The current state of inclusive education provision in Nigeria

high-level officials at the federal and state ministries, departments and agencies and local schools were unaware of the existence or recent developments to [Special Educational Needs and Disabilities] policies”.80 Interviewees repeatedly noted that the concept of inclusive education is new in Nigeria, and understanding is therefore limited. It is essential to raise the awareness and understanding of state-level officials of the NPIEN, and how it can be adapted to state level policy.

It is difficult to fully assess financing and workforce development for inclusive education in Nigeria, as reports and studies often only report on a small number of States. A UNICEF report noted that 33 of the 36 States have developed basic education strategic plans linked to the 2016-2019 National Ministerial Strategic Plan, but it was not clear the extent to which disability-inclusive education was included.81

A recent review of the Education Sector Support Programme in Nigeria highlighted the following activities to promote inclusive education, while recognising that these only occurred in six States:82

• Awareness raising campaigns at state and local government levels for children with disabilities and other vulnerable children to be enrolled in local schools, with messaging that children with disabilities do not only have to attend special schools. • School-Based Management Committees conducting enrolment drives with a strong focus on disability, gender and ethnicity.

• Efforts to train teachers in supporting children with disabilities (e.g. training in sign language, braille and attitudes to disability).

• Efforts to train teachers in improving child-centred practice.

• Small-scale efforts to bring special schools and mainstream schools closer together.

• Small-scale funding of equipment for schools to support learners with disabilities.

The planning and deployment of teacher specialisation also requires action to match school needs to teaching staff at state level.83 A 2008 report on rolling-out inclusive education in Nigeria noted that “there is need to document the number, characteristics and specific geographic location of students required to be in inclusive programmes, the number of specialists who will support their instruction, the necessary amount of in-class and out-of-class collaboration between special and general education teachers, and the optimal type and extent of support from ancillary staff.”84

PHOTO: ANDREW ESIEBO/SHOOT THE EARTH/ACTIONAID