International Journal of Sub-Saharan African Research (IJSSAR)

Background: The goal of inclusive education is to implement strategies that maximize a child's learning environment. However, in Nigeria, a number of issues, such as a lack of funding, political unpredictability, and resource constraints, consistently impede the successful implementation of these programmes.
Objective: The present study examined the discrepancy that exists between policy and practice regarding inclusive education for students with special needs in Nigeria.
Method: The researcher adopted a descriptive survey research design. The study population is drawn from students with special needs in Nigeria using a simple random selection method to choose one school from each zone, and 25 teachers were chosen using a purposive sample methodology, for a total of 100 participants. This study used a 4-point Likert scale questionnaire to produce the data. The mentioned hypotheses were investigated using simple regression analysis. Results: The findings of the study demonstrated that inclusive education in secondary schools in Lagos State Educational District V, Nigeria, is significantly impacted by educational policies for children with special needs. However, problems such as resource limits, teacher training deficits, and cultural stigmas continue to hamper complete implementation.
Conclusion: In conclusion, inclusive education is significantly impacted by educational policies for children with special needs in the study area.
Unique Contribution: This study provides fresh empirical insight into the persistent gaps between inclusive education policies and their practical implementation in Nigeria. By presenting updated evidence from Lagos State Educational District V, it contributes to the ongoing discourse on how educational policies shape the lived realities of students with special needs, offering stakeholders valuable guidance for strengthening inclusive education practice.
Key Recommendation: It has been recommended that that civil society, non-profit organisations, government agencies, and educational stakeholders launch awareness campaigns to debunk myths and stereotypes about children with disabilities, take part in advocacy work to encourage societal acceptance of inclusive education and dispel preconceived notions that obstruct its implementation, and push for higher funding allotments to support the staff, resources, and infrastructure required for inclusive education