Exploring Inclusive Education Strategy for Optimization of Learning Capacity and Access to Health Information among Children with Disabilities (CWD) in Nigeria

Abstract

This review paper examined inclusive education for the disabled in Nigeria with a view to ascertaining level of implementation, successes and challenges being encountered. Secondary data were relied upon while symbolic interactionism theory was adopted as theoretical framework. The study pointed out that Inclusive Education provides adequate educational support for all pupils and promotes successful learning as well as access to health information. However, teachers’ perception about disabled children often affects their academic performance. The fact that disabled people are stigmatized by the public was also frowned at and Inclusive education was strongly recommended since it breaks down barriers and prejudices. Inclusive education benefits the disabled people and the entire society. The study recommended that inclusive education should be adequately financed by the government, schools and other international organizations. Parental education programmes should be provided. Inclusive learning environment should be created through engagement of teachers associations and other stakeholders with programmes to increase their understanding and knowledge of disability. Segregation within schools should be ended by monitoring schools on a regular basis