An assessment of accessibility and mobility challenges for students with disabilities in secondary schools in Makurdi LGA, Benue State
- Project Research
- 1-5 Chapters
- Abstract : Available
- Table of Content: Available
- Reference Style:
- Recommended for :
- NGN 5000
Background of the study :
Accessibility and mobility are fundamental aspects of an inclusive education system, particularly for students with disabilities who face unique challenges in accessing school facilities. In Makurdi LGA, Benue State, secondary schools are increasingly being assessed to identify barriers that hinder full participation by students with disabilities. Historically, many school infrastructures were designed without consideration for physical accessibility, resulting in significant limitations for students with mobility impairments (Okoro, 2023). Recent reforms have emphasized the need for accessible learning environments; however, progress remains uneven across institutions.
The development of inclusive infrastructure is driven by national policies and international guidelines that advocate for the rights of persons with disabilities. In Makurdi LGA, initiatives such as building renovations, ramp installations, and classroom modifications have been implemented to varying extents (Adamu, 2024). Nevertheless, poor maintenance, insufficient funding, and limited awareness among school administrators continue to impede progress. Accessibility in schools not only involves physical structures but also encompasses transportation, appropriate signage, and accessible communication systems (Bello, 2023).
The integration of universal design principles in school architecture is crucial to ensuring that all students can navigate educational environments safely and independently. Despite growing recognition of these issues, comprehensive assessments evaluating both physical and systemic factors influencing accessibility in Makurdi LGA remain scarce (Ibrahim, 2024). This study seeks to provide a detailed assessment of the accessibility and mobility challenges encountered by students with disabilities in secondary schools, highlighting both successes and persistent obstacles. The ultimate goal is to offer actionable recommendations for creating more inclusive educational environments that can enhance the academic and social experiences of these students.
Statement of the problem :
Students with disabilities in secondary schools in Makurdi LGA face persistent challenges related to accessibility and mobility that significantly impact their educational experiences. Many school buildings lack proper ramps, elevators, and accessible restrooms, making navigation difficult for students with physical disabilities (Okoro, 2023). Additionally, inadequate maintenance and limited transportation options further restrict these students’ ability to attend classes regularly and engage in extracurricular activities (Adamu, 2024).
The absence of universally designed learning spaces marginalizes students with disabilities, leading to feelings of isolation and exclusion. This physical inaccessibility not only hinders academic performance but also affects the social integration and well‐being of these students (Bello, 2023). Moreover, the lack of regular assessments and systematic monitoring of school infrastructure prevents timely identification and resolution of accessibility issues, widening the gap between policy mandates and actual conditions (Ibrahim, 2024).
The combined effect of these factors necessitates urgent intervention to assess and improve accessibility in Makurdi LGA secondary schools. This study aims to identify the key barriers and propose strategies to enhance accessibility and mobility, thereby ensuring that students with disabilities can fully participate in educational activities.
Objectives of the study:
1. To evaluate the current state of accessibility in secondary schools in Makurdi LGA.
2. To identify key mobility challenges faced by students with disabilities.
3. To recommend strategies for improving accessibility and mobility.
Research questions:
1. What are the primary accessibility challenges in secondary schools in Makurdi LGA?
2. How do mobility issues affect the academic and social experiences of students with disabilities?
3. What measures can be implemented to enhance accessibility in these schools?
Research Hypotheses:
1. Inadequate infrastructure is significantly associated with mobility challenges in schools.
2. Limited accessibility negatively affects the academic performance of students with disabilities.
3. Implementing universal design principles improves overall accessibility in school settings.
Significance of the study :
This study is significant as it provides a detailed assessment of accessibility and mobility challenges in secondary schools in Makurdi LGA. The findings will inform policymakers, educators, and stakeholders about critical areas needing improvement, guiding the development of interventions to create more inclusive and accessible educational environments. Emphasizing infrastructure adaptation and sustainable design practices, the study aims to enhance educational experiences for students with disabilities (Okoro, 2023; Ibrahim, 2024).
Scope and limitations of the study:
This study is limited to evaluating accessibility and mobility challenges in secondary schools in Makurdi LGA, Benue State. It focuses on physical infrastructure and systemic factors affecting accessibility, without extending to other aspects of inclusive education.
Definitions of terms:
1. Accessibility: The design of environments that can be used by all people, including those with disabilities.
2. Mobility: The ability of individuals to move freely within a given environment.
3. Universal Design: An approach to design that ensures usability for all, regardless of ability or disability.
Related Project Materials
THE INFLUENCE OF JOB SHADOWING PROGRAMS ON VOCATIONAL CAREER EXPLORATION
Abstract: Job shadowing programs provide valuable opportunities for vocational students to...
An examination of the effectiveness of team teaching in secondary schools in Argungu LGA, Kebbi State
Background of the Study :
Team teaching, an instructional approach where two or more educators collaborate to deliver instr...
An Evaluation of Online Pragmatic Strategies in Nigerian Social Media: A Case Study of WhatsApp and Facebook
Background of the study
Pragmatic strategies are integral to effective communication in Nigerian social me...
ASSESSMENT OF ENERGY GENERATION POTENTIAL FROM SOLID WASTES IN ABUJA MUNICIPAL
ABSTRACT There are improper solid waste management processes in Abuja metropolis which leads to causes of ill health and environmental hazards to i...
The effect of inter-school STEM competitions on student interest in Anka LGA, Zamfara State
Background of the Study
Inter-school STEM competitions have emerged as dynamic platforms that stimulate student interest a...
An Evaluation of Political Ideologies and Their Influence on Voter Choices: The Case of Akure LGA, Ondo State
Background of the Study
Political ideologies have a profound effect on voter behavior, shaping their pr...
The influence of teacher attitudes on the successful implementation of inclusive education in Ilorin West LGA, Kwara State
Background of the Study
The implementation of inclusive education in Ilorin West LGA, Kwara State, hinges significantly on the attitud...
An assessment of the decline in indigenous storytelling traditions in Afikpo North Local Government Area, Ebonyi State
Background of the Study
Indigenous storytelling traditions in Afikpo North have long served as a vital me...
An appraisal of digital transformation trends on operational excellence in banking: a case study of Co-operative Bank of Nigeria
Background of the Study
Digital transformation trends are reshaping the operational landscape of banks by integrating innovative technolo...
The role of user-generated content in influencing brand preference: A study of Nestlé Nigeria in Benue State
Background of the Study
In recent years, user-generated content (UGC) has emerged as a powerful marketing tool for brand...
