The urgent need for schools and educational authorities to adopt clear, standardized protocols for the early identification, screening, and management of dyslexia, an essential step to achieve inclusive education and equitable learning opportunities, took center stage at the April edition of the monthly seminar of the Distance Learning Institute (DLI), University of Lagos.
The seminar, held on Tuesday, April 28, 2026, featured a presentation by Visiting Professor from Osun State University (UNIOSUN), Professor Temitope Balogun.
Titled: Teachers’ Awareness of Dyslexia among Lower and Upper Basic School Students in Oyo State, the presentation forms part of a broader research project sponsored by the Tertiary Education Trust Fund (TETFund).
The research, conducted among three hundred and ten (310) teachers across sixteen (16) schools in Oyo State, examined teachers’ level of awareness of dyslexia, their ability to identify learners with the condition, and their knowledge of effective management strategies. Findings revealed significant gaps in both awareness and practical intervention skills, highlighting systemic challenges that hinder access to education and student-centered learning.
According to Prof. Balogun, the study was designed to provide empirical insights into existing gaps in awareness and classroom practices, with implications for quality education and learning outcomes in Nigeria’s basic education sector.
Providing a comprehensive overview of dyslexia, Prof. Balogun expressed concern over statistics suggesting that as many as twenty (20) percent of children in sub-Saharan Africa may be affected. She described this as a troubling trend that underscores the urgency of early detection, structured intervention, and sustained investment in education for sustainable development.
To address these challenges, she recommended the development and implementation of mandatory, in-depth training programmes for both pre-service and in-service teachers to strengthen teacher capacity development. She also advocated the integration of learning disability modules into core curricula particularly at the tertiary level, as well as the establishment of collaborative platforms for teachers to share resources and best practices, thereby promoting lifelong learning and professional development.
Additional recommendations included the formulation of inclusive educational policies that recognize dyslexia as a specific learning disability requiring specialized support. She further emphasized the need for sustained public awareness campaigns targeting parents, educators, and the wider community to reduce stigma, promote social inclusion, and advance reduced inequalities in education.
In her remarks, the Director of DLI, Professor Risikat Dauda, described the Institute’s monthly seminar series as a vital academic platform for learning, knowledge exchange, and scholarly engagement.
She noted that insights from the seminar would equip DLI tutors with practical strategies for supporting students with dyslexia, thereby strengthening inclusive learning environments and improving equitable access to quality education in line with the Institute’s mandate.
Report: Gbenga Gbelee
Photograph: Samuel Dosumu
