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BARRIERS AND FACILITATORS TO NEURODIVERSITY-AFFIRMING PRACTICES IN SPECIAL EDUCATION UNITS OF FEDERAL COLLEGES OF EDUCATION IN NIGERIA.

Abstract

The work explores barriers and facilitators, which determine the use of neurodiversity-affirming practises in the special education division of Federal Colleges of Education (FCEs) in Nigeria. The purpose of the study is to list the barriers, examine the facilitators, and give practical recommendations. The results highlight the immediate need to implement culturally responsive changes in special education units of the Nigerian FCE to adhere to the international neurodiversity-affirming standards, and thus, improve the performance of the neurodivergent learners and subsequent educators. This introductory chapter provides a foundation to the context, defines the problem, and highlights the importance of promoting affirmative practises to the teacher education environment in Nigeria. The study concludes that urgent systemic reforms are required to align Nigerian teacher education with global neurodiversity standards and advance Sustainable Development Goal 4 on inclusive quality education. Recommendations encompass mandatory incorporation of neurodiversity-affirming modules into FCE curricula, sustained lecturer professional development programs, enhanced resource allocation and infrastructure improvements, strengthened community and parental partnerships, advocacy for explicit policy enforcement on neurodiversity principles, and pilot implementation of affirming practices in special education units. These steps would better equip future teachers to foster supportive, stigma-reducing classrooms and improve educational outcomes for neurodivergent learners across Nigeria.

CHAPTER ONE  

INTRODUCTION  

1.1 Background to the Study  

The neurodiversity construct is a conceptualization of the neurologically divergent profiles as natural differences in human cognition, and not pathologies that require curative or normative treatment. Neurodiversity was created and promoted by the autistic community, and this approach repositions disorders like autism spectrum disorder (ASD), ADHD, and dyslexia as aspects of diversity that should be affirmed and supported with the help of strengths-based, inclusive approaches (Walker, 2014). Some educational practices that declare neurodiversity include environmental changes (such as flexible curricula and sensory-friendly spaces), the rejection of ableist deficit paradigms, prioritisation of neurodivergent accounts, and encouragement of acceptance among peers and educators (Wagland, 2025; Dallman et al., 2022).

Nigeria traditionally has had special education that is run in a medical or deficit framework that focuses on remediation and segregation instead of affirmation. The Federal Colleges of Education (FCEs), with some being specialised (such as FCE (Special) Oyo and their departments spread nationwide) are also primary training centres of special needs teachers. These departments train pre-service educators to assist disabled learners in line with the Revised National Policy on Inclusive Education (Federal Ministry of Education, 2023). Nonetheless, it is still not widely practised, and neurodiversity-protective strategies are mostly not taught in schools and acknowledged by the teaching community.

The recent world and regional literature is pointing towards a paradigm shift towards affirmation. It has been suggested through the scoping reviews that neurodiversity-affirming care among autistic children requires environmental adaptation, peer-acceptance techniques, and flexible curricula, and these can be incorporated in the target training by educators (Wagland, 2025). In African settings, such as Nigeria, neuro-development disorder research proves that despite the presence of certain inclusion practises, there are systemic gaps that need to be addressed (Onyishi, 2022; Bani Odeh and Lach, 2024). In turn, the Nigerian FCEs special education units are a fundamental nexus of this transition, which is under-researched, and in which teacher educators and trainees can be exemplary of affirmative practises in the rest of the education system.

1.2 Statement of the Problem  

Although Nigerian FCE special education units have policy commitments and international mandates to provide inclusive education, neurodiversity-affirming practises in the units have not been adequately developed. The lack of diagnosis early enough, cultural stigma, and spiritual belief may lead to exclusion or hidden disability, especially in children with ASD and its related disorders (Bakare et al., 2019). Empirical findings at the Enugu State schools point to the fact that teachers are poorly equipped, do not have personalised support resources, and are undertrained, thus, leading to the low adoption of neuro-developmentally disorders structured environment or differentiated instruction (Onyishi, 2022).

Wider obstacles resonate with the tendencies in the world of low- and middle-income countries: poor infrastructure, policy uncertainty, financing shortages, and negative perspectives (Bani Odeh and Lach, 2024; Adebisi et al., 2014; Ajuwon, 2008). In FCEs, these barriers are in the form of unqualified lecturers to teach to neurodiversity-specific materials, the lack of affirmative courses in pre-service programmes, and the lack of cooperation with neurodifferent communities. Thus, the release of graduating teachers contributes to the continuation of practises that have a deficit nature in primary and secondary school, thus rendering the marginalisation of neurodivergent learners even more pronounced. The insufficient literature specifically dedicated to the barriers and facilitators of FCE special units creates a knowledge gap that impedes the reforms based on evidence. This research is aimed at addressing that gap and educating policy and practise.

1.3 Objectives of the Study

The study has the following objectives:

1. To identify the barriers to the adoption of neurodiversity-affirming practices in special education units of Federal Colleges of Education in Nigeria.
2. To examine the facilitators that support the implementation of neurodiversity-affirming practices in these units.
3. To propose recommendations for enhancing neurodiversity-affirming practices based on identified barriers and facilitators.

1.4 Research Questions

1. What are the primary barriers hindering neurodiversity-affirming practices in special education units of FCEs in Nigeria?
2. What facilitators enable the effective implementation of these practices?
3. What recommendations can improve neurodiversity-affirming approaches in Nigerian FCE teacher training?

1.5 Significance of the Study 

The chapter along with the investigation in the whole will be helpful to various stakeholders. To FCE administrators and lecturers, the discovery will inform the reformulation of curricula to incorporate affirming pedagogies, which will conform to the requirements of the international standards (Azuka et al., 2024). The evidence can be used by policymakers in the Federal Ministry of Education to strengthen the 2023 policy on inclusive education, which has no explicit neurodiversity requirements and funds. The pre-service teachers will gain practical knowledge, which will make classrooms more inclusive in the country. Finally, the families and neurodivergent learners will experience reduced stigma, more qualified teachers, and positive school cultures thus promoting equity and the Sustainable Development Goal 4 (inclusive quality education).

1.6 Scope of the Study  

The research will be limited to the special education units in the six geopolitical zones of Nigeria in Federal Colleges of Education. It also looks into the neurodiversity-consistent practises concerning typical conditions (e.g., autism, ADHD) without factoring in other types of disability unless they overlap. The sample of this research will focus on lecturers, administrators, and pre-service teachers; a larger sample of primary/ secondary school implementation is out of the framework of the current study.

1.7 Definition of Terms

• Neurodiversity: The natural variation in human brain functioning, including conditions such as autism and ADHD (Walker, 2014).
• Neurodiversity-Affirming Practices: Educational approaches that celebrate neurological differences through strengths-based support, environmental adaptations, and rejection of normalization pressures (Wagland, 2025).
• Special Education Units of Federal Colleges of Education: Dedicated departments or programs within FCEs responsible for training teachers in special needs and inclusive education.
• Barriers: Structural, attitudinal, resource, and policy obstacles impeding affirming practices.
• Facilitators: Enabling factors such as training, collaboration, and policy support.

References

Adebisi, R. O., Jerry, J. E., Rasaki, S. A., & Igwe, E. N. (2014). Barriers to special needs education in Nigeria. International Journal of Education and Research, 2(11), 451–462.

Ajuwon, P. M. (2008). Inclusive education for students with disabilities in Nigeria: Benefits, challenges and policy implications. International Journal of Special Education, 23(3), 11–16.

Azuka, C. V., Wei, C. R., Ikechukwu, U. L., & Nwachukwu, E. L. (2024). Inclusive instructional design for neurodiverse learners. Current Perspectives in Educational Research, 7(1), 56–67. https://doi.org/10.46303/cuper.2024.4

Bakare, M. O., Taiwo, O. G., Bello-Mojeed, M. A., & Munir, K. M. (2019). Autism spectrum disorders in Nigeria: A scoping review of literature and opinion on future research and social policy directions. Journal of Health Care for the Poor and Underserved, 30(3), 899–909. https://doi.org/10.1353/hpu.2019.0063

Bani Odeh, K., & Lach, L. M. (2024). Barriers to, and facilitators of, education for children with disabilities worldwide: A descriptive review. Frontiers in Public Health, 11, Article 1294849. https://doi.org/10.3389/fpubh.2023.1294849

Dallman, A. R., Williams, K. L., & Villa, L. (2022). Neurodiversity-affirming practices are a moral imperative for occupational therapy. The Open Journal of Occupational Therapy, 10(2), Article 13. https://doi.org/10.15453/2168-6408.1335

Federal Ministry of Education. (2023). National policy on inclusive education in Nigeria. Federal Republic of Nigeria.

Onyishi, C. N. (2022). Teachers’ use of inclusive education practices for learners with neuro-developmental disorders in Enugu State, Nigeria. Journal of African Studies, 23(3), 1–16. https://doi.org/10.53836/ijia/2022/23/3/003

Wagland, Z. (2025). Promoting neurodiversity-affirming care for autistic children: A scoping review. Autism & Developmental Language Impairments. https://doi.org/10.1177/27546330251357479

Walker, N. (2014). Neurodiversity: Some basic terms & definitions. Neuroqueer. https://neuroqueer.com/neurodiversity-terms-definitions/