REPORT OF THE ALBINO FOUNDATION SENSITISATION WORKSHOP FOR PRINCIPALS OF

SECONDARY SCHOOLS IN FCT ON THE TEACHING OF CHILDREN WITH ALBINISM IN SCHOOLS

HELD ON THE 30TH OF NOVEMBER 2017 AT THE BRITISH COUNCIL

1.0 Executive Summary

The Albino Foundation organised a one-day sensitisation for Principals of Secondary Schools

in the FCT, Abuja on the 30th of November 2017. The workshop was aimed at sensitizing

sensitising teachers, educators and guidance councillors in the education sector on how to

ensure the teaching and learning of children with albinism in schools thereby improving

enrolment, retention, and transition of children with albinism from one class to the other.

This workshop was aimed at reducing drop-out among children with albinism in schools as a

result of bullying from peers and discrimination from teachers, which has been a major

problem confronting children with albinism in the school systems. promoting, protecting and

seeking redress when these rights are infringed upon or violated.

The workshop was attended by Mrs. Nanre Emeje, acting Director FCT Secondary Education

Board; Hajia Binta Nasir, Vice President Association of Principals of all Secondary schools in

FCT; Mrs Margaret Mowete, a Director in the Ministry of Education and Mr Sani Ladan, also a

Director in the Ministry of Education. Also in attendance was the wife of the former German

Ambassador to Nigeria, Mrs Maria Cecilia Toledo. The participants were drawn from all the

Secondary Schools in Abuja. Among the participants were Guidance and Councillors of the

Secondary Schools.

Acting Director, FCT Secondary Education Board, Mrs. Nanre Emeje delivering her goodwill message

Goodwill messages were given by Mrs Nanre Emeje and Hajia Binta Nasir. During the

workshop, the participants were sensitised and educated on Albinism, Myths and

Misconceptions; Protecting the rights of children with albinism; and improving the teaching

of children with albinism in Schools by Mr. Jake Epelle (Founder/CEO of the foundation), Barr,

Rex Erameh and Mr. Damian Ivom (National Programme/Project Specialist of the foundation).

Questions, answers and observatons were entertained and addressed at the end of each

presentations. A total of One Hundred and Six Persons participated in the workshop. 41 male

and 65 females.

2.0 Introduction

From the knowledge, attitude and practices survey on children with albinism conducted by

the foundation and funded by UNICEF, it was discovered that there was very little content on

albinism or on educating children with this condition in schools in Nigeria. Discussions with

the teachers revealed that some had little or no basic knowledge of the genetic cause of

albinism. As part of a module on low vision they provided limited information about the

origins of albinism and how to help these children in the classroom. It was also discovered

that most teachers that have children with albinism in their schools do not know how to

ensure that these children are adequately encouraged to enhance their academic

performance.

Teachers should identify pupils with albinism at the start of their school career, so that

appropriate measures can be put in place immediately to alleviate their visual impairment,

protect their skin and facilitate their learning. Teachers must be in a position to confront the

knowledge and experiences which prospective teachers bring to their learning and be able to

engage in dialogue about complex issues of culture, language, albinism and inclusion.

Participants at the workshop

For instance, a child with albinism may not be able to see what is written on the blackboard

even when seated on the front row in classroom. High risk of exposure to sunburn and

eventually skin cancer due to the absence of the protective pigment; melanin, responsible for

the dark skin, hair and eyes can be a challenge to children with albinism in attending schools.

With the albinism education blue print and the National policy on albinism approved by the

National Council on Education at the 58th and 59th meetings 2012 and 2013, children with

albinism in Nigeria will have a lease of live since it will guarantee them access to qualitative

education.

Without access to a comprehensive support system, many children with albinism will never

enrol in school, will drop out, or will stay in school, yet be prevented from reaching their full

potential. Individual support should primarily be given by the class teacher. However, s/he

may also need assistance from school-based and itinerant resource teachers to ensure that

the children concerned receive quality support that is based on their individual learning

needs.

3.0 Methodology

Ground rules and instructions were put in place in order to ensure orderliness and success of

the workshop, while the Resource persons presented their papers using PowerPoint

presentations as well as engaged the participants in an interactive question and answer

sessions after each class.

4.0 Key objective

The overall objective of the workshop was to educate and sensitise the teachers on how to

ensure that children with albinism have access to qualitative education.

5.0 Workshop Opening

At the opening of the workshop, goodwill messages were delivered by the principal officers

of the Ministry of Education. In his welcome address, the Founder/CEO of the foundation,

Mr. Jake Epelle thanked the participants for taking out time to be part of the workshop. he

specifically thanked the Acting Director Secondary Education, Mrs. Nanre Emeje for all her

efforts in mobilising the teachers and making sure that the programme was fruiful. He also

thanked and appreciated the Vice President of Principals of all Secondary Schools, Hajia Binta

Nasir for the wonderful commitment she put in making the workshop a reality. He stated that

the protecting the rights of children with albinism starts from school and added that children

with albinism cannot achieve their potential without the help of the teachers. He therefore,

urged the teachers to disseminate what they will learn from the workshop to other teachers

in their respective schools.

In her goodwill message, the Acting Director Secondary Education Board, Mrs. Nanre Emeje

thanked the foundation for putting up the workshop which will enhance the capacity of the

teachers to manage children with albinism and other vulnerable children in their schools and

improve the children’s learning. He advised the foundation to organise such workshops in

other states especially at the rural level where information on albinism is very difficult to

come by.

A Cross Section of Participants at the workshop

5.1 Technical Session

The technical session involves PowerPoint Presentations by Resource persons and questions

and answers emanating from the presentations.

5.1.1 About albinism, Myths and Misconceptions- by Jake Epelle

In his presentation, Mr. Epelle made the participants to understand what albinism is and what

it is not. He defines albinism as a genetic condition in which a person lacks the gene for

producing melanin - the pigment that protects the skin from ultraviolet light from the sun. he

added that the gene that carries albinism is a recessive gene or a gene that is not dominant.

The recessive gene for albinism becomes expressed only when two parents carrying the

recessive genes pass them to the child. He added that the albinism gene may ‘hibernate’ for

generations only to spring back when a child who carries the recessive genes is born. He also

highlighted the types of albinism to the participants, which are Ocular and Oculocutaneous

albinism. He also highlighted the challenges faced by children with albinism which include but

not limited to Low vision, Skin cancer, Stigma, Discrimination from family, peers, teachers and

the larger society, Ignorant about albinism, Myths and misconception about albinism.

Such myths and misconceptions highlighted during the workshop include: That the mother of

a child with albinism slept with a white man; that a child born with albinism is conceived when

a woman has intercourse while she is menstruating; that albinism is a punishment or a curse

from the gods or ancestral spirits due to wrongs done in the family; Persons with albinism

cannot see during the day but see well at night; that body parts of persons with albinism

make potent charms that can make people rich and successful; that drinking the blood of a

person with albinism gives extra magical powers; that having sex with a person with albinism can

cure HIV/AIDS. All these and many other myths and misconceptions were debunked by Mr. Jake, which

has over the years been fuelling stigma and discrimination of persons with albinism by members of

the public.

5.1.2 Protecting the rights of children with albinism in schools – by Barr. Rex Erameh

In his presentation, the Barr. Rex commenced by defining who a child is. He stated that

according to Article 1 of the United Nations Convention on the Rights of the child, which is

the most widely ratified convention in history, a child is defined as; “A person under the age

of 18years, i.e. 0-18, irrespective of whether the child has any form of disability”. He added

that A child’s rights basically, is based on what that child needs to survive, grow, participate

and attain their potentials at every given point in time. The education of such a child, is one

of such rights, which ordinarily, should not be negotiated.

He added that in every action concerning a child, whether undertaken by an individual, public

or private body, institution or service, court of law, or administrative legislative authority, the

best interest of the child shall be the primary consideration. an albinism child within a school,

should not for any reason, be made to go through any form of inhuman treatment/

punishment that may likely be indicative of an infringement of his right to human dignity.

He stated that a child with albinism should by no stretch of imagination be allowed to go

through any form of discrimination of any kind by reason of his skin colour or otherwise,

whether in school or not. He added that there were instances where children with albinism

in schools, have been isolated during lectures and not given an opportunity to distinguish

themselves. He urged that such practices to stop as section (42) of the 1999 Nigeria

constitution (as amended) totally forbids such practices.

He stated that a Child with albinism, should be allowed to freely associate with his/her peers

in schools, assemble under a peaceful condition that is in conformity with the law. Such a

child should by all means, be encouraged to have a freedom of thought, conscience and

religion. These can be achievable in their respective schools, through the help of

teachers/principals. Furthermore, every albinism child is entitled to be allowed some rest or

take a break, especially during break time and engage in some recreational activities he

stated.

He urged the participants not to allow children with albinism to suffer any kind of sexual

abuse, whether rape, defilement or seduction. He stated that there were instances where the

albinism girl child, has been sexually abused/harassed in school by teachers, who usually take

undue advantage of them. Also, instances where a child is subjected to any kind of hard

labour, said as hawking and engaging in menial jobs, especially during school hours, should

be discouraged. He added again that there were instances, where a child with albinism, is

asked to go and engage in some form of selling/ hawking of items during school hours, on

behalf of their teachers.

According to him, the second category of rights of a child while in school (an albinism

inclusive) are; Right to safety and wellbeing, Fair Assessment, Information and Privacy and

Technology.

In conclusion, he urged all participants, especially the principals to ensure that they go back

to their respective schools to see that

1. The rights of children in their schools are protected, especially the child with albinism.

2. Provide a broad, relevant and inclusive curriculum to provide for such rights.

3. Ensure children’s participation and lastly.

4. Protect the integrity of all children in their schools, especially the children living with

albinism.

TAF National Programme/Project Specialist delivering his presentation

5.1.3 Improving the teaching of children with albinism in schools – by Damian Ivom

He started by stating the need to improve the teaching of children with albinism in schools, which

include: to improve enrolment; improve retention; improve Transition; reduce drop out and to

help Children with albinism achieve their goals in life. In order to ensure that children with

albinism have access to quality education, he highlighted the following:

• Ensure that children with albinism are seated where they can best see the blackboard. He pleaded with the teachers to allow them to experiment with sitting closer to the board to see if this will help them.

• Larger print or use of a hand-held magnifier helps some children. If this becomes

embarrassing to them as they grow older, at least see whether they might be willing

to use these aids for home study.

• Class teachers can give a child with albinism his/her note to copy before the lesson

• For many children with albinism, increasing the contrast in print is even more effective

than increasing the size. For instance, using a pure black marker on a bright white

paper is often effective. Blackboards will be easier for the child with albinism to read

from than green chalkboards.

• Excuse children with albinism from outdoor physical education class or adapting your

program to meet their needs. Children with albinism are physically as strong as others,

but if required to do outdoor activity in shorts or other clothing that exposes their skin

to the sun during the hottest hours of the day, from 10 a.m. to 4 p.m., serious damage

can result, including skin cancer. These children can do exercises in the shade or inside.

If they must be outside, please allow them to wear long sleeves and trousers and a

protective wide-brimmed hat. This seems like a big concession, but your cooperation

could keep a child cancer free and give them the gift of a normal life.

• Permit the child to wear dark sunglasses whenever he is outside. This is essential to

protect his eyes from further damage from sunlight.

• Please do all you can to protect these children from teasing and ridicule born out of

ignorance. These children do not have a disease and they are not a curse. They are

normal children just like others who need social acceptance to become all God

intended them to be. While their poor eyesight and sensitive skin may be considered

a handicap, they are capable of full productivity when minor adjustments are made.

Name-calling in particular should not be permitted in the school. Its negative influence

on students is immeasurable.

In his conclusion, he urged the participants to try as much as possible to encourage the child. He

stated that encouraging the child will build his/her self-esteem/confidence and make him/her perform

better both in school and at home.

5.1.4 Questions, answers and observations

During the questions, answers and observation session, many of the participants observed the

following, which was debunked during the cause of the workshop:

• That salt is responsible for freckles in persons with albinism

• That persons with albinism do not see at night

• That they were afraid to associate with persons with albinism

• That persons with albinism were from the gods

5.1.5 Commitment by Participants

At the end of the workshop, all the participants agreed to commit to educating and sensitising

other teachers including students in their respective schools on what they have learnt in the

workshop

They agreed to ensure that they cannot see a person with albinism on the road without a

word of encouragement

Participants in a group Photograph

They also agreed to ensure that parents especially mothers of children with albinism are

educated on the issues and challenges faced by persons with albinism in a way of encouraging

them.

They also agreed to refer persons with albinism to the foundation for care and counselling.

Appendix: Attendance list