Determined to conquer the world and contribute beyond the tradition of begging for alms, some hearing-impaired students in the Federal University, Dutsin-Ma, (FUDMA) Katsina State, continue to push beyond the barriers through diligent quest for education.
Mustapha Ibrahim Kofarbai narrated, amidst bouts of inconsolable tears, how he fights to keep his dreams of pushing to be successful alive. Despite his hearing impairment, Kofarbai demonstrates resilience, even when hope flashes its boarding pass, only to crash down with a disappointing discovery.
Kofarbai’s educational journey has been a rollercoaster. After losing his ability to hear in 2002, he faced several challenges, from mockery to verbal bully. However, determined to forge through the hurdles, he enrolled in Government School for the Deaf in Malmufashi, Kastina State, where he found a sense of belonging; although he least expected it would be so distant when he completed his secondary school education in 2013. Years later, unknown to him, his admission to study B. ED (Special Education) at FUDMA in 2021, would strip him of the sense of belonging he dearly cherished.
Kofarbai navigates the bitter-sweet terrain of tertiary institutions, knowing the challenges his quest for formal education entails. Throughout his life and educational career, he encounters problems with people, struggles with friendships, and overcomes communication barriers. However, he notes that his current challenges on campus surpass all others, with discrimination being the most significant.
Kofarbai’s painful ordeal aligns with the realities of 25 million Nigerians who have at least one form of disability, according to World Health Organization (WHO) estimation.
In addition, the United Nation (UN) emphasizes that inclusive education ensures teaching methods and curriculum, policy and practice of education environments are accessible to all students (at all levels) without discrimination. According to the UN, placing students with disabilities in mainstream classes without these adaptations is not inclusion.
Another hearing impaired, Suwidi Mustapha Kogawa, a 300-level student at FUDMA, has faced several challenges since his admission to study Special Education in the 2021/2022 academic session. Despite attending lectures, he struggles to keep up. “One of the challenges I face is the absence of a sign language interpreter in class,” he notes sadly.
Unarguably, Kofarbai and Kogawa’s plight highlights the need for inclusive education. In January 2019, Muhammad Buhari, Former President of the Federal Republic of Nigeria, signed the Discrimination Against Persons with Disabilities (Prohibition) Act 2018 into law. The act aimed at making provisions for the full integration of PWDs into society, states that “all public schools, whether primary, secondary or tertiary, shall be run to be inclusive of and accessible to persons with disabilities”, and every school should have special trained personnel to cater for the educational development of PWDs.
For Kogawa, his colleagues have been resourceful, helping with translation and offering support. However, his university management approach remains a challenge. “Although the issue has been tendered before the Vice Chancellor,” he says, while speaking with WikkiTimes, frustration etched in his voice, “no sign language interpreter has been appointed to this moment.”
Since Bello Yusuf Maiglass, an indigene of Tsafe Local Government Area in Zamfara State, gained admission to FUDMA in 2022, he wondered how things had gone to hell so fast. As an advocate for inclusivity, he stresses the need for equal access to education as a fundamental right, “Aside from providing sign language interpreters, university management plays a crucial role in ensuring accessibility in classrooms and beyond.”
As Secretary-General of the National Association of Deaf Students, FUDMA Chapter, Yusuf commends Prof. Armaya’u Hamisu Bichi, the Vice Chancellor of FUDMA, for offering free accommodation to students with disabilities. However, the 28-year-old believes more can be done. He cites the Federal College of Education Bichi‘s 50% discount on school registration fees for students with disabilities as a positive example and suggests implementing policies that would promote inclusivity.
Yusuf opines that developing a deaf-friendly culture on campus requires access to technological devices, which would also help reduce stigmatization. He acknowledges the University of Ilorin’s Centre for Supportive Services for the Deaf, which provides students with disabilities in deaf centers access to technology.
Kofarbai’s enthusiasm, once daring for learning, now seems to have reclined, as the weight of his struggles saps his efforts. Though slightly inured to the challenge of a sign language interpreter, he remains drowned in his own shadow; his countenance, in total alienation to defeat.
“I’m always staying lonely in class,” he recalls, his voice lethargic. Kofarbai describes his experience: “I go to school, attend lectures, and sit like a perfect goat.” He collects notes from classmates and studies in the library to gain knowledge on missed concepts.
Pushing through these challenges, Kofarbai stressed the need for accessibility to education. “It is through education that deaf children can grow up with good attitudes. Deaf children, unlike their hearing peers, learn to speak at school: they can’t be moulded by their parents due to the communication barriers that lie between them.”
Moreover, investing in their education isn’t a waste, as “Deaf children are not only useful to their parents but to society in general; they are goal-oriented.”
Building on his personal experiences, Kofarbai serves as the President of the National Association of Deaf Students, FUDMA Chapter, where he urges the management to create an office within the Student Union Government to address the needs and concerns of students with disabilities.
“We Commit to Providing Support” — NNAD
In an interview with WikkTimes, Engr Timothy Adejumo, National Secretary-General, Nigeria National Association of the Deaf (NNAD), emphasized the association’s commitment to ensuring no deaf student is denied access to education and inclusion. “To standardize sign language learning, NNAD developed the Nigerian sign language dictionary. We are currently seeking sponsorship to print and distribute copies of this dictionary to tertiary institutions and libraries nationwide,” said Engr Adejumo.
He further added that the association has been engaging government agencies, academic institutions, and policymakers. “NNAD has been advocating for the official recognition of Nigerian Sign Language (NSL) as a national language and the primary mode of communication for Deaf students in school to ensure sign language interpretation services are enforced in tertiary institutions.”
Moreover, Engr Adejumo explained that NNAD organized the National Summit on Nigerian Sign Language in Abuja, where they actively engaged with the National Universities Commission (NUC), National Board for Technical Education (NBTE), and Tertiary Education Trust Fund (TETFund). “At the summit, we pushed for learning materials, deaf-friendly infrastructure, ensuring that deaf students are not excluded from academic opportunities.”
Management Working, says Deputy Dean
When contacted, Dr Ayuba Idris, Deputy Dean of Students’ Affairs, FUDMA, insists that there’s nothing as exclusion. “We value inclusion,” said Dr Ayuba. “The only issue we are having and I’m still pushing is for them to have sign language interpreters.”
Dr Ayuba noted that although fellow students who often interpret for them during lectures are busy with their own studies, the school hires an interpreter whenever an important program is being held.
“Some of them are intelligent, but because they don’t have interpreters, for them to read English and manuals on their own can be an issue,” he noted. “This is the concern I’m pushing to the Dean. It’s not that we are doing it intentionally; I’m pushing this issue for their benefit. We want the school to employ at least five interpreters for them.”
