NATIONAL POLICY ON INCLUSIVE EDUCATION

What Is This Policy?

The National Policy on Inclusive Education (NPIE) commits Nigeria to removing all barriers to education participation — ensuring every learner, regardless of disability, gender, ethnicity, religion, economic status, or other marginalised characteristic, has the right to quality education in mainstream learning environments rather than segregated special schools.

Who Does It Target?

Children and adults with physical, sensory, intellectual, and developmental disabilities (estimated 25+ million Nigerians) Learners excluded due to poverty, gender, language, ethnicity, religion, albinism, or other marginalised characteristics Out-of-school children, IDPs, street children, and child labourers requiring re-integration into education Teachers and school administrators responsible for creating inclusive learning environments

What Does It Aim to Achieve?

Guarantee every Nigerian learner's right to quality education in a mainstream setting — with the system adapting to learners, not the reverse Transform special schools into inclusive resource centres providing specialist outreach support to surrounding mainstream schools Train all teachers in inclusive education methodologies, assistive technologies, and Universal Design for Learning (UDL) principles Close Nigeria's massive disability education gap: 90% of children with disabilities currently have no access to basic education

Key Features

Mainstream-First Principle: All children enrolled in mainstream schools by default; special schools repurposed as resource and support centres for mainstream settings Universal Design for Learning (UDL): Accessible classrooms, Braille materials, sign language interpretation, and adaptive technologies in all public schools Individualised Education Programme (IEP): Mandates personalised learning plans for learners with significant needs — with parental co-development Gifted Learner Inclusion: Explicitly includes gifted and talented children — providing enrichment, acceleration, and curriculum compacting in mainstream settings PLANE Programme Support: UK FCDO-funded Partnership for Learning for All in Nigeria's Education (PLANE) — active 2021–2026 in 10 northern states Community Sensitisation: Mandatory public campaigns to reduce disability stigma and foster inclusive community attitudes towards education

Current Status

Rollout Stage: Active — supported by PLANE (2021–2026) and the Renewed Hope Inclusive Education Drive Implementing Body: Federal Ministry of Education (Special Needs Education Branch); UBEC; State Ministries of Education Coverage: National; priority PLANE states: Kano, Kaduna, Jigawa, Niger, Adamawa, Bauchi, Gombe, Kebbi, Sokoto, Zamfara Exclusion Scale: ~25 million Nigerians live with disability; 90% of disabled children have no access to basic education Funding: FME Special Education budget, UBEC Special Education Fund, UNICEF, PLANE/FCDO, JONAPWD

How to Access

Learners with Disabilities: Enrol at nearest inclusive mainstream school or special school; request an IEP from school administration Schools: Apply to State Ministry of Education for inclusive education teacher training and assistive technology resources Parents & Guardians: Contact JONAPWD (Joint National Association of Persons with Disabilities) for advocacy support: jonapwd.org Contact: FME Special Needs Branch: education.gov.ng | PLANE Nigeria: planenigeria.com

Official Resources

Website: education.gov.ng | planenigeria.com | jonapwd.org Contact: Special Needs Education Branch, Federal Ministry of Education, Abuja Policy Summary | Source: FME, PLANE Nigeria, UNESCO, UNICEF, JONAPWD, USAID, Human Rights Watch | February 2026

Legal Framework

The National Policy on Inclusive Education operates under the Discrimination Against Persons with Disabilities (Prohibition) Act 2019, the Child Rights Act 2003, and the Compulsory, Free Universal Basic Education Act 2004. It aligns with the National Policy on Education (6th Edition), the UN Convention on the Rights of Persons with Disabilities (CRPD), UNESCO's Salamanca Statement and Framework for Action on Special Needs Education, and the SDG 4 target on inclusive and equitable quality education.