Challenges and strategic interventions of inclusive education of children with disabilities in Nigeria: An evaluation of United Nations Children’s Fund (UNICEF) role (2015-2023)

This study investigates challenges hindering inclusive education policies for children with disabilities in Nigeria, specifically evaluating UNICEF interventions (2015–2023). Adopting a mixed-methods design with 400 questionnaire respondents and key informant interviews, the research analyzes implementation barriers. Findings indicate that despite policy commitments, significant obstacles persist: 80.6% of respondents cited insufficient trained staff, followed by financial constraints (76.5%) and inadequate infrastructure (73.4%). Additionally, cultural resistance (54.3%) and policy inconsistency (58%) impede progress, with 52% questioning the sustainability of initiatives without external aid. To address these gaps, stakeholders prioritized expanding teacher training (85.3%), improving facility accessibility (80.1%), and increasing funding (74.9%). The study concludes that achieving global equity standards requires a coordinated, culturally responsive strategy rooted in stronger government ownership and multisectoral collaboration.

Keywords: Inclusive education, children with disabilities, UNICEF, Nigeria, educational policy, teacher training, accessibility, sustainability.