Vol. XXIII, Issue 4 (Fall 2016): Educating the Visually Impaired in Nigeria AIDS Revisited |
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BOARD: Gloria Emeagwali Walton Brown-Foster Haines Brown ISSN 1526-7822 REGIONAL EDITORS: Olayemi Akinwumi
TECHNICAL ADVISOR: Jennifer Nicoletti
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Table of Contents
In this issue of AfricaUpdate,
we focus on a largely neglected issue, namely, the education in Nigeria
of the visually impaired. The
perceptions of administrators and teachers
take center stage in the research of
Dr. David Oyebamiji and Samuel Oduyela, who
invested a great deal
of time and resources
interviewing a spectrum of educators, on this matter.
The participants for the study consisted of five hundred and
twelve school principals and classroom teachers in Lagos, Ilorin and
Jos. The author recommends that effective instructional strategies
should be adopted, and that teachers and parents should be encouraged to
actively participate in such efforts. The second article focuses on the rich bibliographic resources on AIDS in European libraries. We are in the process of authenticating the references that Mr. Delbeke, an independent researcher, provided, but have no reason to doubt them at this point. Mr. Delbeke reminds us that the origin of AIDS may have a lot to do with various forms of experimentation that took place in the Congo, decades before its liberation from Belgium in 1960. This view correlates with the conclusion of some earlier scholars 2016 marks the 35th anniversary of the AIDS epidemic in the United States. The first report of the Centers for Disease Control and Prevention emerged in 1981, during the Presidency of Ronald Reagan. This year, the Black AIDS Institute (BAI), Los Angeles, California, launched a new group of AIDS activists-aimed at building HIV/AIDS science literacy in Black communities in the US. The curriculum of the BAI, includes instruction in program planning, implementation, community mobilization and treatment. See an earlier publication of the institution at: http://www.blackaids.org/images/reports/enuf.pdf. We are reminded that community activism and treatment remain a necessary aspect of the struggle against the epidemic, although it is also important to understand its historical context, and the various global forces and situations that led to the outbreak of the epidemic, in the first place. We thank the contributors to this issue of “Africa Update" for their illuminating articles
Professor Gloria Emeagwali
Perceptions on the Education of the Blind and Visually Impaired
in Selected State Capitals in Nigeria
Introduction Many
African countries have shown a feasible commitment towards the
realization of policies on special education, by providing equal
educational opportunities for all children, irrespective of their
physical and mental conditions (Boomie, 2004).
Despite these policies, the dream of most persons with special
needs, concerning adequate educational preparation for employment and
support services, is yet to be realized. In line with this, the World
Health Organization (2001) reported that students with special needs
across Africa, have been
characterized by lack of vision and commitment, inadequate funding, lack
of necessary interest among experts, and
negative attitudes toward children with special needs, some of
which have been
influenced by African values, tradition and culture (Abosi, 1999).
Education of the visually impaired in Nigeria is a very important issue
in special education, which needs to receive increasing attention. As
indicated by Fafunwa (2002), a conflict exists between desirable
intentions and the implementation of those desirable intentions, due to
differing value judgments about special needs. Fafunwa further noted
that while the various government attitudes toward the education of
children with special needs are enlightened, favorable, and worthy of
commendation, such laudable attitudes are seldom reflected in the
implementation of special education programmes. The actual allocation of
funds to special education is usually insignificant, and does not
reflect the expectations of various national policies on special
education, policies that guarantee equal educational opportunities for
all citizens (Boomie, 2004). As a
result of inadequate management of special education in Nigerian public
schools, many blind children do not have the opportunity to continue
their education (Boomie, 2004). If these children are given the
opportunity to use their intelligence in the most productive way, they
too could have contributed immeasurably to the progress of the country
as a whole. As indicated by Boomie, parents, teachers, and students are
concerned that the Nigerian government has not been fully committed to
implementing that part of its educational policy which promised to
equalize educational opportunities for all children regardless of their
physical, mental, and emotional disabilities. A common problem of
schools in Nigeria, according to Boomie (2004) is the lack of sufficient
library facilities to provide reading materials for the visually
handicapped. Another obstacle that has been contributing immensely to
the mismanagement of the education of the blind in Nigeria, is the
simple fact that the majority of those who head various educational
institutions in Nigeria are not properly educated to help provide
appropriate services to students with visual impairment (Schwab &
Kagame, 1993). As a matter of fact, the field of visual impairment in
Nigeria currently lacks well-trained personnel. Due to lack of
sufficient funds, school districts are not able to provide necessary
trained personnel, teaching materials, and library resources to fulfill
the special needs of the blind and visually impaired student. The
purpose of this study was to determine the perceptions of teachers and
principals regarding the importance of policies and practices for the
management of the education of the blind, the problems associated with
certain policies and practices and the problems facing academic
performance of students with visual impairment. In order to achieve
these purposes, we sought the perceptions of school principals and
teachers in Nigerian public schools, about the extent to which certain
policies and practices were important for the management of persons
(students) with blindness within their school system?
The perceptions of school principals and teachers regarding the
academic performance of blind students were also assessed.
Method
Participants The
participants for the study consisted of school principals and classroom
teachers with at least two years’ work experiences, in the three capital
cities of Lagos, Ilorin and Jos. The participants were 512 in number,
comprising 32 principals and 480 classroom teachers. Table 1 explains
the distribution of the participants, accordingly.
Survey Instrument The
instrument used for the study was the survey instrument. The scale
consisted of 8 parts. Part 1 elicited questions on demographic
information of the participants, such as gender, current status (teacher
or principal), years of teaching experience, and/or years of
administrative experience. Part 2 consisted of 15 multiple choice items
designed to determine the perceptions of school teachers and principals
regarding certain policies and practices. Perceptions were ranked in a
5-point Likert scale, ranging from unimportant to important. Part 3
consisted of 15 multiple choice items about the perceptions of school
teachers and principals regarding problems and policies detrimental to
persons with blindness or visual impairment. Part 4 consisted of 10
multiple choice items designed to determine the perceptions of school
teachers and principals, regarding the extent to which certain factors
affect the academic performance students with blindness and visual
impairment. These were ranked on a 5 point Likert scale, ranging from
strongly disagree to strongly agree. Part 5
consisted of 10 multiple choice items designed to determine the
perceptions of school teachers and principals regarding the self-concept
of students with visual impairment. The items were scored on a
five-point Likert scale. Part 6 examined commitment of certain
organizations to prevent blindness, and comprised five multiple choice
items designed to determine the perceptions
that school teachers and principals had,
with respect to federal, state and local governments, and
private organizations in Nigeria. The items were scored on a five
point Likert scale, ranging from “Not Adequate”, to “Highly Adequate”.
Part 7 and 8 were open-ended items, seeking opinions of teachers and
principals regarding the importance of current policies and practices
adopted in school systems, for management of persons with visual
impairment. These parts 7 and 8 also surveyed the opinion of the
participants on the weakness of current policies and practices. Using
Cronbach Alpha methodology, the reliability coefficient of the
instrument ranged from 0.78 (academic performance of students with
blindness and visual impairment), 0.81 (inclusion problems of the
special needs blind students, and 0.84 (policies and practices for
management of the education of the blind). Procedure The
data collection process was conducted with the assistance of a volunteer
committed to taking the researcher to the public schools selected for
the study. This process
included a sequence of procedures, such as making telephone contacts
with the Ministry of Education in each of the three state capitals
selected for the study,
to secure permission, and making appointments with principals of
ten public schools in each of the three state capitals, to explain the
purpose of the study. Follow-ups were made through telephone calls and
electronic mails to ensure maximum rate of return necessary for testing
the research hypotheses. Thereafter, a quantitative design was used to
analyse the responses of the participating teachers and principals to
the open-ended items of the scale. The data collected were then analysed
through the use of descriptive statistics of frequency distribution,
mean and standard deviation and inferential statistics of frequency
distribution, and inferential statistics of t-test and Pearson Product
Moment Correlation (PPMC). Results
Participants
called for appropriate academic advisement and career counselling for
students who were blind; allocation of necessary funds for special needs
of student who are blind and with visual impairment; educating students
who are blind and who have visual impairment about availability of
certain accommodations that help facilitate their special needs; and
effective policies and practices that could influence academic standards
and accountability of students with visual impairment. Others include
the involvement of parents who are blind, in the decisions that reflect
their children’s specific academic needs; adequate educational tools and
library resources; well-planned supervision strategies for applying
policies and implementing appropriate curricular and teaching strategies
to help students with blindness achieve their academic goals. Other
policies and practices include developing support strategies for
mainstream courses; identification of learning disabilities through
appropriate placement tests and the extensive use of collaborative
efforts and accommodations for special needs students (Table 1). The
inclusion problems rated by the participants, in order of importance,
include: lack of proper
knowledge about teaching in
an inclusive classroom; lack of adequate policies for inclusion of
students with special needs;
misconceptions about students with visual impairment;
lack of joint effort among general and special education
teachers; lack of proper
accommodation ; uncertainly about the contribution of inclusion to
special needs students; budgetary restrictions to continue inclusion
efforts; and lack of
appropriate knowledge about inclusion programmes . Others include lack
of supportive evaluation strategies for inclusion practices; lack of
necessary parental orientation, participation and support; lack of
necessary administrative support to implement inclusion; lack of
adequate research on policies for inclusion of special needs students,
and lack of necessary qualified teachers for implementing inclusion
policies and practices (Table 2). The
majority of the participants either agreed, moderately agreed or
disagreed with the statements, regarding the academic performance of
students with visual impairment on order of importance:
(Table 3). Discussion The
findings of the study showed that implementing certain policies and
practices is important for any effective management of the education of
the visually in Nigerian public schools. As perceived by participating
teachers and principals, the most important policies and practices
include appropriate academic advice and career counselling. Concerning
research question two, it could be concluded that in Nigerian public
schools there are many obstacles associated with inclusion of special
needs students into the regular classroom. As perceived by the
participating teachers and principals, the most extensive obstacles
include: lack of proper knowledge about teaching in inclusive classroom,
lack of adequate policies for inclusion of special needs students,
misconceptions about students, misconceptions about students with visual
impairment, lack of joint efforts among general and special education
teachers, and lack of proper accommodations for inclusion of special
needs students. Recommendations 1.
School administrators should provide additional group tutorial
opportunities for students with special needs, as a follow- up to the
inclusion of classroom activities. 2.
Parental involvement in the education of students with visual
impairment should be emphasized. School administrators should
concentrate on the importance of PTA contributions to the educational
accomplishment of special needs students, through continuous follow-up
on the part of teachers, and parents. 3.
Teachers should create enabling learning environments for all
students, with equal opportunities for them to enrich their academic
achievement. 4.
Effective instructional strategies, suitable to the needs of all
students, should be adopted. Teachers are encouraged to actively
participate in cooperative efforts in core academic areas. 5.
Parents of persons with visual impairment and varied special
needs, should complement the effort of teachers and school
administrations. List of Tables
Table 1: Importance of policies and practices for
management of blind education
Table 2: Inclusion Problems Affecting Special Needs
of the Blind and Visually Impaired Students
Table 3: Perceptions of Participating Teachers and
Principals regarding academic performance of blind students
References
Boomie, O. (2004). Motherland Nigeria: Geography (States and Capitals).
(Online). Retrieved from http:www.motherlandnigeria.com.
Fafunwa, A. Babs, (2002). History of education in Nigeria. Ibadan,
Nigeria: NPS Educational Publishers Limited.
Page.308.
Schwab, L., and Kagame, K. (1993). Blindness in Africa: Zimbabwe
schools for the blind survey. British
Journal of Opthamology 77:410-412 doi:10.1136/bjo.77.7.410
Bibliographic Resources on AIDS
With respect to
bibliographic resources on AIDS in the Belgian Congo 1960, the easiest
starting point would be to look up the many articles by Jérome Rodhain
describing the injection of humans with chimpanzee blood, from about
1940 to 1960, or a bit longer. These were often psychotic psychiatry
patients. There are a dozen or so of these articles in the Journal
‘Annales de la Société belge de médecine tropicale’ from 1935 to
1965. There are two English articles describing the Jérome Rodhain
chimpanzee blood injections into humans: ‘The American Journal of
Tropical Medicine and Hygiene’. 1948. Volume 28. Issue 5. Page 629-631.
And ‘Transactions of the Royal Society of Tropical Medicine and
Hygiene’. 1956. Volume 50. Issue 3. Page 287-293. There exist also articles from the French injecting humans with chimpanzee blood. This would be for instance an article in ‘C R Soc Biol’ or ‘Bull. Soc. Pathol. Exot.’ from 1928 or 1932. This article describes the same research as the LMS reports in Kindia, Cameroon. Most likely it is in the ‘C. R. Soc. Biol.’ volume from 1932 and you can find it by looking for poliovirus in the index of the volume on microfilm archives. There is also an article in the ‘Annals de l’Institut Pasteur de Dakar’, from the 1920s or later, describing the large scale production of sooty mangabey hyperimmune serum against yellow fever for use in humans. It seems the French used that mostly for Blacks in the colonies. This sooty mangabey serum administration led to HIV-2 while it caused HIV-1 group N and O in the Kindia Pasteur Institute in Cameroon. Search also for Archives de l’Institut Pasteur de Dakar. The volumes are not that large and can be searched in a day to a week. See the article, ‘Utilisation du chimpanzé pour la préparation du sérum antipoliomyélite’. Auguste Pettit, Berthe Erber et Constantin Kolochine. See also “Comptes rendus des séances et Mémoires de la Société de biologie et de ses filiales et associées.” 1932. Volume 109. Page 821-825.’. This article describes plans for polio antiserum from chimpanzees for human injection on a large scale. It should be possible to retrace this article by searching the index of ‘C R Soc Biol’ and ‘Bull Soc Pathol Exot’ from 1928 for poliovirus. These two articles provide serious evidence for HIV-2 and HIV-1 group N and O introduction by the French. See also‘Annales de l’Institut Pasteur. 1928. Volume 42. Page 363-379.’. As far as transfusions of humans with chimpanzee blood goes, there was a news broadcast on Belgian national television mentioning this at the time of the Kikwit Ebola epidemic. A Congolese doctor that rescued a lot of patients by transfusion of blood of the recovered patients into the patients that were still ill, mentioned, during an interview in French, that he had learned this technique from Paul Osterrieth in the LMS where they transfused patients with chimpanzee blood. There are in total several dozens of articles describing monkey blood injection into humans in mainly French articles. It is inevitable that sooner or later the truth about HIV and viral hepatitis will emerge. There is just no good scientific explanation for the sudden origin of these viruses. Here are some relevant sources. |
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