BLOOMSBURG UNIVERSITY T A L E SEMINAR SPECIAL

BLOOMSBURG UNIVERSITY T. A. L. E SEMINAR SPECIAL EDUCATION PROGRAMS IN CHINA & NIGERIA: THE JOURNEY SO FAR. W. Emeka Obiozor, Ed. D. Yanhui Pang, Ph. D. Department of Exceptionality Programs - Spring 2009

ABSTRACT v v v Nigeria is the world’s most populous Black nation China is the most populous country in the world. Overview of the historical background and views on special education Disability categories served in China and Nigeria Program service delivery, and its global implications to special education.

56 minority groups in China

Historical Perspective Nigeria v v v v v Gained Independence in 1960 from the British Located in West African Region Largest population in Africa (about 120 million) 14 th largest country in Africa Greatest diversity of cultures, ways of life, cities and terrain Total land area of 923, 768 sq. km. (356, 668 sq. mi. ) Coastline - on the Gulf of Guinea, stretches 774 km (480 mi. ). Shares international border of 4, 470 km (2513 mi. ) with 4 neighbors: Chad, Cameroon, Benin, and Niger. Until 1989 the capital was Lagos, with a population of about 2, 500, 000. Abuja new capital of Nigeria (nigeriaembassyusa. org/history. shtml).

Historical Perspectives – Nigeria v v v Operates 6 -3 -3 -4 Educational System 1976 Universal Primary Education program Training of Exceptional Children contained in the post independence National Education Plan Still grappling with the problem of mainstreaming children with special needs, esp. physical disabilities (Garuba, 2003) Rely more on the efforts of missionaries and voluntary organizations to supplement government efforts on special education

Historical Perspectives Nigeria v v v The NPE provisions included a special attention to the education of the nomadic population categorized as disadvantaged groups (Nigerianembassy-argentina, 2000; Oluwatobi, 2006). Designed specialized programs for nomads, migrant fishermen & children with disabilities, esp. the visually impaired & deaf/hearing loss. For environmental & economic reasons, cannot benefit from formal education offered in the regular schools.

Historical Perspective-China Liberation in 1949 Has a population of approximately 1. 3 billion, 56 ethnic groups Education system in China (primary 5/6 years, junior high-3 years, senior high-3 yrs) 82 million (6. 34% of the total population) individuals with disabilities

Historical Perspective-China #/% million % Visual impair. 12 14. 86 Hearing impair. 20 24. 1 Language impair. 1. 2 1. 5 Physical impair. 24 29 MR 5. 5 6. 68 Emotional Disorders 6. 1 7. 4 Multiple 13 16. 3 Categories Translated from China Network (2008) Similar categories of Disabilities could be found in Nigeria

Historical Perspective-China China also entered a new phase in its special education development since 1980 s after the Cultural Revolution. A series of new laws were stipulated to address the rights of individuals with disabilities, such as the rights for education, for working opportunities, and for independent living. With the legislative support, several special education schools have been established, while some regular schools increase the enrollment of children with disabilities.

Historical Perspective-China China’s government has made a lot of effort in promoting special education and related services for children with disabilities in recent years. A group of schools have been set up and some existing schools been modified for the accommodation of children with special needs since 1980 s (Qian, 2008). A remarkable progress has also been made in Suibanjiudu (China’s inclusion) in China’s vast, rural areas.

Historical Perspective-China Generally speaking, there are three types of classes for children with disabilities, the special school, the special classes in the regular schools, and the regular classes in the regular schools. Besides the public schools that enroll children with disabilities, there also private special schools for children with social and emotional disturbances, autism, and children with behavior problems.

Special Education Laws-China China’s Compulsory Education Law-Revised The law for the Disabled 1994 The People’s Republic Law for the Disabled The Regulations on the Vocational Opportunities for the Disabled The Teachers Law

Challenges-China #1: According to the Chinese National Commission for UNESCO and the Chinese Adult Education Association (2008), there is no public early intervention service for young children in China because children suspected of having developmental delays will not be referred for diagnosis and relevant services are not provided to them. #2. Another challenge lies in the lack of public awareness of the preventions and treatment of disabilities and diseases.

Challenges-China #3. The third challenge in china’s special education is only limited services are available for children with challenging behaviors, social emotional disturbances (EBD), and ADHD. #4. The fourth challenge lies in the fact that children with mild visual, hearing impairment, physical disabilities, and mental retardation are easily neglected in regular schools. #5. Lack of special education teachers

Challenges- Nigeria v v v v Availability of Qualified Special Education Teachers Teaching-learning Resources & Materials Curriculum issues Process of Assessment & Evaluation of the learners Poor Funding The 2004 Nigeria National Planning Commission described the country’s education system as “dysfunctional. ” Reasons for this characterization included the decaying institutions and ill-prepared graduates (Library of Congress, 2006) v Wrong placements & derogatory names/labels given to persons with intellectual disabilities – ode, onyeiberibe, etc.

Current Trends- Nigeria Policies, Personnel Preparation and Teacher Quality v v v University of Ibadan started the Diploma in special education in 1974 and a Bachelor's programme in 1976. University of Jos started the Bachelor's programme in special education in 1977 and Master's in 1978. The Federal Advanced Teachers College, Special (FATC), was established by the federal government in 1977. The college, now known as Federal College of Education, Special remains the only college of special education in the whole of black Africa. 1977 NPE provisions aided Nigeria's special education programs 1993 Nigerians with Disability Decree (Garuba, 2003; National Policy on Education, 1981).

Current Trends-China Increased focus on special education service delivery Increased enrollment of the disabled in general education schools Increased financial support from nongovernmental organizations Increased collaboration with research institutions, higher institutions, professional organizations from overseas.

Global Implications Recommendations & Conclusion China & Nigeria: In China, the uneven development between west and east in economic development, educational attainment, public awareness, resources. Nigeria has uneven development across the country with more of poorly Northerners than in other parts. Increase government support are advocated in both countries. Encourage individuals, nongovernment organizations to support special education services in both countries.

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