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This study investigated the problems facing the management of the education of blind students in Nigerian public schools. The research questions addressed (1) assessing the quality and effectiveness of managerial practices governing the management of blind students in self-contained schools, (2) assessing the quality and effectiveness of policies and practices governing the inclusion of blind and visually impaired students in the regular classrooms of mainstreamed schools, (3) the unique nature of the problems confronting the academic performance of blind and visually impaired students in three of Nigeria's most populous state capitals, and (4) assessing the obstacles associated with the self-concept of blind and visually impaired students. Several research hypotheses were also formulated and tested through appropriate statistical procedures.The data for the study were collected through a survey instrument distributed to a group of high school teachers and principals of the three most populated state capitals. The findings of the study revealed the following conclusions. An effective management of blind education in Nigerian public school requires adequate policies for inclusion of special needs students, proper knowledge about teaching in inclusive classroom, accommodations for inclusion of special needs students, availability of appropriate educational resources, joint effort among general and special education teachers, and allocation of necessary funds. While there are some advantages associated with inclusion of special needs into the regular classroom, there are many disadvantages that need to be taken into consideration if inclusion practices are expected to be successful. As a result of testing the research hypotheses, it was concluded that position, gender, and years of experience were significant factors in the perceptions of survey participants regarding a number of issues associated with the management of blind education in Nigerian public schools. Finally, based on the findings derived from examining the research questions and hypotheses, a number of recommendations were made to school administrators and teachers, the key educational policymakers, parents of blind students, higher education institutions, and federal government. Several suggestions are made to future researchers who might be interested in conducting other possible studies related to the education of blind students, especially in Nigeria.

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9781952874956

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David Oyebamiji Akanji was born in the village of Bode in 1955 and lost his sight at the tender age of five. Despite this challenge, he embarked on his educational journey, commencing his primary schooling at the age of 10. By 1966, he had successfully completed his primary education. The following year, in 1967, he enrolled at the Osodi Vocational Training Center for the Blind, where he specialized in telecommunications. Completing his training as a telephone operator in 1968, he also received advanced instruction in braille.In 1969, Akanji furthered his education at the IWO Catholic Secondary Modern School, where he underwent training as a typist, concluding his studies in 1970. His academic pursuits continued as he entered Ibadan Christ Apostolic Grammar School in 1971, graduating in 1975. His exceptional academic performance earned him a scholarship from the Oyo State Government in 1981 to pursue further studies in the United States of America. Subsequently, he was admitted to Arkansas Enterprises for the Blind (now known as International Lion Services for the Blind), where he spent two semesters. Transitioning to Philander Smith College in Little Rock, Arkansas, in 1982, he completed his degree in three years, distinguished by his membership in prestigious academic societies.In 1986, Akanji commenced his master's degree program at Howard University, successfully completing it in three semesters instead of the usual four. His academic excellence garnered further recognition when he pursued his PhD in Special Education Administration at Gallaudet University in 1988, culminating in its completion in 2008.

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