A coalition of education experts, inclusion advocates, and international practitioners has called for urgent systemic reforms to ensure that no Nigerian child is left behind in learning, particularly neurodiverse learners and children with disabilities. The appeal was made during a media briefing at The Learning Place, Lekki, Lagos, ahead of the National Inclusion Conference scheduled for May 29-30, 2026, in Victoria Island, Lagos.
Call for Practical Implementation
Representatives from the International Forum of Inclusion Practitioners (IFIP), UK-based consultants, educators, and school leaders stressed that inclusion must move beyond policy discussions to practical implementation across Nigerian schools. IFIP President Daniel Sobels stated that the conference aims to unite education stakeholders from Nigeria and globally to share best practices in inclusive education. He noted that inclusion encompasses a wide range of learners, including those with dyslexia, autism, ADHD, mental health challenges, social disadvantages, and gifted learners who often lack opportunities to thrive.
“The aim of this conference is not only to celebrate the good work already happening in Nigeria, but to move inclusion from isolated efforts to a nationwide movement,” Sobels said. He highlighted that IFIP has partnered with global bodies such as UNESCO and the G20 to host similar educational events in countries including Botswana, Zambia, Papua New Guinea, and Uruguay.
Platform for Transformation
Angelina Ikeako, Chief Executive Officer of Goldenlinks Educational Consultant, described the conference as a platform for transformation, advocacy, awareness, and capacity building. She pointed out that many neurodiverse learners remain in classrooms without receiving the necessary support and accommodations to succeed academically. Ikeako called for a “360-degree approach” involving policymakers, educators, parents, and school leaders to create meaningful and sustainable change in Nigeria’s education system. She commended schools already practicing inclusion, particularly The Learning Place, which operates a fully inclusive autistic centre.
Bolanle Adewale, Executive Director of The Learning Place, described inclusion as a fundamental human right backed by the United Nations. She emphasized that every child can learn when provided with the right environment, support systems, and teaching methods.
Key Recommendations
The stakeholders stressed the importance of capacity building for teachers, differentiated learning approaches, emotional support, and the use of inclusive teaching strategies such as Universal Design for Learning (UDL). They agreed that inclusion must go beyond policy statements and become a practical reality through training, funding, collaboration, and curriculum reforms.
