Educationist Urges Nigeria to Prioritize Inclusive Learning

Why this is here: Ikeako specifies that children with conditions like autism, ADHD, dyslexia, dyspraxia, and dyscalculia are often labeled negatively—as slow or distracted—rather than supported.

Angelina Ikeako of Golden Links Educational Consultants in the United Kingdom is urging the Nigerian federal government to prioritize inclusive education. She asserts that current conversations around inclusion haven’t translated into adequate support for children with learning differences. Ikeako clarifies that inclusive education means designing systems supporting all learners—neurotypical and neurodiverse—without isolating anyone.

She observes that many Nigerian classrooms use rigid systems failing to accommodate children who learn differently. Students with autism, ADHD, dyslexia, and other conditions are often mislabeled instead of receiving proper support. Ikeako notes teachers often lack the training and resources needed for inclusive learning, creating a gap between school attendance and actual learning.

The educationist warns that repeated exclusion erodes children’s confidence and limits their potential contributions to society. Stakeholders will meet at the National Inclusion Conference 2026 in Lagos to discuss practical strategies for supporting neurodiverse learners.