1.1 Introduction
Children with special needs are those who require additional support due to physical, intellectual, emotional, or developmental challenges that influence their learning processes and daily activities. According to Okafor (2020), special needs refer to conditions that limit a child's ability to function effectively without structured assistance, thereby necessitating specialized services to promote development and inclusion (Okafor, 2020). The importance of quality service delivery for children with special needs is widely acknowledged in contemporary educational discourse. Inclusive education frameworks emphasize that all children, regardless of ability, deserve equal access to learning opportunities that suit their individual needs. Eze and Ibrahim (2021) assert that when support services are effectively strengthened, children with special needs experience improved academic attainment, enhanced social integration, and greater confidence in their abilities.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
The development of services for children with special needs has evolved significantly over the decades, shaped by global advocacy, educational reforms, and changing societal perceptions. Historically, children with disabilities were often excluded from formal education and placed in segregated institutions that provided minimal learning opportunities. According to Adebisi (2017), early special education practices were primarily custodial in nature, focusing more on care than on structured learning.
The mid-20th century marked an important turning point as awareness grew regarding the rights of individuals with disabilities. International declarations and legislative reforms began to challenge exclusionary practices. Nwafor (2019) reported that the global movement toward inclusive education gained momentum after the Universal Declaration of Human Rights emphasized education as a fundamental right for all children. Educational systems gradually introduced specialized services such as speech therapy, and adaptive learning materials to support children with special needs.
The education and development of children with special needs have become pressing global priorities as societies increasingly recognize the importance of inclusion, equity, and functional support systems. According to Adeyemi (2020), children with special needs require specialized services that nurture their cognitive, emotional, social, and physical development, making the quality of these services central to their overall educational success. Over the years, many countries have adopted inclusive education policies aimed at ensuring that all children, regardless of disability or developmental challenges, participate meaningfully in learning activities. However, the extent to which these policies translate into strengthened service delivery remains a concern in many educational systems.
Scholars continue to highlight persistent gaps that hinder effective support for children with special needs. Musa (2019) reported that inconsistency in service quality, inadequate funding, and limited expertise among educators are major barriers affecting the implementation of inclusive education. Similarly, Olatunji (2021) asserted that without well-coordinated support services such as individualized learning plans, therapeutic interventions, assistive technologies, and teacher training children with special needs struggle to achieve optimal academic and developmental outcomes.
Johnson (2020) stated that the success of support programs relies heavily on teamwork and shared responsibility, yet many institutions experience weak communication channels and fragmented service structures. This fragmentation often leads to delays in intervention, inappropriate instructional strategies, and emotional stress for both learners and caregivers. Echoing this perspective, Balogun (2022) affirmed that strengthening services requires a holistic approach that integrates human resources, infrastructure, professional capacity-building, and inclusive learning environments. According to Onuoha (2018), many communities still contend that disabilities are associated with stigma, resulting in reduced access to services and limited opportunities for social inclusion. This study is set against the backdrop of this research seeks to examine the impact of strengthening good services for children with special needs.
1.3 Statement of Problems
Investigation revealed that many children with special needs often encounter environments where individualized support is insufficient, resulting in learning barriers that affect their academic progress and emotional well-being (Adebayo, 2021). Also, infrastructural limitations such as the absence of assistive technologies, specialized learning materials, and accessible facilities continue to pose significant constraints.
Additionally, there is the recurring issue of inconsistent collaboration among teachers, parents, and administrators, which is essential for building a strong support framework. When communication gaps exist, children with special needs are left without coordinated care, affecting the continuity and effectiveness of services provided (Nwosu & Eze, 2020).
Furthermore, educators who genuinely wish to provide supportive learning environments frequently face systemic barriers such as large class sizes, insufficient funding, and limited professional development on disability-specific strategies. It is against this backdrop that this study seeks to examine how strengthening good services influences the educational and developmental outcomes of children with special needs.
1.4 Aim and Objectives of Study
The aim of this study is to evaluate the impact of strengthened support services on the academic, social, and emotional development of children with special needs in selected Nigerian educational institutions.
To achieve this aim, the study has the following objectives:
- To assess the effectiveness of existing support services for children with special needs.
- To examine the influence of professional training and teacher capacity on service delivery.
- To identify gaps in resource provision, including assistive technology and learning materials.
- To evaluate the role of collaboration among educators, parents, and caregivers in strengthening service delivery.
- To recommend strategies for improving the quality and accessibility of support services for children with special needs.
1.5 Research Questions
Based on the objectives stated, the research will seek to answer the following questions:
- How effective are the existing support services for children with special needs?
- What is the impact of professional training and teacher capacity on service delivery for these children?
- What gaps exist in resource provision, including assistive technology and learning materials?
- How does collaboration among educators, parents, and caregivers influence the quality of services?
- What strategies will improve the quality and accessibility of support services for children with special needs?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Strengthening good services has no significant impact on the academic, social, and emotional development of children with special needs.
- H1: Strengthening good services significantly improves the academic, social, and emotional development of children with special needs.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will enhance learning outcomes, emotional well-being, and social inclusion for children with special needs. Also, the study will inform the design and implementation of inclusive education policies that ensure adequate funding and monitoring of support services.
Furthermore, the research will help ensure access to improved, inclusive, and responsive services that foster academic, social, and emotional growth. In addition, the study will contribute to policy development, improve professional training programs, and guide resource allocation to ensure equitable service delivery.
Lastly, the study will raise awareness about inclusion, reduce stigma, and promote a culture of acceptance for children with diverse abilities.
1.8 Scope of Study
The scope of this research is focused on the Impact of Strengthening Good Services for Children with Special Needs in Lagos State, Nigeria.
1.9 Limitations of the Study
A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.10 Definition of Terms
Children with Special Needs: Refers to learners who require additional support due to physical, intellectual, emotional, or developmental challenges that affect their ability to learn effectively (Okafor, 2020).
Good Services: Denotes structured educational, therapeutic, and social interventions that are designed to meet the individual needs of learners and enhance their academic, social, and emotional development (Eze & Ibrahim, 2021).
Inclusive Education: A system of learning where children with diverse abilities are taught together in mainstream classrooms with appropriate support services to facilitate equitable participation (Nwankwo, 2019).
Service Strengthening: The process of improving the quality, accessibility, and effectiveness of educational and support services through enhanced resources, professional development, and collaborative frameworks (Aremu & Salisu, 2020).
Collaboration: Refers to the coordinated efforts between educators, parents, therapists, and policymakers to provide holistic and consistent support to children with special needs (Johnson, 2020).
…
