Assessment of the Implementation of Inclusive Education Policy Among Stakeholders in Abia State, Nigeria

This study is an assessment of the implementation of inclusive education policy among key stakeholders (parents, students, teachers, planners and non-state actors) in Abia state. Evident in section 7 of the revised National Policy on Education (NPE) (2013) is the recognition that children and youth with special needs shall be provided with inclusive educational services. The NPE defines children and youth with special needs as learners who the general education programme cannot cater to (the categories of special needs persons, as stated under section 7, para 118, include persons with visual impairment, hearing impairment, physical and health impairment, intellectual disability, emotional and behavioural disorders, speech and language impairment, learning disabilities and multiple disabilities; the gifted and the talented; and the albinos). Under this policy, assurance is made to equalise educational opportunities for all children, regardless of their physical, sensory, mental, psychological or emotional disabilities. This chapter notes that the reform programmes in special education are inextricably linked with changes in the national education policy statements. However, the mechanisms for the proper implementation of this laudable policy are still missing in many states in Nigeria, and Abia state is not an exemption.