Mrs. Chizoba Ihugba, a dedicated final-year student of Public Administration at Imo State University, Owerri, is currently pursuing her Master’s degree under challenging circumstances.
Despite her determination and academic commitment, Mrs. Ihugba faces significant obstacles due to her physical disability—she is deaf and unable to hear, which complicates her communication with lecturers and supervisors.
Mrs. Ihugba’s primary concern centers around the lack of a sign language interpreter provided by the university.
As a deaf student, effective communication is crucial for her academic progress, especially in the demanding final stages of her program.
Without an interpreter, she struggles to engage fully with her thesis supervisor, who does not have any disability and thus cannot communicate with her through sign language.
This communication barrier has reportedly led to her supervisor neglecting her academic guidance.
The absence of support is threatening to derail Mrs. Ihugba’s academic journey. She fears that without the assistance of a qualified sign language interpreter, she may not be able to complete her thesis successfully or graduate alongside her classmates.
Her concern highlights the broader issue of accessibility and inclusiveness within academic institutions, particularly for students with disabilities.
In addition to calling for sign language services, Mrs. Ihugba is also advocating for financial assistance.
She has noted that some of her colleagues with disabilities have been granted scholarships to aid their education.
However, despite sharing the challenges faced by these students, she has not yet received similar support.
This disparity raises questions about equitable treatment and the university’s commitment to supporting all students with disabilities.
Advocates for students with disabilities emphasize the importance of institutions such as the Imo State University creating an enabling environment through comprehensive support systems.
Suffice to recall that IMSU’s motto is “Excellence In Service” – a claim that Ihugba is begging the institution to live up to.
This includes providing sign language interpreters, personalized academic assistance, and scholarships to ensure that students with disabilities are not left behind.
Mrs. Ihugba’s appeal is a call to action for the university management to uphold its duty to provide inclusive education.
By addressing her needs promptly, the institution would not only support an individual student’s academic aspirations but also set a positive precedent for inclusivity and equal opportunity for all students, regardless of physical challenges.
As awareness of the rights and needs of persons with disabilities grows, it is hoped that the Imo State University and other educational institutions will prioritize the necessary accommodations.
Mrs. Ihugba’s situation is a reminder that true progress in education is measured not just by academic excellence but also by the inclusivity and fairness extended to every student.