The University of Jos has once again made a landmark stride in inclusive education with the elevation of Dr. Michael Abednego to the rank of Professor in Special Education and Rehabilitation Science. His promotion marks a historic milestone, making him the second Deaf academic to attain the rank of professor in the university’s history, following in the footsteps of the late Professor Andrew Ojile.
Dr. Abednego, a distinguished lecturer in the Department of Special Education and Rehabilitation Science, has long been celebrated for his scholarship, passion for inclusive education, and tireless advocacy for the rights of Persons with Disabilities (PWDs). His academic journey has been defined by resilience, commitment, and a deep belief in the power of inclusive learning to transform lives and societies.
More than just a personal achievement, Dr. Abednego’s promotion represents a significant recognition of the vital role Deaf professionals play in advancing knowledge and fostering inclusive academic spaces. It also signals a growing commitment within Nigeria’s tertiary education system to embrace diversity, accessibility, and equality.
The University of Jos has earned a strong reputation as a trailblazer in promoting inclusive academic practices. Its ongoing efforts to create enabling environments for students and lecturers with disabilities — from physical access to policy inclusion — have positioned the institution as a beacon of inclusive learning in West Africa.
The news of Dr. Abednego’s appointment has sparked widespread commendation across the Deaf community, disability rights groups, and the broader academic fraternity. Colleagues and advocates alike hail the development as a powerful symbol of progress in Nigeria’s higher education system — and a source of inspiration for young people with disabilities pursuing academic and professional aspirations.
For many, Dr. Abednego’s achievement is not just about academic excellence; it is a celebration of perseverance, representation, and the growing visibility of inclusive education in Nigeria’s scholarly landscape.
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