Inclusive School Libraries in Nigeria: Strategies for Supporting Diverse Learners in the 21st Century

Abstract

Libraries in schools have become widely recognised as key infrastructure in inclusive education; nevertheless, in Nigeria, their potential to serve diverse students remains underdeveloped. The majority of school libraries lack adaptive materials, trained staff, proper facilities, and policies to accommodate students with disabilities or learning needs. The paper explores current inclusive library practices in Nigerian schools and suggests evidence-based approaches to transform school libraries into 21st-century inclusive learning environments. The researchers adopted a mixed-method research design. They administered structured questionnaires to 240 teachers, school librarians, and administrators in 30 purposively selected schools across three geopolitical regions. They also used semi-structured interview guides to interview 24 key informants. More than 75% of schools lacked Braille materials, assistive technologies, or sensory-friendly spaces, and 80% of respondents cited the lack of an inclusive library policy as a significant obstacle. Qualitative results showed that institutional inertia, insufficient training, and long-term underfunding were significant challenges. Policy development, funding, infrastructure, professional training and technology integration are all coordinated activities that should be used to transform Nigerian school libraries into inclusive learning centres.