This is an article from the Add*Ed Research Group's inaugural edition of their magazine, ADD*ED Research in Inclusive Education.
Dr. Oluseyi Dada is an associate professor of special education at the University of Calabar, Nigeria, where his work spans various areas in the education of children, youth, and adults with special needs. He holds dual doctoral degrees, earning Ph.Ds in both special education and educational research measurement and evaluation. The overarching aim of Dr. Dada’s research is to improve assessment tools and pedagogical practices for students labeled with learning disabilities, gifted and talented, and developmental disorders. He credits his initial passion for working with students with disabilities to an introductory special education class at the undergraduate level. Learning about the struggles and often untapped potential of these students ultimately led to his change in course from a degree in mathematics to special education.
Dr. Dada’s passion and advocacy have led interest in issues surrounding diagnosis and support for students with disabilities in Nigeria. His work has identified specific gaps in the cultural and contextual processes involved in diagnosing and assessing exceptional children. In addition to his psychometric work, Dr. Dada continues to research and influence educational supports for students with disabilities. This work includes memory enhancement and improving learning for students with Down syndrome and other developmental disabilities, classroom supports for inclusive education, IEP development and implementation, and curricular adaptations to increase accessibility to learning for students with disabilities. Dr. Dada joins many advocates globally in calling for increased prioritization and financial commitment to improving educational supports and services for students with disabilities.
Currently, Dr. Dada is pursuing research in assistive technology (AT) to support students with disabilities. Assistive technology can level the playing field and promote increased access and equal opportunities, especially when combined with inclusive systems such as Universal Design for Learning. These tools are pivotal in advancing inclusive education in Nigeria. For example, Dr. Dada points to the lack of a Nigerian sign language glossary in Science, Technology, Engineering, and Mathematics (STEM) fields for students with hearing impairments as a significant barrier to accessing learning and careers in STEM, which could be addressed through AT.
In addition to his research in special education, Dr. Dada enjoys traveling and engaging in personal advocacy projects that promote recreation, leisure, and community inclusion for individuals with disabilities. His professional and personal endeavors reflect a genuine dedication and passion for improving access and equal opportunities for individuals with disabilities in their education and careers. He believes that this orientation is essential for those working in the field of special and inclusive education, as well as for those in teacher training. Dr. Dada notes the need for continual effort to achieve best practices in special education. He values the importance of global collaboration and encourages Canadian educational professionals to consider cross-national partnerships to enhance knowledge, skills, innovation, and technological advancements globally in the field of special education and disability.
For more information on Nigeria and special education in Nigeria, see:
- United Nations Sustainable Development Goals Database
- UNESCO Global Education Monitoring Report
- National Policy on Special Needs Education in Nigeria from Federal Ministry of Education
Do you have an idea for collaborative research or practice between Canada and Nigeria? If so, share it with us: added@queensu.ca