An Evaluation of Support Services for Students with Special Needs in Islamiyah School in Southwest Nigeria
DOI:
https://doi.org/10.33367/ijies.v8i1.7147Keywords:
Educational Transition, Inclusive Education, Islamiyah Schools, Special Needs Education, Support ServicesAbstract
This study investigates the availability, effectiveness, and impact of support services for students with special needs in Islamiyah schools in Southwest Nigeria. Despite growing attention to inclusive education, many students with disabilities still face difficulties in transitioning through school and completing their education. Significant challenges include limited access to specialized support services, inadequate teacher training, and weak inclusive education policies. Although resources such as assistive technology, counselling, and specialized educational support exist, their implementation in Islamiyah schools is inconsistent and often dependent on external aid. Using a Convergent Parallel Design, the study collected quantitative and qualitative data from 17 Islamiyah schools through questionnaires and focus group discussions with teachers, school administrators, students with special needs, parents, and community leaders. Quantitative data were analyzed with SPSS, while qualitative insights were obtained through thematic analysis. The study's findings indicate that support services are inadequate and uneven, with urban schools generally better prepared than rural ones. The study highlights crucial factors for the educational success of students with special needs, such as family support, personal motivation, peer relationships, easy access to learning materials, and community involvement. The study emphasizes the need for policy reform, increased investment, and stronger stakeholder collaboration to improve inclusive practices in Islamiyah schools.
References
Abosi, O., & Koay, T. L. (2008). Attaining Development Goals of Children with Disabilities: Implications for Inclusive Education. International Journal of Special Education, 23(3), 1–10.
Adebisi, R. O., Jerry, J. E., & Rasaki, S. A. (2014). Barriers to Special Needs Education in Nigeria. International Journal of Education and Research, 2(11), 451–462.
Adetoro, R. A. (2014). Inclusive Education in Nigeria—A Myth or Reality? Creative Education, 5(20), Article 20. https://doi.org/10.4236/ce.2014.520198
Agama, O. (2025). Examining The Challenges of Implementing Inclusive Education in Nigerian Public Schools and The Influence of Corruption on Educational Development. Education & Learning in Developing Nations (ELDN), 3(2), 44–51. https://doi.org/10.26480/eldn.02.2025.44.51
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.
Ajuwon, P. M., & Brown, I. (2012). Family quality of life in Nigeria. Journal of Intellectual Disability Research, 56(1), 61–70. https://doi.org/10.1111/j.1365-2788.2011.01487.x
Akbayrak, K., & Douglas, G. (2022). Examining specialist teachers' conceptualisations of their roles in supporting learners with vision impairment: A comparative analysis of Turkey and England using Bronfenbrenner's ecological systems theory. European Journal of Special Needs Education, 37(6), 979–993. https://doi.org/10.1080/08856257.2021.1989129
Ali, S. H., Mohsin, F. M., Banks, A., Lynn, P., & Lim, S. (2022). Peer-Led, Remote Intervention to Improve Mental Health Outcomes Using a Holistic, Spirituality-Based Approach: Results from a Pilot Study. Community Mental Health Journal, 58(5), 862–874. https://doi.org/10.1007/s10597-021-00893-8
Alnahdi, G. H., & Schwab, S. (2021). Special Education Major or Attitudes to Predict Teachers' Self-Efficacy for Teaching in Inclusive Education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.680909
Amin, H. (2024). Value-based frameworks and peace education in faith-neutral, faith-based and faith-inspired schools in Islamabad: A comparative analysis. Journal of Peace Education, 21(1), 54–81. https://doi.org/10.1080/17400201.2023.2289655
Aseery, A. (2024). Enhancing learners' motivation and engagement in religious education classes at elementary levels. British Journal of Religious Education, 46(1), 43–58. https://doi.org/10.1080/01416200.2023.2256487
Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139–161. https://doi.org/10.1016/0146-6402(78)90002-4
Bano, M. (2022). Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria (RISE Working Paper Series). Research on Improving Systems of Education (RISE). https://doi.org/10.35489/BSG-RISE-WP_2022/103
Batagarawa, M. N., & Bagiwa, Z. L. (2025). Barriers to Inclusive Education in Nigeria: Policy, Practice and Counselling Perspectives. Asian Journal of Education and Social Studies, 51(7), 1048–1055. https://doi.org/10.9734/ajess/2025/v51i72190
Brophy, M. (2020). The Role of NGOs in Supporting Education in Africa. Journal of International and Comparative Education (JICE), 45–56. https://doi.org/10.14425/jice.2020.9.1.0612
Cologon, K. (2022). Is inclusive education really for everyone? Family stories of children and young people labelled with 'severe and multiple' or 'profound' 'disabilities.' Research Papers in Education, 37(3), 395–417. https://doi.org/10.1080/02671522.2020.1849372
Darwish, S., Alodat, A., Al-Hendawi, M., & Ianniello, A. (2025). General Education Teachers' Perspectives on Challenges to the Inclusion of Students with Intellectual Disabilities in Qatar. Education Sciences, 15(7), Article 7. https://doi.org/10.3390/educsci15070908
Dey, E. (2025). NGO's and Inclusive Education in India—A Brief Review. International Journal of Innovative Research in Technology, 11(8), 1988–1992.
Dukmak, S., Abo Hamza, E. G., Alkhatib, R., Daghustani, W., & Bedewy, D. (2024). Inclusive attitudes: Typically developing students and students with disabilities in UAE classrooms. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1388334
El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students' Sense of Belonging to School? SAGE Open, 12(4), 21582440221134089. https://doi.org/10.1177/21582440221134089
Eleweke, C. J., & Rodda, M. (2002). The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6(2), 113–126. https://doi.org/10.1080/13603110110067190
Hollings, S. (2021). Implementation Barriers of Inclusive Education and Their Impact on Stakeholders: A Review of the Literature. International Journal of Childhood Education, 2(1), Article 1. https://doi.org/10.33422/ijce.v2i1.36
Hu, A. J., Neo, P., Soon, A., Tan, H., He, Y., & Tan, R. K. J. (2024). The social construction of mental illness stigma amongst Asians: A systematic review and meta-ethnography. SSM - Mental Health, 6, 100371. https://doi.org/10.1016/j.ssmmh.2024.100371
Jimoh, Z. O., Jacob, U. S., Osungade, T. A., & Ebulum, G. C. (2024). Adapting teaching strategies to empower learners with intellectual disabilities in inclusive environment. International Journal of Intellectual Disability, 5(1), 39–45.
Kanneh, M. (2024). Mental Health Support and Well-being of Students with Special Needs in Africa. Redshine Archive. https://doi.org/10.25215/9358797428.04
Kern, A. (2022). Using a combined bio-ecological and capability perspective to understand inclusive education in South Africa. PROSPECTS, 52(3), 469–485. https://doi.org/10.1007/s11125-021-09584-4
Khalid, F., Mirza, S. S., Bin-Feng, C., & Saeed, N. (2020). Learning Engagements and the Role of Religion. SAGE Open, 10(1), 2158244019901256. https://doi.org/10.1177/2158244019901256
Khan, I., Dean, S., Ridge, D., & Souvlakis, N. (2025). The Integration of Islamic Psychology with Acceptance and Commitment Therapy (ACT). Culture, Medicine, and Psychiatry. https://doi.org/10.1007/s11013-025-09924-5
Kumatongo, B., & Muzata, K. K. (2021). Research Paradigms and Designs with their Application in Education. Journal of Lexicography and Terminology, 5(1), Article 1.
Lalvani, P. (2015). Disability, Stigma and Otherness: Perspectives of Parents and Teachers. International Journal of Disability, Development and Education, 62(4), 379–393. https://doi.org/10.1080/1034912X.2015.1029877
Lawal, S., & Isah, A. M. (2022). Implementation of Inclusive Education in Nigerian Schools: Challenges and Way Forward. International Journal of Formal Education, 1(3), Article 3.
Majoko, T. (2019). Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers. SAGE Open, 9(1), 2158244018823455. https://doi.org/10.1177/2158244018823455
Mbelu, S. E., & Maguvhe, M. O. (2024). Evaluating the Socioecological Classroom in Full-Service Schools: A Whole-School Approach to the Inclusive Education Context in South Africa. Education Sciences, 14(11), Article 11. https://doi.org/10.3390/educsci14111151
Mitter, N., Ali, A., & Scior, K. (2019). Stigma experienced by families of individuals with intellectual disabilities and autism: A systematic review. Research in Developmental Disabilities, 89, 10–21. https://doi.org/10.1016/j.ridd.2019.03.001
Mohammed, A., Khadijah, O.-S., Owolabi, O., Yahya, I., Sanni, H., & Okebukola, F. (2024). Awareness, Community Support, and Media Advocacy in Overcoming Barriers to Inclusive Education for Children with Special Needs in Lagos State. LASU International Journal of Arts and Social Science Education, 2(2), 2992–4979.
Mohammed, A., Khadijah, O.-S., Yahya, I., Sanni, H., Okebukola, F., & Owolabi, O. (2024). Teacher Training Programmes and Policy Implementation as Predictors of Educators' Attitude and Practices Towards Children with Special Needs in Lagos State. International Journal For Multidisciplinary Research, 4(2), 61–77.
Molosiwa, A., & Boikhutso, K. (2016). Low educational participation of marginalised children in Botswana's rural and remote schools: Interface between cultural, structural and institutional factors. Africa Education Review, 13(2), 48–63. https://doi.org/10.1080/18146627.2016.1224097
Ngwacho, G. A. (2024). Value-Based Education Incorporation in Competency-Based Curriculum—Recipe for All-inclusive Education for Enhanced Global Citizenship. Journal of the Kenya National Commission for UNESCO, 4(1), Article 1.
Obizue, M. N., & Enomah, S. (2025). Inclusive Education and Sustainable Development in Nigeria: Challenges and Prospects. Multi-Disciplinary Research and Development Journals Int’l, 7(1), Article 1. https://doi.org/10.5281/m.v7i1.117
Omede, A. A. (2016). Policy Framework for Inclusive Education in Nigeria: Issues and Challenges. Public Policy and Administration Research, 6(5), 33.
Orlunga, B. G., & Alikor, O. (2023). Inclusive Education and Policy Implementation in Nigeria: An Implication for Educational Development in the 21st Century. European Journal of Education Studies, 10(11), Article 11. https://doi.org/10.46827/ejes.v10i11.5076
Oyedokun, T. T. (2025). Assistive Technology and Accessibility Tools in Enhancing Adaptive Education. In Advancing Adaptive Education: Technological Innovations for Disability Support (pp. 125–162). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8227-1.ch006
Oyinlade, A. O., & Ajuwon, P. M. (2018). Perceptions of Effective Behavioral Leadership Qualities, by Gender of Teachers, in the Schools for Students Who are Blind or Visually Impaired in Nigeria. European Journal of Business and Management, 9(34), 53–67.
Sümer Dodur, H. M., & Yüzbaşioğlu, Y. (2025). Parental influence on Preschoolers' acceptance of peers with special Needs: The mediating role of inclusion attitudes. Children and Youth Services Review, 170, 108139. https://doi.org/10.1016/j.childyouth.2025.108139
Taber, K. S. (2018). The Use of Cronbach's Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Torgbenu, E. L., Oginni, O. S., Opoku, M. P., Nketsia, W., & Agyei-Okyere, E. (2021). Inclusive education in Nigeria: Exploring parental attitude, knowledge and perceived social norms influencing implementation. International Journal of Inclusive Education, 25(3), 377–393. https://doi.org/10.1080/13603116.2018.1554715
Uba, C. D., & Nwoga, K. A. (2016). Understanding stigma from a sociocultural context: Mothers' experience of stigma directed towards children with special educational needs. International Journal of Inclusive Education, 20(9), 975–994. https://doi.org/10.1080/13603116.2016.1145259
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education [UNESCO Digital Library]. https://unesdoc.unesco.org/ark:/48223/pf0000098427
United Nations. (2006). Convention on the Rights of Persons with Disabilities (CRPD). https://social.desa.un.org/issues/disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd
White, R., & Fletcher, G. (2025). Navigating inclusive education in mainstream primary schools: A phenomenological study of teachers' perceptions and experiences. International Journal of Inclusive Education, 0(0), 1–29. https://doi.org/10.1080/13603116.2025.2459719
Yahya, I., Olaniyan-Shobowale, K., Owoyale, A.-G. I. S., Jamiu, A.-R., & Sanni, H. (2024). Awareness and Attitude of Islamiyyah Schools of Inclusive Education in South West, Nigeria. Firdaus Journal, 4(1), Article 1. https://doi.org/10.37134/firdaus.vol4.1.3.2024
Ybañez, Y., Ponce, J., Recaña, J., Cañete, J. J., Opingo, K. M., & Mangubat, R. (2024). Parental Engagement in Supporting Children with Learning Difficulties. British Journal of Teacher Education and Pedagogy, 3(2), Article 2. https://doi.org/10.32996/bjtep.2024.3.2.4
Abstract
Views:
257, 
PDF downloads: 153
Published
Issue
Section
License
Copyright (c) 2025 Isiaq Oluwatosin Yahya, Ibrahim Solahudeen Owoyale-Abdulganiy, Azeez Olalekan Raheed, Muhydeen Olaitan Abiola
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
