Efforts to expand equitable access to education in Nigeria have shaped the gradual development of inclusive education policy at the federal and state levels. Historically rooted in special education approaches, the concept has progressively evolved under the influence of international laws. While previous research has documented these policy efforts, there is a limited comparative analysis of how state policies relate to federal directives and how contextual conditions shape their development. Guided by the models of disability: the medical, charity, social, and human rights models, this study examines how inclusive education policies have been developed across six Nigerian states. Using a qualitative document analysis approach, the study analyzes federal policy texts and state-level documents selected for their official status, relevance, and recency. The comparative analysis explores multiple dimensions of policy development, including legal foundations, financing mechanisms, community engagement, and pedagogical innovation. Findings reveal significant variation in the orientation of state policies. While the national policy promotes a rights-based vision, states integrate federal recommendations unevenly, often prioritizing local concerns and resource constraints. Some states, such as Lagos, Edo, Enugu, and Kwara, demonstrate emerging innovative practices, notably the integration of digital learning tools to reduce pedagogical barriers. However, implementation remains partial, frequently limited to basic education and rarely extending to private schools. The study shows that Nigeria’s inclusive education policy is gradually shifting toward the social and human rights models, yet achieving full alignment will require clearer federal guidance, strengthened coordination, and sustained investment to ensure access and participation for all.

Authors:
Ugonne Ezugwu, University of Regina, Canada

About the Presenter(s)
Ugonne Ezugwu is an education researcher specializing in inclusive education, language policy, and equity. Her current research examines the evolution and implementation of inclusive education frameworks in Nigeria.

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