Bolanle Titilayo SEGILOLA (PhD)
Dr. Segilola is currently welcoming research partnerships and funding inquiries for the implementation of the Academic Functional Learning Aptitude Test (AFLAT).
Background:
Bolanle Titilayo Segilola is the Director of Services in the Education Research and Development unit at MOTEB Educational Services, Nigeria Africa. Dr Segilola is a licensed educator with Teachers Registration council of Nigeria (TRCN), associate member of Science Teachers Association of Nigeria (STAN), an international affiliated member of American Psychological Association (APA) and a fellow at the Institution of Educational Leadership Practitioner of Nigeria (IELPN).
She received her PhD in Education Measurement and Evaluation from the Lead City University, Ibadan Nigeria as advised by Donald Odeleye (Professor). She completed her Masters degreein Education Test Measurement and Evaluation from the University of Lagos, Nigeria and Bachelors of Science in Education Degree in Chemistry at the Lagos State University, Lagos Nigeria. In her free time, she enjoys cooking, writing, team spot and theatre with friends.
Research:
Applied Psychoanalytical Academic Assessment Tool for learners with Autism.
Studies have produced effective routine-based, medical, and psychosocial interventions for learners with Autism Spectrum Disorder (ASD), but these largely neglect structured academic progressive interventions. For ASD learners with academic potential, a specialised psychoanalytic academic assessment is required to diagnose academic aptitude, guide instruction, track progress, and inform career pathways. The Academic Functional Learning Aptitude Test (AFLAT) tool addresses this gap by providing an integrated academic plan for learners, families, and institutions. Developed in Nigeria and tested across four regions, AFLAT demonstrated significant improvement in learners’ performance and teachers applied instructional strategies, thereby enabling strength-based performance, and achievement that is focused on career, development.
Classroom-based implementation of intervention:
My research uses a life-classroom-based participatory research (CBPR) framework and the home-based participatory research (HBPR) framework. This means that my work involves the ASD learner, the teachers/facilitators, school managers and families at each stage of the research. This also means that I perform the assessment, make decisions about findings, apply the findings to life-learning procedures and study progressive achievement. In all this I report progress and determine next learning of learning achievement for each child in my care with the inclusive school set up. This study welcomes research ideas in this area and with other neuro-development and neuro-genetics disorders-please email me if you are interested in partnering with this work.
I am also interest in investigating strategies for training clinicians, parents and education policy makers on the relevance and impact of academic interventions to support the autistic learners, enhance equity and the potential of this learners in order to align with the United Nations SDG-4 for inclusive learning standard operating procedures. Part of this work has provided training for teachers, facilitators, schools and families, set up structured home-school approach, a pre-intervention as corrective measures before infusing learner into the mainstream school and planned activities for education faculties of institutions of higher learning to train their students. I am open to local and international funding agencies for the improvement of this study.
