By Rakiya A.Muhammad
In many communities, the belief that education for girls is less valuable persists. Girls with disabilities magnify this belief, reinforcing a narrative of exclusion.
Girls with disabilities often face a unique set of challenges that begin in the home and continue into the educational system. These challenges include a lack of accessible infrastructure, inadequate support services, and societal attitudes undermining their potential
The intersection of gender and disability creates a two-fold disadvantage for girls with disabilities. They face double layers of inequality—a struggle not only against disability but also against gender bias.
The Most Excluded Group
According to UNICEF data, only 10% of children with disabilities in developing countries go to school.
“Despite having the same rights to education as their male counterparts and non-disabled peers, girls with disabilities are the most excluded group of learners from all educational settings from primary to higher education due to multiple and intersecting forms of discrimination on the basis of both their gender and their disability,” notes the United Nations Girls Education Initiative, UNGEI.
“Multi-country estimates show that girls with disabilities are more likely to be out of school than both boys with disabilities and girls without disabilities.”
Education policies frequently fail to address the needs of girls with disabilities, resulting in their marginalisation and a lack of support.
“Many educational systems recognise various types of disabilities; however, they often overlook the intersectionality of gender,” says policy analyst Yusuf Aliyu.
“The requirements of these young women frequently fade into obscurity; they are abandoned to navigate a world that deliberately overlooks them, resulting in their relegation and the absence of the support they justly merit.”
Record of Resilience, Potential
Hajiya Zainab Abdulnaseer, from Sokoto State, is an inspiring example of the potential of females with disabilities. Her journey from honing her skills to advancing to a managerial position at the Nigeria Television Authority is a testament to the resilience and potential of girls with disabilities. Her success offers a ray of hope and optimism for the future of inclusive education.
“Apart from the general challenges of discrimination, inaccessibility to public structures, and other social exclusion, they have specific issues related to reproductive health,” she points out.
“These include menstruation and the challenges of caring for their bodies in school. They are vulnerable to abuse by carers, and the survivor may not report it for fear of disbelief.”
She also notes, as a barrier, the societal belief that a girl will end up in a man’s house, “so she is not a priority when families have to choose who should be educated.”
Hajiya Zainab notes that many families of children with disabilities are impoverished, making it difficult for them to meet their children’s educational needs as required
On how she navigated the challenges, Hajiya Zainab reveals, “I had a supportive family and a group of loving friends, which helped me cope better.”
Saratu Jafar and Aisha Abubakar Dange are among the few who are fortunate enough to receive an education.
Despite the layers of inequality deeply entrenched in society, the remarkable resilience of these girls with disabilities is a beacon of inspiration and hope. Their determination to overcome the barriers they face is a testament to their strength and should serve as a source of inspiration to others.
Saratu and Aisha, both 17, are making the most of their time at the Abdulkareem Adisa Raji Special Secondary School, which boasts a bustling student population of 1,470.
A dissection of the figure reveals 613 students with special needs (252 females and 361 males) and a robust 857 typical students (505 females and 352 males).
Saratu and Aisha, who aspire to become medical doctors, rave about the school atmosphere, describing it as more inclusive and welcoming than the homesteads they hail from.
However, the pressing requirements of the students, including the need for wheelchairs, more tables, chairs, a library, a school bus, and ambulance vehicles, highlight the imperative for more resources in the school.
Nkiruka Georgina Inuwa, an English Literature teacher, observes that students like Ashia and Saratu are tenaciously pursuing their dreams, undeterred by their disabilities.
Furthermore, an English teacher, Malama Mariam Bello, praises her students’ unwavering dedication and commitment to their education.
Malam Kabiru Shaibu, Principal of Abdulkareem Adisa Raji Special Secondary School, Sokoto, highlights issues related to the education of students with disabilities.
“They have different challenges. Some have mobility issues when moving around the school premises, especially physically challenged people who cannot move independently,” he states.
“Secondly, they need special teaching aids and other materials, though the state government is trying its best. There are a lot of learning materials provided for the special needs. Often, we receive teaching aid from the ministry to improve their inclusive learning.”
However, for many families, the fear of the unknown can lead to isolation and a lack of opportunity for girls with disabilities.
Anxiety Over Uncharted Territory
“I worry every day. Can my daughter with a disability go to school? Will they understand her needs? It’s not just about sending her off; it’s about ensuring she is safe and supported,” says an apprehensive mother, Hassan Yusuf.
Sokoto-based gender and disability advocate Hajiya Aisha Abdullahi notes, “In the northern region, northwest in particular, you find out that everywhere a child with a disability, either male or female, is born, parents already feel that they have entirely lost that child, not to talk of a female where education of the girl child is not a priority.”
She also notes there’s only one school with some inclusive facilities in the state, pointing out that because there are no inclusive schools closer to the communities, most parents are not encouraged to enrol such children.
Hajiya Aisha, whose NGO, Nagari Gender and Disability Development Centre, has supported some of the girls with disabilities at the AA Raji school, laments that sometimes they are taken to school without anything.
“Some parents of girls with disabilities just take them to school to relieve themselves of the burden, so they don’t provide writing materials, uniforms, or other things they need,” she reveals.
SGBV, Other Concerns
She also speaks on sexual and gender-based violence, as it affects girls with disabilities
“Some of the statistics we have on gender-based violence show girls with disabilities are violated 10 times more; these things are happening in school, on their way to school, within the school environment, and even within the peer group,” she highlights.
She underscores the need to educate the girls about what to do and how to protect themselves.
“Parents often fear gender-based violence and sexual exploitation, but teaching life skills can help the students protect themselves. Initiatives such as mentoring sessions can help these girls overcome challenges,” Hajiya Aisha advises.
She stresses the need for the government to be deliberate and intentional in tackling GBV and ensure perpetrators face the full wrath of the law.
To further empower girls with disabilities, she suggests that inclusive schools should have skills acquisition centres where the students can learn basic skills to support themselves.
“For those whose parents cannot fend for them, when the girls have something to do, they won’t be considered a burden; they will be able to support themselves and go to school beyond secondary school.”
Hajiya Aisha acknowledges the state’s efforts to domesticate the Disability Act but calls for awareness creation, stressing the importance of collaboration and raising awareness among parents of individuals with disabilities.
She also calls on the government to expedite action on the inclusive education policy in the pipeline, noting that effective implementation could significantly improve the educational opportunities for girls with disabilities, giving them hope for a brighter future.
Mukhtar Sani Maidoki, Secretary of the Joint National Association of Persons with Disabilities, Sokoto State Chapter, identifies a lack of financial support, motivation, and accessibility as factors against education for children with disabilities.
“Up until now, there’s been this negative attitude from our community: when they have any child with a disability, they will think he/she can’t become something in life, and they will just abandon him/her, leaving him/her to street begging and all that.”
He observes that the lack of support for education disproportionately affects women.
“More boys with disabilities attend school than girls. Furthermore, for girls, finishing secondary school often marks the end of their education; they lack the accessibility and motivation to continue. For the boys, many explore means to further their education, unlike the girls, who often remain at home doing nothing,” he states.
“The association is doing its best in sensitisation and mobilisation—sensitising parents, community citizens, and relevant stakeholders about the importance of education for all, especially children with disabilities.”
He calls on the government to assist in empowering the street-begging children with disabilities to attend school.
Maidoki suggests comprehensive support, including conditional cash transfers, to fund the education of children with disabilities. “With such support, most children will have the opportunity to excel.”
He lauds the Adolescent Girls Initiative for Learning and Empowerment (AGILE) project to provide a conditional cash transfer for students, especially in JSS1 and SS1, noting such provision can significantly increase the enrolment of girls with disabilities in schools.
Umar Muhammad, a second-year student at the University of Education, observes that there are fewer females with disabilities than their male counterparts in educational institutions.
“We are encountering stigmatisation, which affects both males and females.” In the northern region of Nigeria, this situation significantly affects the accessibility of education, with girls encountering the challenges to a greater extent,” he states.
“It is essential to guide parents when their child has a disability; this does not imply that the child lacks the capacity to contribute meaningfully to his/her life or society; he/she possesses unique talents despite the challenges posed by the disability.”
Umar recalls the Disability Act passed by former President Muhammadu Buhari, which afforded individuals access to free education and a 5 per cent employment allocation.
He calls on states to implement the law, emphasising its potential to broaden opportunities for individuals with disabilities, irrespective of gender.
Moving The Needle On Inclusivity
Professor Mustapha Tukur Namaka, the Female Education Board Executive Secretary, explains that the state government is diligently advancing an inclusive education system.
“We are formalising the policy to ensure all schools within the state are inclusive, thereby eliminating any form of segregation. This change will allow parents to enrol their physically challenged children in any school they choose,” he articulates.
Prof. Namaka emphasises that the agency prioritises females. “Even among persons with disabilities, it is evident that female individuals encounter a greater degree of discrimination compared to their male counterparts,” he states.
“Our objective is to foster an environment where they are afforded equal opportunities, ensuring their right to education and access to a quality, uninterrupted learning experience.”
Mrs Amina Usman, an educationist, advocates for an inclusive and gender-responsive educational framework for girls with disabilities, urging collaboration among governments, schools, communities, and parents.
“By addressing the complex challenges encountered by these girls,” she states, “we can strive for equitable education for all and enable girls with disabilities to realise their full potential.”
Education Planning With A Gender Lens
The need for a genuinely gender-responsive education sector plan has become increasingly pressing.
The United Nations Girls Education Initiative defines the Education Sector Plan as a detailed strategic document that provides a vision for the education system and acts as a guide to realise that vision.
It delineates Gender-Responsive Education Planning (GRESP) as a mechanism to realise this vision by identifying gender barriers within educational frameworks and ensuring relevant strategies and policies to address these challenges through the Education Sector Plan.
This report was published with collaborative support from Impact House and System Strategy and Policy Lab (SSPL).
