‘Education for All’: Advancing Access to Inclusive Education Practices for Learners with Disabilities in Delta State, Nigeria

This study explores, through a human rights model, the current challenges to the realisation of access to inclusive education practices in Delta state, Nigeria, as they affect learners with disabilities in the region. Specifically, the study proceeds on the hypothesis that the successful implementation of inclusive education will enable learners with disabilities to realise personal and socio-economic development. The main argument borders on the exploration of the current challenges to the realisation of access to inclusive education practices as they affect learners with disabilities in Delta state since the domestication by Nigeria of the United Nations Convention on the Rights of Persons with Disabilities. Identified government-owned special basic schools within three senatorial zones in Delta state are selected for the study. The zones include Delta Central, Delta North and Delta South. The study participants generally include learners with disabilities, teachers, inclusive education consultants and policymakers—involving, particularly, officials of the Delta State Universal Basic Education Board (SUBEB)—in the sampled state. The study’s methodology is illustrative, quantitative and qualitative. Data sources include the use of questionnaires, interviews and focus group discussions.