ISSN: 2226-6348
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Early childhood education is critical in building civil, enlightened and developed society. It is therefore important to pay attention to issues that appears as impediment to realization of early inclusive childhood education. Studies have revealed several violence, discrimination and shocking social exclusion inside and outside of school for children with albinism. In fact, social workers, student counsellors, caregivers, teachers and educators have raised issues about schools in Africa, especially in Nigeria; is ill-equipped phase to accommodate children with albinism in classroom engagement when compare with schools in Asia and western settings. This article explored comparison of research and identified relevant prime enablers to promote all-inclusive approach that will aid learning for children with albinism in schools and homes aimed to encourage government and relevant stakeholders to take full advantage of various options at their disposal. This article identified seven potential prime enablers relevant to the subject matter: need for teacher of visually impaired, provision of functional visual assessment, engagement of optometrist, conducive classroom setting, training of parents and guardians, need for physical and health education, and political will or social support. This article concludes by addressing tasks to complement quality inclusive education and school experience to fulfil the needs of children with albinism. Further, it serves as a knowledge data bank to enable concerned social workers, caregivers, parents, teachers, agencies, stakeholders and researchers to use as inputs in providing a meaningful inclusive education experience for children with albinism.
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In-Text Citation: (Owoeye et al., 2023)
To Cite this Article: Owoeye, S. M., Emaimo, J., Ottun-Emaimo, O., & Adekalu, S. O. (2023). Inclusive Education for Children with Albinism: Unleashing the Prime Enabler. International Journal of Academic Research in Progressive Education and Development, 12(1), 1309–1316.
Copyright: © 2023 The Author(s)
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