Professional Development Needs of Special Education Personnel in South South Nigeria

This study assesses the professional development needs of special education personnel across South South Nigeria, focusing on the identification of knowledge and skill gaps that inhibit effective service delivery. Professional development is a continuous process through which educators update their knowledge, refine their instructional strategies, and respond to evolving student needs and policy requirements. In South South Nigeria, special education personnel serve diverse populations including students with visual impairment, hearing impairment, intellectual disability, and multiple disabilities, yet systematic needs assessments to guide in-service training investments are rare. Adopting a descriptive survey design, the study samples two hundred and forty special education teachers, therapists, and administrators from Rivers, Delta, Bayelsa, Cross River, Edo, and Akwa Ibom States. A Professional Development Needs Assessment Questionnaire targeting competency domains including assessment, behaviour management, assistive technology, and family collaboration is administered. Data are analysed using mean ratings, factor analysis, and comparative analyses by state and disability specialisation. The study identifies high-priority training needs and existing capacity strengths to inform a targeted regional professional development plan. Findings are expected to highlight critical gaps in augmentative communication, technology integration, and inter-professional collaboration skills. Recommendations include establishing a South South Special Education Professional Development Consortium and developing a competency framework for special educators in Nigeria. Keywords: professional development, special education personnel, South South Nigeria, competency, training needs.