David Oyebamiji Akanji

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.

I was born in the village of Bode in the year 1955. I became blind when I was five years of age. I did not start my primary school education until I was 10 years of age. I successfully completed my primary school education in the year 1966. I did not stop there, in 1967, I attended Osodi Vocational Training Center for the Blind. In 1968, I completed my course there as a telephone operator. I was also taught advance braille. In 1969, I attended IWO Catholic Secondary Modern School where I was trained as a typist and completed in 1970. In 1971, I had the opportunity to attend Ibadan Christ Apostolic Grammar School where I did my high school education. In 1975, I graduated from Christ Apostolic Grammar School. In 1981, dean then Oyo State Government give me scholarship to come to United States of America for further studies. I was admitted by dean then Arkansas Enterprises for the Blind and now known as International Lion Services for the Blind. I was there for two semesters. In 1982-1985, I started my degree program at Philander Smith College in Little Rock, Arkansas. I completed my degree in 3 years instead of 4. While I was there, I was a member of WHO is WHO, among universities and colleges. I was also a member of Alpha Cappa Mu, an academic honor society. My academic achievements impressed my academic dean then to the extent that he called our university for them to give my scholarship to do my Master's in Education. I started my masters in Howard University in January 1986. I successfully my master's degree in 3 semesters instead of 4. In 1988, I started my PhD program at Gallaudet University located in DC. I successfully completed that in 2008 in Special Education Administration.

From grass to grace is simply talking about my life. It is specifically referring to how I started my life, and what I went through. On the other hand, "In the city of oblivion", I narrated the story of a boy who lost his parents as a young blind boy, but through much struggle, he became a successful man in life. I also made it clear in the story that destination can change but destiny cannot change. As a matter of fact, in the "Blind leading the seeing", I asked series of questions about the education of the blind in Nigeria, and I gave answers to them as what to do about the education of the blind to make it meaningful.