Contributions from: Taoheed A. Adedoja, Ndudim Chiegeonu & J. A. Gbegbin.
Abstract
There are a number of important reasons why the development of sign communication in the Mother Tongue should be investigated in Nigeria. First, there is strong evidence that it does not exist. Consequently the Hearing Impaired are excluded from their respective cultures. Secondly, the Nigerian Policy on Education (1981) stipulates that the medium of instruction at the Junior Primary School and Nursery classes should be in the Mother Tongue or Language of the immediate community. Of more importance to special Education practice, is the pedagogical construct that people with special Needs should be educated in an integrated setting. The absence of a consistent or rather homogenous communication code in Nigeria, hinders the implementation of the relevant policy on education and makes interpersonal communication in school impossible. Consequently the Hearing impaired are excluded particularly where the expression of cultural concepts is crucial. This paper discusses an on-going attempt at the Federal College of Education (Special), Oyo, to develop or create a sign code in Nigeria's three major languages - lgbo, Hausa and Yoruba. The success of this project will have positive implications for other second language users other than their mother tongue.
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