BY MANOS ANTONINIS

Many countries in Africa get a bad press for their progress in providing inclusive education. Just two in three children complete primary school on time, while the number of out-of-school children and youth is 97 million and growing. Less is said, however, about the range of tools being deployed to include some of those furthest behind: students with disabilities.

Inequalities in education are always blatant, but the new 2020 Global Education Monitoring (GEM) Report by UNESCO shows that the COVID-19 pandemic has made matters worse. About 40% of countries in sub-Saharan Africa have not been able to support disadvantaged learners during school closures, including those with disabilities.

Prior to the pandemic, countries in Africa were taking different approaches to inclusion. Most educate children with disabilities in mainstream schools, but have some separate arrangements for learners with severe disabilities. Nearly a quarter, however, have laws calling for children with disabilities to be educated in separate settings.

Many of the countries looking to move from segregated towards inclusive systems face challenges. Among other things, they need to work out how to share specialist resources between schools so all children can benefit. Fortunately, examples of how this can be done are to found across the continent.

Angola and Nigeria, for instance, are looking at transforming special schools into support bases for children with disabilities who are enrolled in mainstream schools. Angola set a target in 2017 of including 30,000 children with special education needs in mainstream schools by 2022.

Kenya also recognises special schools’ pivotal role in the transition towards inclusive education. At present, almost 2,000 primary and secondary mainstream schools provide education for students with special needs.

Malawi tries a twin-track approach. Those with severe disabilities are educated in special schools or special needs centres, while those with mild disabilities are mainstreamed. Special schools at each education level are being transformed into resource centres.

Instead of resource centres, Tanzania is mobilising itinerant teachers offering specialist services. These teachers are trained and managed by Tanzania Society for the Blind and provided with a motorbike. They also perform vision screening, refer children to medical facilities and organise community sensitisation and counselling.

What’s needed

While the political will for change seems clear, there is often a gap between theory and practice. This is where the emphasis between now and 2030 must lie. Throughout Africa, teachers mention that implementing inclusive education is hard because they lack resources.

Take Malawi. While it is increasingly encouraging learners with special needs to enrol in mainstream schools, a lack of facilities forces many to transfer to special schools. In Namibia, the shortage of resource schools in rural areas, a lack of accessible infrastructure and unfavourable attitudes towards disability are just some of the barriers to implementing its inclusive education policy. Similarly, in Tanzania, only half of children with albinism complete primary school. Because they lack support, they often end up being transferred to special schools.

The same story can be found in South Africa. A 1996 law says the right to education of children with special needs is to be fulfilled in mainstream public schools. But it reported to the Committee on the Rights of Persons with Disabilities recently that it had new segregated schools in basic education and a lack of provisions for children with severe intellectual disabilities.

Ghana is another case. It makes provisions for all learners in its education law. Its 2015 inclusive education policy framework envisages transforming special schools into resource centres, while maintaining special units, schools and other institutions for students with severe and profound disabilities. Yet children with disabilities are still required to perform the same tasks within the same time frame as their peers without disabilities, occupy desks placed far from teachers, and are often physically punished by teachers for behavioural challenges, even in inclusive schools in Accra.

While all efforts are commendable, simply laying the groundwork for inclusion in education will not suffice. Implementing the ambitions spelled out in education policies will take a new wave of efforts. The 2020 GEM Report looks at the different steps needed to provide disability-inclusive education, providing ten recommendations for policy makers, teachers and civil society over the next ten years. We hope it will prove a useful resource for countries in the region to move to the next stage. (African Argument)

By Bizibrains Okpeh

According to Etieyibo and Omiegbe, Nigeria has an estimated population of about 185 million out of which about 27 million (15%) are persons with disabilities. It cannot be overemphasised that one of the most vulnerable demographics in many emergencies, including health emergency, are persons living with disabilities. This is because, quite apart from the fact that this group of people, especially those who find it difficult to move by themselves without care givers, ordinarily bear much collateral costs relating to their disabilities, their relative poverty makes it all the more difficult to access proper health care during periods of panics which usually accompany any emergencies, like the ongoing Coronavirus pandemic.

What is a Public Health Emergency or Pandemic?

According to the World Health Organization (WHO) a public health emergency, particularly a pandemic, is “an extraordinary event which is determined to constitute a public health risk to other States through the international spread of disease and to potentially require a coordinated international response.” This is more so, where the event or disease is “serious, sudden, unusual or unexpected,” and “carries implications for public health beyond the affected state’s national border.” In this light, therefore, Covid-19 which began in Wuhan, China, was declared a pandemic by WHO on the 30^th day of January 2020. And since then, nations of the world, including Nigeria, have never remained the same.

The Nigerian Situation

In the case of Nigeria, the Covid-19 pandemic has defiled the swift response witnessed by the country in the wake of the Ebola outbreak, where only one life was lost as the spread of the disease was quickly nipped in the bud. This is largely due to the fact that Covid-19 is a novel virus. Thus, according to the NCDC, as of 25 June 2020, 542 Nigerians have been lost to the disease and an aggregate of 22,020 cases have been confirmed with 13,865 Nigerians still habouring the virus.

Nature of Covid-19

Although many symptoms have been identified to accompany the virus, fever and shortness of breath seem to be the most serious symptoms. And it is contracted primarily by having contact with droplets of infected persons or objects. What more, symptomatic persons can definitely pass the virus to others and asymptomatic persons may also do so. While everyone is at risk of contracting the virus, those with underlying chronic conditions, such as heart diseases, diabetes, etc. are much more predisposed to the harmful effects of the virus, especially death. Nevertheless, Covid-19 is preventable through proper hygiene, such as regular washing of hands with soap and running water or alcoholic-based hand sanitizer, use of medical masks, and social distancing.

The Government’s Response to the Covid-19 Pandemic and the Rights of Persons with Disabilities.

Since the outbreak of the Covid-19 pandemic, the government at both the federal and state level has been trying very hard to curtail the spread of the virus while also ensuring minimal hardship to Nigerians, especially persons with disabilities, who are not only at greater risk of contracting the virus but are also at risk of greater suffering due to certain measures introduced by government such as total or partial lockdown as the case may be. Thus, over time, the federal government has accumulated millions of Naira in humanitarian aids from spirited individuals and institutions, which would serve as palliatives to alleviate the sufferings of vulnerable Nigerians, such as persons with disabilities while the pandemic lasts. However, it is both in achieving the balance between curtailing the spread of the virus and ameliorating the pains of persons with disabilities that government efforts seem to have neglected the rights of persons with disabilities.

Lessons from Government’s Response to the Ongoing Covid-19 Pandemic

There is no gainsaying that Covid-19 is a public health emergency and Section 25 of the Discrimination Against Persons with Disabilities (Prohibition) Act, 2018 (DAPDA) provides for the protection of the rights of persons with disabilities during emergency situations. The section provides that “In all situations of risk, violence, emergencies or occurrences of natural disaster, government shall take the necessary steps to ensure the safety and protection of persons with disabilities taking cognizance of their peculiar vulnerability.” So far, how true has government response complied with this provision and other provisions of the DAPDA? The following lessons may be deduced from governments actions or inaction in respect of persons with disabilities since the outbreak of Covid-19 pandemic, to wit;

Deportation

As part of their strategy to combat the spread of Covid-19, many state governments, especially in the Northern part of the country have resorted to deporting the almajiris, who are deemed as a veritable source for the spread of the disease, and some of whom are persons with disabilities, to their so-called state of origins. This is an outright violation of their constitutional rights to dignity, personal liberty, freedom of movement, and freedom from discrimination in accordance with sections 34, 35, 41, and 42 of the Constitution respectively. What more, the deportation of persons with disabilities on account only that they are almajiris is a violation of Section 1(1) of the DAPDA which is to the effect that no person with a disability should be discriminated against on any ground or circumstances whatsoever. Instead of deportation, what the state governments should do is to “ensure the safety and protection of persons with disabilities [who are almajiris] taking cognizance of their peculiar vulnerability.”

Double Discrimination

Closely related to the above is that persons with disabilities now suffer double discrimination from the public and government whose selective and discriminatory response to the pandemic is, and should be, a source of great concern to all lovers of humanity.  This is because such discriminatory response is akin to government double-speaking and may lead to wide community spread of the virus in the hinterland where most of these almajiris are deported to, especially considering that some of them might already be harbouring the virus. In fact, it could amount to a situation of reducing risk to increase risk.

Inherent Biases of Healthcare Providers

It is true that the  Hippocratic oath serves to ensure that health care providers prioritise life over personal prejudices by ensuring that (potential) patients are given maximum and equal attention. Nevertheless, sometimes, the inherent prejudices of healthcare providers towards persons with disabilities seem to overwhelm them, especially during emergency situations, such as the Covid-19 pandemic, whereby they become selective and concentrate on patients that they feel have greater chances of survival other than the patients with very serious and chronic underlying conditions. Hence, Elizabeth Pendo reported that studies have consistently demonstrated that health care providers hold negative views of people with disabilities and fail to “fully appreciate the value and quality of life with a disability.”

This unfortunate inequality in healthcare provision is more so when we consider the inadequacy of equipment such as ventilators at the various isolation centres, being that in some centres, the numbers of patients exceed the official capacity of the centres. This prompted Pendo to further conclude thus; “Governmental and private responses to the COVID-19 pandemic can compound these longstanding health inequalities. In particular, because the COVID-19 pandemic places tremendous strain on our health care system, states, health care facilities, [may begin to develop] protocols to determine how to allocate critical health care resources, especially ventilators, when there is not enough capacity to treat all patients.” If this is not already happening, the possibility is indeed real.

Palliatives

It appears that government’s actions in the area of palliatives are encased in secrecy. This is because there is no account as to the exact measures or conditions upon which these humanitarian aides are made. Even so, most persons with disabilities cannot claim to have benefited from government actions in this regard. Also, even where calls are made for palliatives, the venues are not, sometimes, accessible by persons with disabilities.

Information Dissemination

The dissemination of information in respect of Covid-19 largely ignores the peculiar needs of persons with disabilities. This is more so as most information from government or NCDC is in social media, ignoring the needs of persons who are blind. Also, in most press conferences, persons with difficult hearing are ignored as the conferences do not incorporate sign language. This means that persons with disabilities largely do not know the current situation of things. Thus, increasing the risk of the spread of the virus, and even fatalities among those with serious underlying conditions.

Access to healthcare

Although the DAPDA has enjoined all public parastatals to make their buildings accessible to persons with disabilities within five years of the Act coming into effect (Section 6 thereof), it is very true that, as of today, most public buildings that are being used as testing and/or isolation centres are not disability friendly. This presents peculiar difficulties for persons with disabilities, especially persons using wheelchairs or such other devices in their quest to access medical facilities at this uncertain pandemic time.

Mental Health

The ultimate effect of the non-inclusive response of the government to the Covid-19 pandemic as seen above is that it may serve to worsen or lead to the poor mental health of persons with disabilities who already are at the margin of society now being entrenched by the pandemic. According to the American Psychological Association(APA), “the pandemic might particularly harm the mental health of marginalized populations [such as persons with disabilities] who have less access to socioeconomic resources and supportive social networks.” The factors raised above are indeed “unique stressors and challenges that could worsen mental health for people with disabilities during the COVID-19 crisis.”

Conclusion and the Way Forward

The Covid-19 pandemic has changed the face of the world as we know it. And has left nations battling to overcome its humanitarian, environmental, and socio-economic effects. As the Nigerian government continues to struggle to curb the spread of the virus, there is even equal, if not greater, need to ensure that all measures taken by government recognise the peculiar needs of persons with disabilities who are among the most vulnerable and susceptible group at this uncertain pandemic time. Therefore, the government’s response must be inclusive and the right balance must be achieved. Hence, the government should take necessary and reasonable steps to address the shortfalls in its response to the pandemic so far. For even if the government may fail in all other things, it must not fail to learn from the lessons of its response to the ongoing Covid-19 pandemic. (The Nigeria Lawyers)

Since 28th of February 2020, when Nigeria recorded her index case of coronavirus- Covid-19, a lot of water has passed under the bridge. The focus of the government in fighting the pandemic has ranged from stopping the spread, keeping people hungry free, down to keeping the economy from falling down on it’s face.

Kudos can be given to the government for their efforts so far in leaving no stone unturned, however, the effect of the pandemic on People with Disabilities/ Disability- PWD, especially children with disabilities have not gained so much attention.
The big question is, what laws and policies are put in place to protect these young ones during this pandemic?

The UN convention on the rights of child, article 23 recognises that
1) A mentally and physical disabled child should enjoy full and decent life.
2) The rights of a disabled child to special care and assistance for which the application is made.
3) Assistance shall be provided free of charge and shall be designed to ensure that the disabled child has effective access to and receive education, training, health care services, rehabilitation services, preparation of employment.

But the absence of government policies to specifically protect children with disability during this pandemic, not just to lump together with the adults with disability without considering their peculiarities, has brought to limelight the constant issue of marginalization by the government.

There is an adage that says, “He who is down fears no fall.” This can be used to describe the present situation of children with any form of disability in Nigeria, whether blind, deaf, physical or intellectual disability during this Covid-19 era.

Except that in this case, there is something worse than a fall. So, it turns out that the already marginalized people can indeed get further marginalized. A time where people without disabilities are crying out, one wonders what would become of PWDs or children with disabilities.

Starting with the deaf, the neglect of the deaf children and adults in this covid-19 period is unimaginable. Firstly, the general awareness of the pandemic, how the virus spreads and how to avoid getting infected had been on all media outlets and even in different languages, except in the language of the deaf- the signed language.

Not a single signed video of this pandemic on any media outlet is made available for the deaf. How are they to know about this pandemic or survive through it?

The skill of reading might help the educated lot, but what becomes of the deaf in rural and even urban areas who do not know how to read yet? The government has not been able to take this information to their doorstep. How are they expected to live through this pandemic?

Now the marginalization gets even worse, the frequent changes in the government’s effort to fight the pandemic created the need for frequent addresses to be made. Speech briefs by the president and governors have become the most anticipated information the public awaits.

The sad thing is that while the general public gets their anticipated speech, the deaf is left high and dry. None of these speech briefs recognized that the deaf population still have a right to information as citizens of the country. No signer was brought in to interpret the speeches to them, thus leaving them totally dependent on their hearing counterparts.

Kudos can be given to the Presidential Task Force for filling this gap in their daily briefings to the nation, a thing the governors need to emulate. One might say that the written forms of the President’s speeches were made available, but then again, the non- literate deafs have been forgotten.

The recent Nigerian policies formulated in the battle with this pandemic doesn’t considered nor make provisions for the children with disabilities to continue receiving daily care in this era. Of course it is unarguably pertinent to save lives first, hence the lockdown, but life during and after the lockdown for them leaves little or nothing to hope for.

No designed measure was put in place to ensure an effective and continual access to therapy and education based on their special and peculiar needs. In the battle with this pandemic, schools on different levels have been shut down to curb the spread of the virus and learning resumed online.

However, this online learning is only beneficial to people who could afford to get different technological gadgets or television, and specifically not for children with disability. How is a blind child who needs a braille to study be part of the online teaching since it is impossible to post braille materials online? How can a deaf child access academic materials online when there are no signed videos teaching numeracy or literacy, one can’t even mention signed science subjects since there was a vacuum there in most deaf schools even before the coronavirus era.

In the case of children with developmental disorders like autism, cerebral palsy, down syndrome and others, who require a face to face therapy with their behavioural therapist, speech therapist or special educator, learning also stopped a long time ago.

With no knowledge of how long the battle with this pandemic might last, these children will remain at home with no therapy, which can result to regression in already achieved goals.

Recently, JONAPWDs Lagos state chapter has taken the initiative to make provisions for some level of accessibility for children with disability to have access to E-learning, this is a good step in the right direction which other states need to emulate, and if possible, a project the federal government need to champion. However, its ability to meet the needs of all types of disabilities is still something to hope for.

In conclusion, the difficulty faced by PWDs, specifically children, in this pandemic era cannot be totally documented as it is he who wears the shoes can tell where it hurts most, even some pains remain unexplainable. The least the government could do is to lessen their burdens by been very conscious of their special interest as they vary.

Now, while palliative sharing is undoubtedly beneficial to PWDs too, but what has been done to meet their specific needs according to their disability in this era? Hence, it is safe to say that while the rest of the world battles with COVID-19, children with disabilities are having to battle with COVID-19 and more.

Written by Joy Jenyo

Joy Jenyo (Mrs.) is a certified special educator that works with children with developmental disorders and other special needs. She is a volunteer with the Association of Lawyers with Disabilities in Nigeria (ALDIN), which is supported by Disability Rights Fund (DRF), and also volunteer’s with S-Deli, an NGO that works and advocates for the deaf community in Nigeria. She holds a degree in mass communication from Imo State university and a post graduate Diploma with centre for children with communication and developmental disorders, University of PortHarcourt. She currently resides in PortHarcourt, Rivers State.