Brief History of the Department
The Department of Special Needs Education like that of Adult and Non-formal Education was established during the 2013/2014 academic session with an initial intake of forty-two (42) students and four (4) academic staff.
In every classroom, there are learners who have more problems and difficulties in learning, or who cannot learn to their optimum level from the teaching-learning processes that go on in the regular or ordinary schools as a result of one form of exceptionality or the other. Such learners include those who may be hearing impaired, visually impaired, physical and health impaired, intellectually disabled, learning disabled, behavior disordered, etc, or gifted and talented. These learners’ problems and special needs ought to be recognised, understood, and appropriate educational arrangements made to meet their special educational needs and to remediate their problems. The National Policy on Education (NPE 2004) has provided the mandate for this by calling for equalization of educational opportunities for all learners-their physical, mental, or sensory disabilities notwithstanding. The NPE recognizes also the special place of the gifted and talented for whom it directs that educational provisions commensurate with their superior potentials be made in the interest of the nation’s economic and technological development. All of these necessitate the inclusion of Special Education in our Educational System.
- To provide the special education student-teacher with a broad knowledge of categories of exceptionalities in Special Education.
- To provide the student-teacher with the skills needed for screening, identifying, assessing, and evaluating special needs in children.
- To equip the student-teacher with necessary preliminary skills for teaching learners of all categories of exceptionalities.
- To provide the student-teacher with in-depth, intellectual and professional skills and knowledge needed for working with children in one or two different areas of exceptionalities.
- A Senior Secondary School Certificate (SSC) or GCE ‘O’ Level with Credit level passes in 4 subjects including English Language and Mathematics at not more than two sittings.
- A Grade II Teacher’s Certificate (TC II) with credit or merit in four subjects, including English and Mathematics.
- For candidates wishing to offer courses in Vocational and Technical Education, RSA or City and Guilds Intermediate Certificate, the Federal Craft Training Certificate with credit/merit in at least five subjects including English and Mathematics are acceptable qualifications.
- All candidates (including Pre-NCE Students) wishing to be considered for admission must enrol for and pass the selection examination organised by JAMB.
- It should be noted that colleges may in addition to all of the above, administer further selection tests and or interviews for some courses.
Experience in working with children with special educational needs would be an added advantage.
MODE OF TEACHING
Lectures, tutorials, seminars, practicum, clinical practices, and discussions.
The minimum number of credit units required for graduation are as follows:
- Education – 28
- General Studies – 18
- Teaching Practice – 06
- Special Education – 36
- Teaching Subject – 32
- Total 120
Depending on the Teaching subject the student is offering the total minimum credit units required for graduation could be between 120 and 126. This is because some teaching subjects require a minimum of more than 28 credit units.
Teaching Practice carries 6 credit units and it is to be handled by the School of Special Education. The time for teaching practice would be the first semester of year III.
The project is to be written by students in the final year and it carries 2 credit units. Students are free to do their project in General Education, Special Education, or Teaching Subject.