Special education has undergone a remarkable transformation from a past where individuals with special needs were often ostracized and mistreated to a field passionate about providing tailored learning for these individuals. In Nigeria, early efforts from religious and voluntary organizations have evolved into formal government policies. However, despite improvements in policy formation, a persistent gap exists between formulation and implementation. This study aimed to identify the specific challenges faced by special education teachers in South-Western Nigeria, assess their impact on education quality, evaluate existing policies, and propose solutions. Employing a descriptive survey design, we obtained data from 69 special education teachers in government-owned schools across Lagos, Ogun, Oyo, and Ondo states using a structured questionnaire. Our findings highlighted widespread challenges, including low salaries (61%), lack of resources (55%), and limited professional development (51%), as well as inadequate government and parental support, and high rates of burnout. These challenges significantly impair teaching efficacy and impact the quality of special education received by students. Our findings reveal that current policies, while conceptually sound, suffer from operational weaknesses, necessitating structural and cultural reforms to bridge these gaps and improve education quality for special needs students.

 

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