By Samson Ogowewo
Every visually impaired child has a dream, and their journey can be inspiring when the right support is in place. I am Samson Ogowewo, a visually impaired person myself, and my story—and the stories of others like me—show just how powerful specialized education can be.
I began my education at the Ondo State School for the Blind, a boarding school designed exclusively for blind, visually impaired, and low-vision students. There, I wasn’t just taught braille; I learned vital life skills, from typewriting to vocational crafts, in a supportive community. This strong foundation gave me the skills and confidence to transition to Owo High School, a mainstream environment with sighted and able-bodied students—my first taste of true inclusive education.
From there, I broke new ground as the first visually impaired student to attend DELSU Oleh campus, where I earned a diploma in Law. My journey didn’t stop there. I went on to Adekunle Ajasin University as the first blind student in the Mass Communication department. Today, I serve as the Public Enlightenment Officer for Isoko South at the Delta State Ministry of Information, reporting stories that matter to our community.
There are many more stories like mine. Mr. Johnson Akpokiniovo, now a Lecturer at the College of Education, Warri, started his journey at Parchelli School for the Blind, another boarding school dedicated to visually impaired students. He later completed his Primary education at Ondo State School for the Blind, moved on to Owo High School for inclusive education, and continued higher studies at the College of Education Special, Oyo, and the University of Jos, where he earned a Master’s in Special Education.
Mr. Nkem Ofili”s path began at Ojie River Special School for rehabilitation, then OSOSA Tech Polytechnic for Mass Communication Studies, and later MacDonald University for his PGD, showing how both exclusive and inclusive education models can help visually impaired persons thrive. He now works in the newsroom of the Ministry of Information.
These stories prove one thing: exclusive education at the primary school level, with proper boarding facilities and specialized teaching, is essential for visually impaired students to lay a strong foundation. Trying to practice inclusive education from primary school does not give the same result—it stretches the capacity of teachers, resources, and the children themselves. The unique needs of blind and visually impaired students require focused attention, adaptive tools, and a sense of belonging that comes best in a dedicated setting during these formative years.
Inclusive education should follow at the secondary and tertiary levels, once these students have developed the skills and confidence to succeed alongside their sighted peers. This model—the one that shaped my own life—is proven, cost-effective, and realistic for Delta State and for Nigeria as a whole. It is not just about academics; it is about giving visually impaired children the chance to believe in themselves, build friendships, and contribute meaningfully to society.
The benefits are not limited to those with visual impairments. Special schools for hearing impaired and other children with disabilities at the primary level, followed by inclusive education for higher levels, will ensure every child with special needs is set up for success.
Delta State must invest in these specialized primary schools, provide boarding facilities, train skilled teachers, and make sure every child receives the tools and support they deserve. By doing this, we will empower a new generation of leaders, professionals, and change makers who will make Delta proud.
Let’s not leave any child behind. Let’s light the path together for a brighter, more inclusive future.