... Calls for an end to stigma, discrimination against children with special learning needs
Solution Nest Education Initiative (SNEI) has officially launched its organisation and unveiled its flagship book, See the Child First, with a call for greater inclusion, understanding and support for children with diverse learning, developmental and behavioural needs.
The event, held on Saturday, October 10, 2026, at Hall C, TY Buratai Block, Nigerian Army Resource Centre, Asokoro District, Abuja, coincided with World Mental Health Day and brought together education stakeholders, government representatives, professionals, parents and advocates for children's wellbeing.
The initiative seeks to promote inclusive education, strengthen support systems for children with special educational needs and disabilities, and empower parents, educators, caregivers and communities to create environments where every child can learn and thrive.
At the heart of the initiative is the message that children should not be defined by diagnoses, behavioural differences or perceived limitations, but recognised first as human beings with dignity, abilities and potential.
In her welcome address, SNEI Trustee, Olufunke Amos, said the initiative was established in response to the challenges faced by children whose learning and developmental needs are often misunderstood or inadequately addressed by existing educational and social systems.
Amos challenged stakeholders to reconsider whether children were failing to meet educational expectations or whether the systems designed to support them had failed to understand their individual need
She said SNEI, guided by its motto, “Belonging Starts Here,” would advance inclusive education through practical interventions, professional capacity development, advocacy, strategic partnerships and sustainable support systems.
According to her, the organisation seeks to translate awareness into action by building environments where educators are adequately supported, caregivers are empowered, institutions are responsive and children are treated with dignity.
She described See the Child First as a reflection of the initiative's central philosophy, stressing that behind every behavioural challenge is a child seeking understanding, while every learning difference represents an opportunity to provide appropriate support.
The SNEI initiator, Mrs Henrietta Ikediashi, said the organisation would embark on nationwide awareness campaigns, training programmes and community engagements to promote understanding of children with special educational needs and disabilities.
She announced plans to establish the Solution Nest Therapy Centre to provide early support for children and guidance for families, alongside a specialised school designed to accommodate different learning needs.
Ikediashi also disclosed plans for an international conference in Nigeria and the development of Solution Nest Therapeutic Media, which would use music, pictures and sound to support children's learning and development.
She emphasised the importance of early intervention, noting that timely assistance could improve children's communication, learning and developmental outcomes.
The initiator said the organisation's mission was to ensure that no child was subjected to violence, excluded from education or left behind because of developmental differences.
In a goodwill message, Taraba State Governor, Dr Agbu Kefas, represented at the event, stressed that children who learn or communicate differently must be met with understanding rather than judgement.
He said inclusive education must go beyond admitting children into classrooms to providing trained teachers, appropriate learning support, patient engagement and a genuine sense of belonging.
Kefas said Taraba State's commitment to free education was rooted in the belief that every child deserved an opportunity to learn, adding that access to education must be accompanied by support that responds to individual needs.
He commended the founders, trustees and supporters of SNEI, urging stakeholders to translate the initiative's message into practical action in homes, schools and public institutions.
Also speaking, the President of the Alumni Association of the National Institute (AANI), Ambassador Emmanuel Obi Okafor, mni, described the book's message as a call for a fundamental shift in how Nigerian society understands and supports children.
Okafor said parents whose children had been misunderstood or excluded should find hope in the initiative's commitment to building the awareness and support systems they need.
He noted that the launch on World Mental Health Day highlighted the importance of addressing children's emotional wellbeing, neurodiversity and developmental needs without stigma or silence.
According to him, the wellbeing of Nigerian children is a shared responsibility requiring deliberate action by government, schools, families and communities.
Representatives of Delta, Kogi and Kano states also expressed support for the initiative, pledging cooperation in efforts to strengthen inclusive education and improve opportunities for children.
The representative of Delta State called for sustained investment in education, safe learning environments and quality teaching, urging SNEI to build partnerships capable of producing measurable improvements in school attendance, learning outcomes and access to educational opportunities.
The Kogi State representative commended the initiative and assured the organisers of the state's support, while the Kano State representative reaffirmed the state government's commitment to education and willingness to collaborate with the organisation.
A representative of the Olu of Warri also endorsed the initiative, stressing that children should be treated as valuable members of their communities and afforded the respect, understanding and support necessary to develop their potential.
Earlier, a lecture on Understanding Autism in Children delivered by Dr Ramatu Muhammed-Nafiu highlighted the need for greater awareness of autism spectrum disorder and the importance of identifying and responding to children's individual needs.
She explained that autism affects communication, social interaction and how individuals experience the world, with different children displaying varying strengths and support needs.
Muhammed-Nafiu cautioned against interpreting developmental differences as signs of poor parenting, indiscipline or deliberate misbehaviour, noting that such misconceptions could expose children to bullying, punishment and exclusion.
She advocated early assessment and intervention, specialised teaching approaches, speech and occupational therapy, family support and appropriate educational placements to help children develop their abilities.
The doctor also urged teachers and parents to recognise children's strengths, adopt suitable learning techniques and avoid blaming or stigmatising them because of their behaviour.
In his review of See the Child First, the book reviewer said the publication offered practical guidance for families, educators, caregivers and institutions seeking to create inclusive environments for neurodivergent learners and other vulnerable children.
The reviewer noted that the book explores exceptional learners, the power of language, the unique traits of children, the experiences of caregivers, trust-building, bullying, rejection, inclusion, behavioural support and collaborative therapy.
He said the publication also highlights the distinctive abilities many neurodivergent children may demonstrate, including strong memory, visualisation, problem-solving skills and intense interest in specific subjects.
The reviewer emphasised that supporting children requires empathy, adaptability and cooperation among parents, teachers, professionals and institutions.
The unveiling of See the Child First marks a significant step in SNEI's advocacy for a more inclusive educational system, with stakeholders at the event calling for a society where children's differences are understood, families are supported and every child is given the opportunity to fulfil their potential.
The initiative's central message remained clear: before judging a child's behaviour or focusing on a perceived limitation, society must first recognise the child, understand their needs and create the conditions for them to thrive.
