INCLUSIVE EDUCATION PRACTICES FOR STUDENTS WITH PHYSICAL DISABILITIES IN NIGERIAN TERTIARY INSTITUTIONS: A CASE STUDY.

INCLUSIVE EDUCATION PRACTICES FOR STUDENTS WITH PHYSICAL DISABILITIES IN NIGERIAN TERTIARY INSTITUTIONS: A CASE STUDY.

ABSTRACT

This case study investigates the implementation of inclusive education practices for students with physical disabilities in Nigerian tertiary institutions. With a focus on enhancing accessibility, participation, and academic achievement, the study employs a mixed-methods approach, combining surveys, interviews, and document analysis. The research examines the experiences and perspectives of students with physical disabilities, faculty members, and disability service providers within selected tertiary institutions. Findings reveal a multifaceted approach to inclusive education that encompasses physical infrastructure modifications, assistive technology provision, faculty training, and policy development. The study identifies barriers to inclusivity, including architectural inadequacies, limited awareness, and inadequate resources. Moreover, the research highlights successful interventions, such as proactive disability accommodations, accessible learning materials, and collaborative partnerships between stakeholders. This case study contributes to the burgeoning discourse on inclusive education in Nigerian tertiary institutions, shedding light on effective practices and areas needing improvement. Recommendations for policy enhancements, professional development, and community engagement are provided, aiming to foster a more inclusive educational environment for students with physical disabilities in Nigeria. The findings have broader implications for inclusive education globally, emphasizing the importance of equitable access to higher education for all individuals, regardless of physical ability, This case study provides valuable insights into the current state of inclusive education practices for students with physical disabilities in Nigerian tertiary institutions. It underscores the progress made while highlighting areas in need of further attention. Recommendations include continued investment in infrastructure, expanded access to assistive technology, enhanced faculty training, and policy refinement. By implementing these recommendations, Nigerian tertiary institutions can take significant strides towards creating a more inclusive educational environment for all students, regardless of physical ability. Moreover, the findings of this study have broader implications for inclusive education practices globally, emphasizing the universal importance of equitable access to higher education.

INCLUSIVE EDUCATION PRACTICES FOR STUDENTS WITH PHYSICAL DISABILITIES IN NIGERIAN TERTIARY INSTITUTIONS: A CASE STUDY, GET MORE MASTERS SPECIAL EDUCATION

Sharing is caring!