A Nigerian Youth Futures Fund (NYFF)-supported project on Integrating ICT in Multilingual Multimodal Teaching in Special Education for the Deaf is reshaping Deaf education in Nigeria, bringing new teaching strategies and inclusive technologies to classrooms in Delta and Anambra States.
Over the past months, teachers and students in the two states have benefitted from intensive training sessions aimed at improving lesson delivery and enhancing learning outcomes for Deaf children.
At Oharisi Special School in Ughelli, Delta State, MMP-trained facilitator Nzem Emeka Jonathan led sessions on lesson planning, bilingual education, classroom organization, and the use of fingerspelling to promote literacy development. Teachers were encouraged to adopt Nigerian Sign Language (NSL) in lesson plans to build a bilingual learning environment. They also learned practical, non-punitive approaches to classroom management, such as interactive questioning, visual aids, humor, and beginner-friendly word banks.
Addressing concerns over limited access to computers, the facilitator suggested low-cost alternatives like flashcards, charts, real-life objects, and word walls to support effective teaching.
In Anambra State, at the Special School for the Deaf, Odoakpu, Onitsha, facilitator Uche Aroh trained participants on Deaf pedagogy, ICT applications, and cultural insights from Gallaudet University, USA. The sessions introduced the four key features of sign language—handshape, location, movement, and facial expressions—while highlighting how fingerspelling builds a bridge between sign language and English literacy.
ICT use was made relatable with examples such as Deaf individuals using video calls to communicate in sign language over long distances. The lively sessions featured role-plays, question-and-answer segments, and group reflections, with active participation from teachers including Mrs. Chinwe, Mr. Vincent, Azaka Onyinye, Ebuka, and Emeka Okafor.
Participants called for more educational resources—computers, projectors, and assistive tools—and urged NYFF, government agencies, and NGOs to sustain their support for Deaf education.
Project Lead Njelita Amala Emmanuel thanked LEAP Africa and NYFF for supporting the initiative. He emphasized that education remains “the most powerful tool for transforming lives,” adding that with the right skills, technology, and teaching methods, Deaf learners can thrive in any environment.
“This is not just a project but a movement to equip our students with the skills and confidence to succeed beyond the classroom,” he said, commending the facilitators, participants, and school management for their dedication.
The project’s success highlights the transformative role of ICT integration and bilingual teaching in improving learning outcomes for Deaf students while showcasing how youth-led initiatives can drive change in Nigeria’s education system for marginalized communities.
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