The Place of a True Special Education System for English Language Learners in Nigeria

Abstract

ABSTRACT

It is well-known that students with learning disabilities struggle significantly in the Nigerian education system when learning the English language is not an exemption. Even though an inclusive education law was passed under President Goodluck Jonathan's administration which mandated schools to close the existing gap between pupils with special needs and their peers, the law offered no guidance for teachers on best-supporting language learners in the classroom. From all of the challenges faced by English Language Learners, the significant ones that confront learners with special needs were extensively reviewed. It was recommended that summits be organized, teachers be evaluated, trained, and developed, and specific bodies be eradicated. There should be a collaboration between the Nigerian government as these would contribute mainly to the evaluation and teaching-learning process of learners with special needs. A conclusion was reached that all stakeholders, including evaluation and guidelines, are a vital part of the Response to Intervention (RTI) structure. Hence, their utmost support is a crucial component.

Key Words: English Language, Learners, Special Needs, Inclusive learning, Disproportionate Representation.