The Evolution of Services for Children with Autism and Developmental Disabilities in Nigeria.
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| Title: | The Evolution of Services for Children with Autism and Developmental Disabilities in Nigeria. |
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| Authors: | Hill, Doris Adams, Fayemi, Adeola, Ostrowski, Stephanie |
| Source: | International Journal of Disability, Development & Education. Nov2024, Vol. 71 Issue 7, p1116-1132. 17p. |
| Subjects: | Health services accessibility, School environment, Children with disabilities, Child health services, Autism, Cultural competence, Culture, Socioeconomic factors, Information resources, Developmental disabilities, Asperger's syndrome, Special education, Social control |
| Geographic Terms: | United States, Nigeria |
| Abstract: | Provision of services for autism spectrum disorder (ASD) and developmental disabilities (DD) in Nigeria has been influenced by US and international research and awareness efforts. Forces that impact progress include Nigerian cultural beliefs and family involvement, societal attitudes, inadequate infrastructure and resources, and inconsistent policy and enforcement of disability laws. These forces can impact families both positively and negatively. A lack of standardised teacher training and accreditation programs limit access for students with disabilities to individualised education programs (IEPs) and classroom inclusion. Effective treatments for those with ASD/DD are well-documented, however these effective interventions often do not reach more rural, low-income, or less developed nations or rural, low socioeconomic US schools. The focus of this paper is to thoroughly analyse the evolution of special education and inclusion in Nigeria and the United States and to highlight how US progression influenced Nigeria and the importance of advocating for culturally relevant, low-cost, research-based interventions and outreach African nations such as Nigeria. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Provision of services for autism spectrum disorder (ASD) and developmental disabilities (DD) in Nigeria has been influenced by US and international research and awareness efforts. Forces that impact progress include Nigerian cultural beliefs and family involvement, societal attitudes, inadequate infrastructure and resources, and inconsistent policy and enforcement of disability laws. These forces can impact families both positively and negatively. A lack of standardised teacher training and accreditation programs limit access for students with disabilities to individualised education programs (IEPs) and classroom inclusion. Effective treatments for those with ASD/DD are well-documented, however these effective interventions often do not reach more rural, low-income, or less developed nations or rural, low socioeconomic US schools. The focus of this paper is to thoroughly analyse the evolution of special education and inclusion in Nigeria and the United States and to highlight how US progression influenced Nigeria and the importance of advocating for culturally relevant, low-cost, research-based interventions and outreach African nations such as Nigeria. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1034912X |
| DOI: | 10.1080/1034912X.2023.2291570 |
