AKINYELU

According to pertinent legislation, children with disabilities in Nigeria have the right to an inclusive, equal, and good education so they may live freely and make their share of contributions to the country's growth. Nevertheless, despite a deluge of laws, children with disabilities live in denial of this right, making their exclusion from public and private schools the rule rather than the exception. After being passed by the two chambers of the National Assembly, the proposed Disabilities Bill, with its flaws blatantly displayed as the cure-all for disability rights, has stalled. This indicates that children with disabilities do not have the right to an adequate education, but rather that it is viewed as a charity or welfare benefit. This work aims to analyze in the light of existing laws in Nigeria that relate to the education of people with disabilities, to draw attention to the exclusion of people who have intellectual, mental, or neurological disabilities. This work conducts a thorough examination of the numerous worldwide regulations governing the education of children with autism spectrum disorder and other neurological, mental, and intellectual disorders, with a focus on specific nations including the US, the UK, and India. Finally, it makes recommendations aimed at addressing the problems brought up in the field of education, the most important of which is the requirement that comprehensive laws governing intellectual, mental, and neurological disabilities including but not limited to autism spectrum disorder be recognized and codified. The methodology for this research will be narrative and explanatory.

This study aimed to assess the knowledge, attitudes, and preventive practices regarding
HIV prevention among undergraduate students at the University of Benin, Nigeria. Data was collected using a 20-item questionnaire that explored demographic information, students' knowledge of HIV prevention, their attitudes toward HIV prevention, and their preventive practices. The sample consisted of 247 respondents, selected through a combination of random and purposive sampling techniques. The findings revealed that 73% of the students demonstrated a high level of knowledge about HIV prevention, while 24% exhibited moderate knowledge, and 3% had low knowledge. Attitudes towards HIV prevention were largely positive. However, fear of HIV testing emerged as a significant barrier. Regarding preventive practices, condom use was reported consistently by 57.5% of students, while the frequency of HIV testing and participation in HIV awareness programs was lower at 21.9% and 33.6%, respectively. The study concluded that while students possessed adequate knowledge and positive attitudes towards HIV prevention, the inconsistent engagement in preventive behaviors indicated the need for more accessible HIV testing services, targeted awareness campaigns, and gender- sensitive interventions. The study recommended that the university expand HIV education programs, improve access to HIV testing, and reduce stigma surrounding HIV testing and prevention.