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Ugonne Ezugwu, University of Regina, CanadaAbstract
Efforts to expand equitable access to education in Nigeria have gradually shaped the development of inclusive education policies at both the federal and state levels. Originally rooted in special education approaches, this concept has evolved under the influence of international laws. While previous research has documented these policy efforts, there is limited comparative analysis of how state policies align with federal directives and how contextual factors influence their development. Guided by models of disability, namely the medical, charity, social, and human rights models, this study examines the development of inclusive education policies across six Nigerian states. Using a qualitative document analysis approach, it analyzes federal policy texts and state-level documents selected for their official status, relevance, and recency. The comparative analysis explores various aspects of policy development, including legal frameworks, funding mechanisms, community engagement, and pedagogical innovation. Findings reveal notable differences in the direction of state policies. While national policy advocates a rights-based approach, states implement federal recommendations unevenly, often prioritizing local concerns and resource limitations. Some states, such as Lagos, Edo, Enugu, and Kwara, showcase emerging innovative practices, particularly the integration of digital learning tools to overcome pedagogical barriers. However, implementation remains incomplete, often confined to basic education and rarely extending to private schools. The study indicates that Nigeria’s inclusive education policy is gradually moving towards social and human rights models, though achieving full alignment will require clearer federal guidance, improved coordination, and sustained investment to ensure access and participation for all.
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Conference: ECE2026Stream: Educational policy
Published: Wednesday, September 23, 2026
This paper is part of the ECE2026 Conference Proceedings (View)
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To cite this article:
Ezugwu U. (2026) Development of Inclusive Education in Nigeria ISSN: 2188-1162 The European Conference on Education 2026: Official Conference Proceedings (pp. 205-220) https://doi.org/10.22492/issn.2188-1162.2026.16
To link to this article: https://doi.org/10.22492/issn.2188-1162.2026.16
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