LANGUAGE, AUTISM, AND INCLUSIVE EDUCATION IN NIGERIA: THE HIDDEN STRUGGLES OF UNDIAGNOSED AUTISTIC CHILDREN IN SCHOOLS

Abstract

Inclusive education promises every child the right to learn, yet many children with 
undiagnosed Autism Spectrum Disorder (ASD) in Nigerian schools remain excluded 
from meaningful learning. Despite Nigeria’s policy commitments, inadequate teacher 
training, limited diagnostic services, social stigma, and cultural misconceptions 
hinder early identification and appropriate support. This article examines how 
language influences the identification, labelling, and educational experiences of 
children with undiagnosed autism in mainstream schools, particularly in Anambra 
State. It explores how expressions such as “stubborn,” “dull,” “disruptive,” and 
“uncooperative” transform developmental differences into perceived behavioural 
problems, reinforcing stigma and exclusion. Drawing on existing literature and 
documented experiences, the article identifies overcrowded classrooms, high 
assessment costs, inadequate teacher preparation, and limited specialist services as 
major barriers to inclusion. The findings highlight the gap between inclusive 
education policies and classroom realities, demonstrating that school attendance does 
not guarantee meaningful participation or learning. The article contributes to 
knowledge by highlighting language as a significant dimension of educational 
inclusion and proposing teacher training, early screening, parent awareness, and 
respectful classroom communication. It advocates recognising children's individual 
needs, strengths, and communication differences to advance inclusive education and 
Sustainable Development Goal 4 in Nigeria.