Integrated Early Intervention for Children With Comorbid Deafness and Behaviour-Learning Deficits

Deaf children who also experience behaviour-learning deficits encounter compounded difficulties that affect both their educational and personal development. Without timely and appropriate support, such dual challenges can significantly impede academic progress and emotional well-being. Comprehensive early intervention can substantially improve cognitive, linguistic, and behavioural outcomes for children with developmental difficulties. These interventions promote equity and social inclusion by addressing gaps faced by children with disabilities. Early intervention is vital not only to improve academic access but also to promote behavioural development and broader community participation. This paper argues that embedding integrated, child-centered early intervention within Nigeria's inclusive education policy is both essential and strategic. The discussion explores Nigeria's current practices regarding diagnosis of deafness and early intervention, emphasizing the importance of early screening, early exposure to sign language, and the critical role of skilled language instructors.