A Critique of Inclusive Education Policy and the Extent of Its Implementation in Nigeria
Abstract
Nigeria is one nation that has embraced inclusive education as the educational approach for meeting the educational needs of diverse learners within the same classroom. Over the years, the Nigerian government has adopted policies, among which the Universal Basic Education Act in 2004 and the Child's Rights Act (CRA) launched in 2003 have been more prominent. These policies specify the rights of children with disabilities to have equal educational opportunities as their counterparts that are not having disabilities. The Nigerian laws and guidelines on inclusive education in Africa remain the best, but one of the significant challenges that the country has faced in implementing these policies across educational institutions. Implementation requires a synergy between the three tiers of government, yet several challenges have hampered these processes; some of the challenges include funding, curriculum modification, teacher training, and the all-round restructuring of the Nigerian educational system. Despite the challenges confronting the overall implementation of inclusive education policies, states such as Lagos, Kaduna, Kwara, Enugu and Jigawa have made massive strides in developing and implementing their respective domestic inclusive policies. Therefore, the collaboration of all stakeholders in the education system is essential to enable inclusive education implementation in Nigeria. Thus, more attention should be placed on policy implementation, monitoring and follow-up to ensure the development of inclusive education in Nigeria.
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