— Deaf Educator Represents Sokoto as Only Participant with Disability at National Capacity-Building Workshop
In a powerful affirmation of its commitment to inclusive education and disability representation, the Sokoto State Ministry of Basic and Secondary Education (MBSE) has drawn national acclaim for making a bold, progressive move—nominating a Deaf educator to represent the state at a national workshop dedicated to advancing inclusive and gender-sensitive education across Nigeria.
Mr. Abdulsalam Abubakar Sokoto, a Deaf educator and Chief Educational Officer (Special Education) in the state, made history as the only participant with a disability among representatives from Nigeria’s 36 states and the Federal Capital Territory at a high-level two-day capacity-building workshop held in Abuja.
The event, organized by the National Senior Secondary School Commission (NSSSC), took place at the Stone Hedge Hotel, Abuja, from June 19th to 20th, 2025, under the theme:
“Promoting Inclusive, Safe, and Gender-Sensitive Learning Environment for All.”
It was an eye-opening gathering of education experts, policy implementers, and government representatives from across Nigeria—each charged with improving the implementation of the National Policy on Inclusive Education and the National Policy on Gender in Education, with a strong emphasis on preventing and addressing gender-based violence in schools.
A Nomination That Speaks Volumes
While most states nominated senior directors to represent them at the workshop, Sokoto State broke convention by nominating Mr. Abubakar—not for optics, but based on merit, competence, and a genuine commitment to inclusion.
Abubakar, who is Deaf and an accomplished educator in the field of Special Education, expressed heartfelt appreciation to the Sokoto State Ministry of Basic and Secondary Education, led by Honourable Commissioner Professor Ahmed Ladan Ala, for entrusting him with the important task.
“This nomination is deeply symbolic. It shows that Sokoto State recognizes the abilities of people with disabilities, not just their limitations. It shows trust in our expertise, and it tells the world that inclusion isn’t just a slogan in Sokoto—it is a reality,” Abubakar said in a post-event interview.
A Voice for Inclusion Amid Silence
Abubakar’s presence at the national workshop did not go unnoticed. As the only person with a disability at the event, his participation sent a strong and necessary message: people with disabilities must be part of the conversations and decision-making processes that affect them.
His contribution during the workshop sessions was described by fellow participants and organizers as insightful, grounded in lived experience, and solution-oriented—a perspective that enriched the discussions on how inclusive education should look in real classrooms, not just on paper.
“Inclusive education is not just about policies—it’s about practice. If people like me are not part of implementing or reviewing these policies, then something is missing,” he stated.
Appreciation for a Supportive System
Abubakar singled out the Director of Quality Assurance in the Ministry for playing a pivotal role in encouraging his nomination, despite his rank not being at par with the usual director-level attendees. It was a decision based on ability, not hierarchy.
“This recognition means everything to me and to others like me. It shows what can happen when accessibility meets opportunity, and when leaders believe in the power of inclusion,” he added.
He also extended appreciation to the administration of His Excellency, Governor Dr. Ahmed Aliyu Sokoto, for creating a policy and administrative environment where inclusion is not only encouraged but acted upon.
“Governor Aliyu’s administration is building a state where people with disabilities can thrive, contribute, and lead. I am proud to be a product of that system.”
A Workshop with Purpose
The workshop itself, organized by the NSSSC, brought together Special Education Desk Officers, Gender Desk Officers, and policymakers to review challenges and develop strategies to advance safe, gender-sensitive, and inclusive learning spaces across secondary schools in Nigeria.
Sessions included:
- Implementation strategies for inclusive education policies
- Preventing and addressing gender-based violence in schools
- Creating safe learning environments for children with disabilities
- Mainstreaming gender equality in school leadership and curricula
Abubakar noted that many of the discussions resonated deeply with his experiences as a Deaf educator, especially in the areas of accessibility in teaching materials, sign language interpretation, and infrastructure design for inclusive classrooms.
“Many schools still lack ramps, assistive learning tools, or trained teachers for students with special needs. We need to do better. This workshop was an excellent platform to share these challenges and push for real solutions,” he said.
Disability Is Not Inability—It’s a Strength
Abubakar’s participation has been described by advocates as a watershed moment for inclusive education in Nigeria—a reminder that representation matters and that people with disabilities must not just be spoken for—they must speak for themselves.
He urged other states to follow the example set by Sokoto:
“There are capable people with disabilities across Nigeria—teachers, administrators, and professionals who understand the system and have ideas to contribute. They just need to be given a chance.”
A Model for Inclusive Leadership
Sokoto State’s decision to nominate a Deaf educator to such a critical national event is more than a symbolic gesture—it is a practical step toward dismantling systemic exclusion. It has ignited a conversation within the education sector on the need for real representation and inclusion at all levels of policy implementation.
Disability advocates, education experts, and human rights organizations have hailed the move, calling on other states and federal agencies to replicate this model in future capacity-building events and leadership appointments.
Looking Forward: A New Dawn for Inclusive Education
As Nigeria continues its journey toward achieving the Sustainable Development Goals (SDG 4)—which emphasizes inclusive and equitable quality education for all—steps like this are critical.
Abubakar’s story proves that when inclusive policies are translated into concrete actions, the results can be transformative—not just for individuals but for entire communities and systems.
His presence at the national workshop was more than attendance—it was a voice breaking through silence, a testimony of empowerment, and a challenge to do more, better, and faster in building a nation where no one is left behind.
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