an outdated tool that he has had to carry daily from his hostel to his classes—reflects the inadequate provisions made by the university.
“I carry my typewriter from my hostel to my classes every day; it shouldn’t be this way, assuming there was a provision for that in my faculty, the burden would be lessened,” he lamented.
Limited Institutional Support and Reliance on Volunteers
“While Special Education does its best, we are constrained by what is available to us; once you step outside this department, it’s as if students with disabilities don’t exist,” Oyindamola remarked.
“Students have to rely on personal networks or ad-hoc volunteer arrangements to meet their academic needs… It’s a constant struggle.”
Another significant challenge she faces is the lack of structured support from the institution. “Most of the interpreters who help us are volunteers; they’re not formally assigned by the university,” she explained. This reliance on informal arrangements proves unreliable, leaving visually impaired students dependent on the goodwill of others for basic tasks.
The inconsistency in available support disrupts her academic routine. “It’s hard to know if someone will be available when you need help, and that’s just not sustainable,” she added. This highlights the urgent need for a reliable and dedicated team to assist visually impaired students, emphasizing that adequate institutional support is essential for fostering an inclusive learning environment.
Mrs. Oyinlola, one of the interpreters in the Department of Special Education, shed light on the challenges faced by students with disabilities and the gaps in coordination across faculties. “We weren’t even aware there was a candidate in 100-level Sociology, as soon as I got back home, I received a call informing me that there was a student at the DLC center for the GES exam. The lack of communication and prior notice made it very difficult to provide timely assistance,” She revealed
Mrs. Oyinlola stressed the importance of proactive measures from the university. “The admissions office should create awareness and start orientation programs for students with disabilities, informing them about the resources available and how to access them,” she explained.
“Without these steps, situations like Tunde’s will continue to happen, ” she added.
Accessibility Challenges on Campus
At the University of Ibadan, accessibility remains a significant challenge for persons with disabilities (PWDs). While some newer buildings, such as the Ganduje hall, New faculty lecture theater (NFLT) for faculty of technology students and CBN Building for pure sciences students feature ramps, many older facilities and structures on campus—including the Kenneth Dike Library and several hostels—lack essential accommodations for persons with disabilities (PWDs). The situation is exacerbated by the fact that even in some new structures equipped with ramps, the elevators are not working, complicating access for students who rely on them.
Recent research highlights the extent to which unfriendly physical environments obstruct access to higher education for PWDs. A study conducted by Kitula, Minanago, and Mntumbo at the Open University of Tanzania found that essential facilities like libraries and laboratories are often located on upper floors, creating significant barriers for students with physical disabilities. This situation is mirrored at the University of Ibadan, where accessing vital resources remains an ongoing struggle.
The absence of ramps in older structures complicates mobility, forcing students to rely on others for assistance. Furthermore, the frequent malfunction of elevators in newly constructed buildings—which are meant to facilitate access—has made it nearly impossible for some students to utilize essential academic resources. In the Kenneth Dike Library, for example, the elevator’s unreliability presents a significant barrier for those with mobility impairments, who must either use the stairs or remain excluded from the upper floors.
The Kenneth Dike Library at the University of Ibadan is a hub of academic activity. But for students like Oyindamola, who live with a visual impairment, it is a daily reminder of the institutional neglect that persons with disabilities endure.
Oyindamola recalls the first time she tried to enter the library for research. “I approached the entrance, but as soon as I saw the stairs, I knew I was in trouble,” she said. With no ramp to provide an alternative pathway, she had no choice but to ask a passing student for help.
This is not an isolated incident. Every trip to the library presents the same hurdle. “It feels as though my needs don’t matter,” she said, reflecting on how such infrastructure oversights make her feel invisible.
Even beyond the entrance, challenges persist. The library’s elevator, which could offer a way for students like Oyindamola to access the upper floors, is often out of service. “I had hoped the elevator would make things easier, but it wasn’t working. I had to wait for someone to help me again. Even then, I felt like I was constantly in the way,” she explained.
Her story is emblematic of the struggles faced by students with disabilities, despite Nigeria’s Discrimination Against Persons with Disabilities (Prohibition) Act, 2018. The Act mandates that public institutions, including educational facilities, provide accessible infrastructure and reasonable accommodations for persons with disabilities. It prohibits discrimination and prescribes penalties for institutions that fail to comply.
For Oyindamola, it is not just about physical barriers but also a deep sense of exclusion. “Every time I need to ask for help, it reminds me that I am not being considered in the design of these spaces,” she said.
The absence of accessible infrastructure across Nigerian universities signals a larger systemic failure. While policies exist on paper, implementation remains inconsistent at best, leaving students like Oyindamola to bear the brunt of neglect.
“It’s disheartening, we’re not asking for special treatment; we just want to be seen, included, and supported,” she said.
Recommendations for a Truly Inclusive Campus
The recent construction of a TETFund-sponsored building for the Department of Special Education at the University of Ibadan was intended to enhance accessibility for students with disabilities. However, the excitement has quickly faded due to inoperative elevators and outdated resource rooms, highlighting a missed opportunity to provide modern facilities for visually impaired students.
“The university shouldn’t just focus on building new structures; they need to ensure that every building and department is equipped to meet the needs of students with disabilities,” Oyindamola stated.
Both Tunde Onifade and Oyindamola are calling for a university-wide policy that prioritizes proactive planning and consistent support across all departments. Their recommendations include the assignment of readers for exams, properly equipped resource rooms, and access to updated technology, such as laptops with screen-reading software.
“We need the university to adopt policies that see us as integral members of the academic community, not as afterthoughts,” Tunde lamented. While the university experience should foster intellectual growth and social inclusion, it often presents numerous obstacles for students with special needs. Like many Nigerian institutions, the University of Ibadan is overdue for reforms that promote equitable learning environments for all students.
Tunde and Oyindamola stories reflect the broader challenges faced by students with disabilities on campuses across Nigeria, raising questions about the country’s commitment to inclusive education. Although the University of Ibadan has made some progress—such as providing reserved seating and limited support—the gap between policy and practice remains significant.
“We need more than just token measures; we need real changes that help us learn without being left out,” Tunde emphasized.
For Oyindamola, better-equipped resource rooms could transform the academic experience from struggle to success. “All we want is a fair chance to thrive, just like any other student,” she added, expressing hope that her voice will prompt the university administration to take more proactive steps to support students with disabilities.
Both students envision a campus where visually impaired students can move freely, access learning materials in formats that accommodate their needs, and take part in assessments that do not isolate them from their peers. Small adjustments—such as converting lecture slides into audio formats and providing Braille materials—could greatly improve the quality of life for students with visual impairments.
Until systemic changes are implemented, students with disabilities will continue to face significant challenges in Nigeria’s higher education system. Their experiences remind us that achieving inclusive education requires more than good intentions; it demands actionable policies, adequate resources, and a commitment from institutions to ensure every student, regardless of ability, can pursue their education on an equal footing.
