Approaches to Inclusive Education in Nigeria: The pivotal role of poverty and disability

Abstract

What rules, norms and ideas of schooling influence approaches to inclusive education in Nigeria? This paper applies the model of institutional pillars (regulative, normative, cultural-cognitive, see Scott 2008, Powell 2011) to discuss dimensions of schooling that contextualise approaches to inclusive education. The analysis underscores the vital role poverty and disability that restrict access to regular schools for a vast number of children and youth. Approaches to inclusive education take up this interrelation and accordingly try to achieve ‘Education for All’ by expanding special education for children with disabilities.