The Door Shuts on Inclusive Education: Lost Hope for Children with Disabilities in Northeast Nigeria

Nigeria currently has more than 20 million out-of-school children, the highest in the world. Over 13.2 million of these children are victims of Boko Haram’s activities in Northeast Nigeria, and the crisis in this region remains among the most severe globally. Over 8.3 million people need humanitarian aid, and 1.38 million need educational services across the Borno, Adamawa, and Yobe (BAY) states. As a result, children in Northeast Nigeria have been deprived of a normal childhood due to conflict, high poverty rates, inflation, and the breakdown of the social protection safety net. 

For many years, Northeast Nigeria has depended mostly on international development partners like USAID for support in education, nutrition, health, early recovery, and livelihood. Through a USAID grant, over 150,000 out-of-school children, particularly those with disabilities, have had access to education since 2021. USAID has helped provide quality and inclusive education in the BAY states through the Opportunities to Learn (OtL) Activity using the National Accelerated Basic Education Curriculum. This initiative gave a ray of hope for children with disabilities and other vulnerable groups in the region who have missed many years of school due to conflict, granting them access to quality and inclusive education. The recent stop-work order by the President of the United States has shattered the dreams of these children. Many are now uncertain about their future and may likely be exposed to violence, insecurity, abuse, neglect, exploitation, and conscription into non-state armed groups (NSAGs).

Amina Abubakar, a learner with a disability from OtL’s non-formal learning center in Adamawa, shared her heartfelt reaction to the USAID shutdown:

“Honestly, when my teacher told me that we would stop coming to the center due to an order from the donor, I felt devastated. OtL was my only hope. As a learner with a disability, my parents initially enrolled me in a formal school. Still, due to discrimination and the lack of a supportive learning environment, I had no choice but to drop out. When I heard about the OtL project, I was happy because they provided everything I needed for a smooth learning experience. But with this order, it feels like going back to square one. My biggest fear is [not] ever [being] called back to my center. [And if I am called back,] how soon [will it be]? And if not, what happens to my dream of becoming a nurse? I pray they call us back soon because I miss my friends and my education.”

Similarly, Faith Opara, a mother of a learner with a disability, shared her emotions: 

“When I first heard about the OTL project, I was overjoyed and hopeful that my son has finally gotten the opportunity to learn. When he joined this program, he could not read or write, but now, he can read and write. With this break in his academic journey, he will forget everything he has learned. It breaks my heart to see him at home again.” 

These stories represent just two of the countless concerns of thousands of children with disabilities and their families in Northeast Nigeria who are affected by this order. 

The USAID shutdown has had a significant and far-reaching impact on the education of out-of-school children, especially those with disabilities. USAID plays a critical role in supporting education programs, particularly in the BAY states of Northeast Nigeria. These states have limited resources, high levels of poverty, and insecurity. Here are some potential impacts of the funding freeze on children with disabilities:

• Reduced Access to Inclusive Education. USAID often supports initiatives that promote inclusive education, ensuring that children with disabilities can learn alongside their peers in mainstream schools. A funding freeze could halt these efforts, leading to increased segregation and exclusion of children with disabilities from the education system.

• Cuts to Assistive Devices and Infrastructure. Many children with disabilities require assistive devices (e.g., wheelchairs, hearing aids, braille materials) and accessible infrastructure (e.g., ramps, accessible toilets) to participate in education. USAID funding often supports the provision of these resources. A funding freeze could lead to a lack of such critical tools, further marginalizing these children.

• Impact on Community Awareness and Advocacy. USAID often funds initiatives that raise awareness about the rights of children with disabilities and advocates for their inclusion in education systems. A funding freeze could weaken these efforts, slowing progress toward societal acceptance and policy changes.

• Economic and Social Consequences. The long-term impact of reduced educational opportunities for children with disabilities could perpetuate cycles of poverty and dependency. Education is a key pathway to empowerment and economic independence, and its disruption could have lasting effects on individuals and communities.

• Policy and Systemic Gaps. USAID often works with governments to strengthen policies and systems that support inclusive education. A funding freeze could slow down or reverse progress in policy development and implementation, leaving systemic gaps unaddressed.

Summary

In summary, a freeze on USAID funding would likely exacerbate the challenges faced by children with disabilities in Northeast Nigeria, undermining efforts to achieve inclusive and equitable education. Addressing this issue would require coordinated efforts from multiple stakeholders to ensure that these vulnerable children are not left behind.