Fresh concerns have been raised over the welfare and safety of learners with disabilities in Nigeria following disturbing accounts of neglect, alleged sexual abuse and poor living conditions at a school for the deaf in Imo State, with advocates calling for urgent government intervention to protect one of the country’s most vulnerable groups of learners.
The revelations have reignited conversations about the state of special education in Nigeria, exposing the multiple challenges confronting children with disabilities, including inadequate care, limited access to specialised learning resources, poor infrastructure and vulnerability to exploitation.
At the centre of the allegations are students of the Imo State School for the Deaf, where some learners and stakeholders claimed that years of neglect have created an environment in which abuse often goes unnoticed or unreported because many of the victims are unable to communicate effectively with the outside world.
According to accounts from people familiar with the situation, some students have allegedly been exposed to sexual violence and exploitation while facing inadequate protection mechanisms within and outside the school environment.
One stakeholder lamented that many of the children “have voices, but nobody hears them,” noting that communication barriers often make it difficult for victims to report abuse promptly or seek help.
The report also highlighted concerns over inadequate welfare support, overcrowded facilities and limited access to specialised educational materials required to support learners with hearing impairments.
Parents and advocates expressed concern that children living with disabilities are frequently overlooked in discussions about education reforms despite facing challenges that are significantly different from those encountered by learners in conventional schools.
They argued that beyond providing classrooms, governments must invest in trained special education teachers, sign language interpreters, counselling services, assistive learning technologies and effective child protection systems capable of responding swiftly to cases of abuse.
Child rights advocates further warned that children with disabilities are generally at a higher risk of sexual abuse because perpetrators often exploit communication difficulties and the victims’ dependence on caregivers. Studies have shown that deaf children face disproportionately high rates of sexual violence and frequently lack adequate knowledge of reporting mechanisms or reproductive health education.
According to them, schools serving children with disabilities must be equipped with robust safeguarding policies, confidential reporting channels and trained personnel capable of identifying signs of abuse and providing immediate support to victims.
They also stressed that school administrators, teachers and caregivers should receive regular training on child protection, disability rights and trauma-informed care to ensure that vulnerable learners are protected at all times.
Stakeholders further called on the Imo State Government, the Federal Ministry of Education and relevant child protection agencies to conduct a comprehensive investigation into the allegations and ensure that anyone found culpable is prosecuted in accordance with the law.
They also urged authorities to strengthen monitoring of special schools across the country, noting that many institutions operate with inadequate funding and insufficient oversight despite caring for children who require specialised support.
The development has also renewed calls for greater implementation of the Discrimination Against Persons with Disabilities (Prohibition) Act, as well as stronger collaboration between ministries of education, women affairs, justice and social welfare to protect children with disabilities from abuse and neglect.
For many advocates, the disturbing accounts emerging from the Imo school are not merely about one institution but reflect broader systemic gaps in Nigeria’s special education sector.
They insist that every child regardless of disability deserves to learn in a safe, inclusive and dignified environment where their rights are protected, their voices are heard and allegations of abuse are treated with urgency rather than silence.
