An assessment of awareness and implementation of disability rights laws in schools in Gombe LGA, Gombe State
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- NGN 5000
Background of the study :
Disability rights laws are fundamental in ensuring that students with disabilities receive equitable access to education. In Gombe LGA, Gombe State, schools are increasingly expected to adhere to national and international legal frameworks designed to protect the rights of individuals with disabilities. Historically, the lack of awareness and weak enforcement of these laws contributed to significant educational disparities. However, recent policy initiatives and advocacy campaigns have sought to raise awareness and integrate these laws into school practices (Samuel, 2023). The incorporation of disability rights into school policies is viewed as a critical step toward creating an inclusive environment that upholds the dignity and potential of every student.
Efforts to improve awareness include teacher training programs, community outreach, and the inclusion of disability studies in educational curricula (Hassan, 2024). These initiatives aim to equip educators and administrators with the knowledge and skills required to implement legal provisions effectively. Despite these measures, challenges persist in translating legal mandates into practical action. Factors such as inadequate funding, insufficient professional development, and persistent cultural attitudes often result in partial or inconsistent implementation of disability rights laws (Aminu, 2023).
Moreover, there is frequently a disconnect between policy formulation and enforcement, leading to situations where schools fail to provide necessary accommodations for students with disabilities. This gap underscores the importance of systematically assessing both the level of awareness and the extent of implementation of disability rights laws within educational institutions (Ibrahim, 2024). Such an assessment is crucial for identifying shortcomings and informing strategies to ensure that all students enjoy equal educational opportunities. This study, therefore, seeks to evaluate the current state of awareness among key stakeholders in Gombe LGA and to critically assess how disability rights laws are applied within school settings.
Statement of the problem :
Despite robust disability rights laws, their effective implementation in schools in Gombe LGA remains problematic. A major issue is the lack of awareness among educators, administrators, and parents regarding the specific provisions of these laws (Samuel, 2023). This lack of awareness often leads to non-implementation or inadequate enforcement of policies designed to secure the rights of students with disabilities. Many schools fail to provide accessible facilities, adaptive learning materials, and inclusive teaching methods, thereby marginalizing students who require special support (Hassan, 2024).
Compounding this problem are systemic challenges such as limited funding, inadequate training for staff, and weak monitoring mechanisms. These issues allow violations of disability rights to persist, ultimately impeding the full integration of students with disabilities into mainstream educational activities (Aminu, 2023). Cultural and institutional resistance to change further exacerbates the gap between the legal framework and its practical application. Without comprehensive awareness and rigorous enforcement, the benefits of disability rights laws remain largely theoretical.
There is an urgent need to assess both the level of stakeholder awareness and the degree of implementation of these laws in schools. This study aims to systematically evaluate current practices, identify key barriers, and propose actionable recommendations to bridge the gap between policy and practice, ensuring that students with disabilities receive the accommodations and support they are legally entitled to (Ibrahim, 2024).
Objectives of the study:
1. To assess the level of awareness of disability rights laws among school stakeholders in Gombe LGA.
2. To evaluate the extent to which these laws are implemented in school settings.
3. To recommend strategies for improving compliance with disability rights laws in educational institutions.
Research questions:
1. What is the level of awareness of disability rights laws among educators and administrators in Gombe LGA?
2. How effectively are disability rights laws being implemented in schools?
3. What are the key challenges hindering full compliance with these laws?
Research Hypotheses:
1. There is a significant gap between awareness and implementation of disability rights laws in schools.
2. Limited training and resources are negatively correlated with the effective implementation of these laws.
3. Increased stakeholder engagement leads to improved compliance with disability rights regulations.
Significance of the study :
This study is significant as it provides a critical evaluation of the awareness and implementation of disability rights laws in schools in Gombe LGA. The findings will inform policymakers and educational stakeholders about existing gaps and challenges, leading to improved strategies for ensuring compliance. Enhancing the implementation of these laws is essential for promoting an inclusive educational environment where all students receive equitable support and opportunities (Samuel, 2023; Ibrahim, 2024).
Scope and limitations of the study:
This study is limited to assessing the awareness and implementation of disability rights laws in schools in Gombe LGA, Gombe State. It focuses on stakeholder knowledge, current practices, and challenges, without extending to comparative studies with other regions.
Definitions of terms:
1. Disability Rights Laws: Legal frameworks that protect the rights of individuals with disabilities.
2. Awareness: The level of knowledge and understanding of these laws among educational stakeholders.
3. Implementation: The practical application and enforcement of disability rights laws within school settings.
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