Esther Olufunke Lijofi is a speech therapist and sign language expert whose career path took unexpected turns, leading her to work with special needs children. In this interview, she speaks on why parents and schools must seek early intervention for children with communication challenges, and the role of the government in funding, creating awareness and providing more speech therapy centers to support these children.

Words by Temitope Ojo

How did your journey into speech therapy begin?

Growing up, I never imagined I would study special education. I wanted to be an accountant because I admired a woman who looked smart and professional on her way to work at a bank. However, my father, who had lived in Lagos, wanted me to study secretarial studies instead. He admired a friend who had built a career in the field and felt it was a better choice for me. I left secondary school in my second year (SS2) and spent three years studying secretarial studies at a technical college.

So, how did you get introduced to sign language?

While in technical college, I was active in church. One day, a senior church member noticed some deaf members and decided to introduce a few of us to sign language. Though I wasn’t particularly interested at first, I picked up the basics. I had no idea it would later shape my career.

Lijofi

What led you to further your education?

After my industrial training in Lagos, I met a National Youth Service Corps (NYSC) member who encouraged me to further my education. My father believed I should take professional courses in secretarial studies instead, but I was determined to pursue higher education.

A distant cousin informed me that the Special College of Education (SPED) in Oyo was offering admissions without requiring the Joint Admissions and Matriculation Board (JAMB) exam. With financial support from the NYSC member, I applied. I initially wanted to study business education, but due to a delay in my resumption, my slot was given to someone else. The only options left were Igbo, Yoruba, or Social Studies. I chose Social Studies.

As part of the curriculum, students had to take a special education course, choosing among visual impairment, mental retardation, or hearing impairment.

Initially, I leaned toward visual impairment, but later switched to hearing impairment.

Looking back, I see divine guidance in that decision.

After graduation, I wanted a university degree. I applied to the University of Ibadan but faced issues with my previous institution. I later discovered the University of Jos (UNIJOS) offered the program I wanted, though the only available admission was through the long vacation program. I took it because I had already spent two years at home.

How was the transition?

While waiting for university admission, I worked as a PTA teacher at Surulere Grammar School for the Deaf in Lagos. I fell in love with sign language and found deep fulfillment in helping hearing-impaired students.

At UNIJOS, I initially applied for Pure Special Education, not realising I could combine it with a major. However, this turned out to be a blessing. My studies covered speech pathology, speech disorders, and hearing disorders. During my internship, I worked as an audiologist, learning to test hearing levels and use hearing aids. This experience opened my eyes to speech therapy.

After my degree, I returned to Lagos, determined to practice as an audiologist or speech therapist. A colleague in Abuja connected me with Dr. Grace Bamigboye in Lagos, and I worked with her for about seven months. She sent me to different schools to work with children, and I was amazed at the impact of speech therapy.

Can you share a memorable experience from your work?

One of my first clients was a 12-year-old with cerebral palsy who could only make deep mumbling sounds. After consistent therapy, he began talking! That breakthrough solidified my commitment to speech therapy.

Did you pursue further education in speech therapy?

Yes, seeing the impact of my work, I pursued a master’s degree at the University of Ibadan to deepen my knowledge. It wasn’t easy—strikes and COVID-19 disrupted academic activities—but I persevered, traveling between Lagos and Ibadan to juggle work and studies. I completed my program in 2023, with our convocation held in 2024.

So, how would you describe your experience working with special needs children?

It’s incredibly fulfilling. Despite the challenges, I focus on the joy of seeing improvements in my students. Their progress keeps me going.

How difficult is it to work with these children?

They are not difficult to handle if you approach them with patience and understanding. Many people assume it’s a tough job, but with the right mindset, it’s very rewarding.

Are there enough speech therapists in Nigeria?

No, we don’t have enough speech therapists. At an induction I attended, only 21 people from two sets were inducted. Many graduates don’t even practice because the profession lacks financial incentives. It’s a field driven by passion.

You also play musical instruments. How did you learn it, and how is it useful in teaching special children?

I play the Violin and the Viola, and I play the keyboard a bit; I’m learning it. When I was very young, my parents made it compulsory that we children all learn music, and after giving our lives to Christ, we must have something to do in the house of God. In church, I was given an instrument, I started my music from the instrument class. I did voice production. after that, I did the junior test and I did the senior test because that’s when you can perform in any concert. So I was given a Viola instrument till I  was able to pass, but the truth of the matter is that once you can play the Viola, you’ll be able to handle any string instrument. I chose to get the Violin too, and I started practicing it. I practiced it myself. At a point, I wanted to go to MUSON to do the finishing touches, do the exam and recitation but because I was so busy with so many things, I have not been able to achieve that. Bringing the music into the field for children with special needs, oh yes, music works with them, it can help them in so many areas. I remember a child that I was handling last year, he loves music. I advised the father to get a keyboard for himself, so while he doesn’t want to do therapy work or maybe he is throwing tantrums, we would go to the keyboard side so he would play some tunes, simple rhymes, and tonic solfa on the keyboard, and he loves it. That was able to distract him from throwing tantrums or feeling lazy to work. So after playing the music, we would go back to our work, and he was able to concentrate. So music also works for them. It’s just an opportunity that I had a music background, and I’m able to embed it into the program. It’s very good.

What can be done to improve the profession?

The government needs to invest in speech therapy training and awareness. For now, learning speech therapy in Nigeria is challenging due to a lack of proper training facilities. Much of what we learnt, we figured it out on our own. If the government funds research and provides the right tools, more people would be encouraged to enter the field.

There is also a lack of awareness. Many children with speech impairments lack access to quality therapy. The government should create more centers and provide support for children with communication challenges.

For example, when I visited Modupe Cole, I saw many children who could benefit from speech therapy, but no provisions existed for them. If the government prioritises funding and awareness, we can make significant progress in the profession.

What advice do you have for aspiring speech therapists?

Passion is key. Speech therapy requires dedication, patience, and a genuine desire to help others. It may not be financially rewarding at first, but your impact on children’s lives is priceless.

Any final words?

I encourage parents and schools to seek speech therapy for children with communication challenges early. Early intervention makes a huge difference. Also, I urge the government to recognise and invest in this field to support children with special needs.